keeping parents informedVolume 15 Issue 16 May 25, 2012

While we do not yet have all of the data, I’d like to take this opportunity to share with you what we’ve been doing, togeth-er with the key messages from the student survey, before the end of the year.

You’ll remember that we surveyed all students from grades 3 – 12 (those under the age of 16 required written parental consent). We also surveyed the faculty. We asked the PRE-VNet researchers to examine all of our policies and practices dealing with school culture, healthy relationships, and specifi-cally with bullying, and we arranged for them to speak with groups of faculty and students as focus groups.

We have now received the first stage of the results, the raw data from the student survey. In due course, we will receive the raw data from the faculty survey and finally, in July, a de-tailed analysis of all of the results with recommendations. The PREVNet lead researchers, Dr. Pepler and Dr. Cummings, recently met with the faculties of all three divisions to take us through the student survey results. They also presented to both this year’s and next year’s Prefects.

The report on the student survey results extends to over 70 pages. However, the key messages are clear, as explained to us by the researchers: Overwhelmingly students report feeling safe in their school.

The levels of bullying that students report are below national averages in the Upper School and Lower School, while, con-trary to popular wisdom for the age group, Middle School boys reported significantly lower occurrences than the na-tional average.

Of the types of bullying reported, physical, while still low, is only a significant factor in the Lower School. In the Middle School and Upper School, when bullying occurs, it is almost always verbal and/or online.

For a large majority of the students who report experiencing bullying, it occurs only occasionally, but for a few it can persist over time.

In terms of their response, no students report feeling afraid; the typical response is more likely to be anger.

Overall, the picture from the data, to use the boys’ vocabu-lary, is of a male culture of “chirping”: a culture of chronic, occasional, supposedly “witty” nicknames, insults and put-downs. When students cross the line they typically do so, not because they are malicious, but because they are socially clumsy. There is a very small percentage of boys who self re-port as persistent bullies.

Finally, in a preliminary examination of our policies and prac-tices, the researchers found them to be at “best practice level” and in fact remarked that if they could do it again, they would send their own sons to Crescent.

Finally, I want to report briefly on our responses to all of this data. We do realize, as people who know Crescent well, and who have a broad range of experience in a variety of schools, that you cannot bring almost 700 boys together every day without some level of social friction. Knowing this, our com-mitment is, as ever, to be relentlessly vigilant. We will contin-ue to consult with experts in the field, like Dr. Pepler and Dr. Cummings, who have worked so effectively with us, to make sure that we continue to improve. We have been confirmed in our understanding that challenging students to “own” their culture is the most effective means of reducing bullying.

When presented with the information, our Prefects seized on the key issues raised in the survey with determination, both to act on immediately, and as their main focus for next year.

I will continue to keep you informed throughout next year as we digest the full report and recommendations and begin to work in partnership with the students and families to make the culture of Crescent School even stronger.

—Mr. Lowndes, Head of Upper School

You may recall that when I first announced in these pages our work on school culture with PREVNet this year, I committed to report back to you with the results.

Crescent School | 2365 Bayview Ave. Toronto, ON M2L 1A2 | 416.449.2556 | www.crescentschool.org

2 Men of Character from Boys of Promise

ENGLISH DEPARTMENT NEWS

I KILLED MY BOSSMy boss at Time Industries, Mr. Beresford, was a creature of habit down to the core of his being. Every morning, he would stroll in at 7:19 from his Mercedes, coffee in his left hand, a folded up newspaper in his right. He would stop at my desk and speak to me for exactly six minutes, which I considered the worst part of my day by a county mile.

Our dialogues were often confrontational, and if one did not stretch naturally to the six minutes it had to, he would loop it around again, another bout of unpleasantness to endure. At 7:25 he would leave my desk, regardless of where we had been in our conversation and go into his office where, I assumed, he practiced satanic rituals—but I have been told all he did was read the paper.

Because of his habitual nature, I would then have exactly 40 minutes of peace before he would buzz me and say: “Frank! What are you, sleeping out there? Send in my 8 o’clock, or so help me I’ll sack your sorry ass!” Of course, him taking 40 minutes to read the paper would put us five minutes behind for the entire day, a fact, he would never let me forget, was entirely, and utterly my fault.

I think he did this just so he could have an excuse to be nasty towards me for the rest of the day. Needless to say, it annoyed me to no end.

Any who, he would take six appointments in the morning, and five in the afternoon, divided by his lunch break, which he insisted I was to take with him. During those meals, I learned many lessons about human cruelty, sadistic humour, and just how much it was possible for me to despise someone. I also learned that he kept his lunch in the fridge in a brown paper bag every day.

I remember one afternoon, Barbara, my girlfriend at the time, packed me a special meatball sub with chips and Coke—a beautiful sentiment and one I wholly appreciated. When I told him who had made it for me, he asked for her picture, and promptly spat his soda all over it in a watery mixture of choking and laughter.

I think that was when I developed a real loathing for the man. He had no compassion, no empathy, no knowledge or understanding of how others could feel such weak emotions, as he only knew hatred, lust, and envy. If he believed in any form of religion or good, he was bound for hell, which, my hypothesis is, was why he chose to worship the devil instead. In that religion I suppose he would have been an essentially perfect believer; cruel, sadistic, malevolent.

Anyway, after lunch he would see his final five appointments for the day, the last one ending at exactly 6 o’clock. Then, he would take 17 minutes to pack up his things and reshuffle his office for the following morning. At 6:17 he would strut out of his office (something like a peacock might) and deposit the notes he had taken that day on the edge of my desk—not close enough for me to reach them comfortably, but far enough that I could not justify moving the pile, I assumed this was his final barb towards me each day, and then tell me, “If you don’t get this done by tomorrow morning, don’t bother coming in.” Then, he would look me dead in the eye, bare his teeth in what I assume was his attempt at a smile, and stroll out of the waiting area to the elevator.

And that was my experience with Mr. Beresford, every day. As I say, he was a creature of a habit.

The examiner uncrossed his arms, put on his glasses, and said: “That’s all well and good Mr. Beresford, but the question was not, ‘What was your experience with the victim?’ It was whether or not you killed him?”

—Ben Pitfield, grade 12

English teacher, Mr. Costanzo, ran a ShorteSt Story ConteSt for his grade 9 and grade 10 students this spring, yet received over 20 submis-sions from various Upper School grades, who were also asked to participate if they were interested. The judging was held last week, and the

winners were determined by the students of Firgrove Public School who are at Crescent each week for Modified Wednesdays tutoring. Stories were read aloud, and in the end, grade 12 student Ben Pitfield was the champion. The other two top finishers were grade 10 student Jake Fisher (2nd place) and grade 9 student Nathaniel Diakun (3rd place). Ben’s story of cruelty and hatred appears below. Needless to say, violence (if only in the title) appeals! Enjoy.

3Men of Character from Boys of Promise

The Crescent Parent Association (CPA) Committee Members along

with the Event and Programme Coor-dinators gathered this past Wednesday for the final CPA meeting of the year. We looked back at the highlights of 2011 – 2012 and we look forward to next year as the CPA Presidency is handed over to Mary Wellner. Mary has a very talented and dedicated team lined up to move ahead with new ideas and the CPA is in great hands under her continued leadership.

The CPA had a very successful and busy year. Over 300 volunteers were involved in our partnership with the School to build Crescent’s unique sense of com-munity through our social, fundraising, school and community and parent pro-grammes.

In addition to our dedicated volunteers, the parent community participated fully this year. Events were very well attend-ed, most with numbers surpassing prior

years. Parent programmes connected with prospective, current and past par-ents.

School and Community programmes continued to support Outreach to Cres-cent’s partner schools and organized a special day for Crescent staff in appre-ciation for all that they do for our boys. Our fundraising programmes raised money for the CPA Centennial Schol-arship Fund, the upcoming Centennial Celebration and the Great Boys campaign. More details will follow in a final Crescent Times article about this year’s CPA dona-tions.

Of course, none of these successes would have been possible without a strong dedicated team of volunteers. With gratitude, I would like to thank this year’s Committee not only for their su-perb work and commitment to their re-spective events and programmes but also for their support and contribution to the CPA overall.

To the hundreds of event coordinators, members of committees and hands-on-deck volunteers—who give of their time and talent throughout the year—we owe all of our accomplishments to you. It has been a great year and with your contin-ued support, the CPA will look forward to continued successes next year and be-yond.

Thank you for a wonderful year.

—Anne Marie Mayne, CPA President 2011 – 2012

CPA NEWS

acknowledging Hard work & dedication

Crescent Parent Association

Anne Marie Mayne pictured with incoming CPA president Mary Wellner and volunteer Kate Lisus

The CRESCENT COOKBOOK of the CENTURY

Calling all Crescent parents, staff, kids and alumni… we need your help in putting togeth-er the Crescent Cookbook of the Century! Please get your cherished family recipes out,

and be a part of this great culinary delight. Please go to the Green Room and click on the link to find the cookbook template, and use this format to submit your recipe online. Alternatively,

you can print off the recipe, scan it from an old recipe card, or handwrite it for us... whichever is easiest for you to do to get your recipes in by the deadline of June 15. E-mail to nabaker@trebnet.com or leave your recipe at Reception.

Please include any information about why your son or you really like this recipe or any other interesting facts. For ex-ample, “This recipe has been in the Roberts family for 100 years and loved by all” or “A Mentor Group favourite cookie recipe.” Please, also include any other pertinent information such as your son’s name (and grade) or graduating year. If you are staff, please include that as well. Thank you for helping us to deliver delicious recipes to all of the Crescent com-munity on the School’s 100th birthday!

RECIPE DEADLINE IS ONLY WEEKS AWAY: JUNE 15

4 Men of Character from Boys of Promise

Understanding Middle School boys is the key to teaching Middle School boys. As you know it has been our inten-

tion to make this the core of what we do and have our curricu-lum and programmes flow from this understanding. We have made some exciting progress and hope to make more.

The biology and subsequent social landscape of early adoles-cence is by definition a complex time and a thoughtful com-munity approach to supporting our boys as they navigate through these important experiences has been an open part

of the Middle School vision. Bullying and social conflict are an unpleasant truth of growing up. During this time of sensitive growth towards manhood it is not uncommon that these issues are felt deeply.

With this backdrop, we have felt it is really important to make the issue, and topic, as transparent as possible, and it has been a big part of what our mentor groups work to support and guide around.

The recent PREVNet Survey was an opportunity for us to re-ceive some thorough data from an objective source. Whilst we

SCHOOL MESSAGESFrom the Lower School

From the Middle School

You will know from reading Colin Lowndes’ article on the cover of Crescent Times, that Dr. Peplar and Dr. Cummings,

the leaders of the PREVNet research team, have met with the faculties of all three divisions to take us through the student survey results. I worked alongside Dr. Peplar and Dr. Cum-mings as each form completed the survey, and I have the high-est degree of respect for their professionalism in general and for their genuine care of our students, specifically. We know that this is important work for every community and I would like to share with you some of the data that is specific to our Lower School at Crescent.

First, the numbers: the data from which these statements have been made come from the 43 boys in grades 3 and 4 who par-ticipated in the survey and the 63 boys in grades 5 and 6 who participated in the survey. Because grade 5 and grade 6 did a different survey than grade 3 and grade 4, the data for these two groups are presented separately.

The boys in grade 3 and in grade 4 reported a high level of feeling safe at Crescent, with 98 per cent indicating that they feel safe at Crescent School. Of the 12 per cent of boys who indicated that they had been bullied, physical, verbal and so-cial bullying was reported. Understandably, the most common emotional responses to being bullied were to feel both sad and mad. Almost every boy indicated that he could talk to an adult at home if they were having a hard day at school.

Initially, I was concerned that only 2 per cent of boys indicated that they could talk to an adult at School, until I spoke to the grade 3 and grade 4 teachers, who told me that the boys do not see them as “adults” just as “their teachers!” Dr. Peplar has indicated that she will change the wording on the test to adult, teacher, or principal. However, we are going to ensure that all the boys receive frequent reminders and reassurances that sharing their concerns with an adult at School is the first step to a solution to their problem.

The 63 boys in grade 5 and grade 6 who participated in the survey reported a relatively high level of feeling safe at Cres-cent, with 92 per cent agreeing with the statement “I feel safe at Crescent School.” The most frequent type of victimization was verbal, followed by physical and social. Of these 63 boys, 24 per cent indicated that they had been bullied once or twice and 11 per cent indicated that they had been bullied three or more times. The most common emotional responses to being bullied were sad, mad and unable to do anything to stop it.

Less than 10 per cent of the respondents reported that they had bullied other boys at least once during the past four weeks. When asked where they had seen or experienced bullying, the three most frequently identified places for bullying were the school grounds, the school hallways, and the classrooms.

We were concerned to learn that some boys reported that for them, bullying, though occasional, has lasted over an extended period of time. This is where we need to focus our attention, for we know that this can wear away at a boy’s self-confidence.

Of great interest, was how the boys responded to how the adults in their world react to bullying. The students stated that it is unhelpful when the adults in their world say bullying is “normal” or to “fight back” or “to ignore it.” Conversely, they say it is helpful when they are listened to, that the “bully” faces some form of intervention and when they are given strategies to feel more empowered.

This journey is just beginning. The information we have been given is a valuable starting point to re-evaluating our routines, our strategies and our School culture. While it was wonderful to hear how well we are doing, we know there is work to be done. We begin this work, in association with Dr. Peplar and Dr. Cumming, now and continue it into the years ahead.

—Dr. Boyes, Head of Lower School

5Men of Character from Boys of Promise

SCHOOL MESSAGES

are still waiting on a detailed breakdown of the data, we cer-tainly have enough to share with you at this stage.

I have highlighted some key parts of the Middle School survey results:

• All our boys reported feeling very safe at School.

• Eight boys reported having felt that they have experienced bullying in some form and all of these boys shared that it happened less than once every two weeks over a defined period of time. This compares with national averages of 56 per cent of students of this age who report that they have been bullied.

• The Middle School boys report significantly less instances of bullying than in any other part of the School.

• A few boys (three) report that they have been the victims of occasional bullying for over a year.

• The vast majority of bullying is either verbal or online—actually almost exclusively.

• Those that bullied and those that were bullied shared the same feelings of sadness and anger.

• Interestingly, our boys overwhelming tell a parent and a teacher when they have experienced bullying.

So here are my initial “takeaways” from this data, although I want to acknowledge that this is only my interpretation and I would be happy to hear your thoughts on the same data.

• We do have instances of bullying but they generally don’t last long in a boy’s life. I feel strongly that this is linked to the data that shows our boys tell trusted adults—I feel this allows a quick, community supported, moment to meet issues of social conflict early and therefore allows us a better chance to redirect behaviour and support the victim. I know we work very hard at this and the mentor programme allows boys to feel they can talk to a trusted adult about a topic that is very sensitive.

• I also think this accounts for the significantly low numbers of Middle School boys who reported being victims of bullying. We absolutely have issues of social conflict as our boys strain towards becoming young men but we also have forums for them to talk about this and strategize towards solving these uncomfortable and even hurtful moments before they become issues of bullying.

• There are many benefits to having a small community but the data does seem to indicate that for a few boys being able to reinvent themselves is difficult and they report low grade occasional bullying over a longer period of time.

• The role of the bystander is a key area for us as we move forward. The bullying our boys experience is online and verbal and my assumption is that this means there will often be witnesses to these negative interactions.

• Both the bully and the victim feel unhappy after an incident of bullying. As difficult as it can be in the middle of a situation, our commitment to working with both bully and victim is vital.

• The success of the Middle School at the present time in addressing bullying head-on has been because the boys, teachers and, importantly, our parents have been involved in thoughtful and supportive interventions.

I am anxious that the good news of the survey doesn’t read like a PR statement about how great life is for our boys in Middle School. We have a long way to go. Bullying happens and will continue to happen in our Middle School. The survey provides only a snapshot of life here, and things can change quickly. Also, as with all statistics, interpretation is everything and I am aware that the sensitivity of Middle School boys, whilst discussing bullying, must be factored into the results.

I have tried to be completely transparent and look forward to any input you might have. It is an important topic and one that we need to be vigilant around.

—Mr. Young, Head of Middle School

From the Middle School continued

6 Men of Character from Boys of Promise

SCHOOL MESSAGES From the Upper School

What is the most important thing we do for boys in the Upper School who come to school each day to discover

their place in this chaotic world adults have created for them? We need to have conversations about real stuff, about what it means to be people of respect, responsibility, honesty, and compassion.

We need respectful dialogue within the Upper School about matters of manhood; we need to hold each other responsible for our words and actions; we need honesty in listening and being known in a school where we can all take risks; we need to be compassionate knowers regarding what students already experience at Crescent School. Together, we must ask impor-tant questions, but more importantly, we must listen for the answers.

And yet, asking the right questions and pursuing the answers to those questions means we put aside that which has stopped us from change in the past. We must all be courageous. Our recently conducted PREVNet survey was a worthwhile ex-ercise in such courage. We learned that Crescent is a caring environment, a community where 99 per cent of students feel safe coming to school everyday. We were reminded about what many of us already feel: that Crescent is a thoughtful and lov-ing community. We celebrated that as a percentage Crescent students reports fewer than half of the instances of bullying as compared to the national average.

Despite this, a small but important group of students in the Upper School reported experiences of bullying. In fact, we learned that these students are often targeted, ostracized and

ridiculed for a prolonged period of time. We discovered that many students are being teased or “chirped” for aspects of their identity they cannot control, such as ethnic background and/or disability.

This culture of chirping needs to be addressed by our entire community. Not all chirping is necessarily a bad thing. Chirp-ing can be a healthy exchange between friends who understand and respect one another.

However, chirping becomes harmful when the basis of the comments is something the other can’t control, something such as race or religion. This was perhaps the most surprising result of the survey—the prevalence of racial bullying within the School. Ergo, it is important that as we go forward the cul-ture of chirping becomes a culture of understanding, not that chirping stops but changes.

We need to make sure when we chirp, we are sensitive to oth-ers’ appetite for it. We all need to think more deeply about the role we play in this culture, whether as victim, aggressor, or uninvolved bystander—and commit to making sure that no one feels apart from this wonderful community.

We all need chances to enter into dialogue about the kind of relationships we are building at Crescent School—those that will lead us to learning, knowing, and being known. Our PRE-VNet experience has proven to open this door. In fact, its what we value at Crescent.

—written in collaboration by Head Boy Graham Rotenberg, next year’s Head Boy Jack Hayward, and Assistant Head of Upper School, Mr. Fellin

US TEXTBOOKS: On June 11, buy online and sell at Crescent!

Our Upper School textbook supplier, Canadian School Book Exchange (CSBE), is offering parents an opportunity to sell their used textbooks. CSBE will be here for one day on Monday, June 11 from 8 – 4 in the CCL (Upper Lobby).

CSBE staff will be on-hand to receive your books and help you fill out an intake form. This must be done accurately in order to guarantee CSBE can track any books you have offered for resale. Once CSBE resells your books (through their online site), you will be issued a cheque, or your CSBE account will be credited to offset the purchase of next year’s books, if required. As long as the textbooks are in good physical condition, they will likely be resold.

Please mark June 11 in your calendar. If you miss this opportunity, you will need to deliver any texts for sale to CSBE in Mississauga. Crescent School will not be collecting textbooks for resale. PLEASE NOTE: This service is offered by CSBE. Crescent is only providing a convenient drop-off location. For further information contact CSBE’s Customer Service office at 905-828-7200 or check their website through the link in the Green Room.

June 11 is also the day that our book lists for next year will be available on the CSBE website. This means that you can start purchasing your sons textbooks for next year.

7Men of Character from Boys of Promise

Matei DanDobre: Where were you before Crescent?Geoff Green: I’ve been overseas for 10 years; in an international school in the Philippines for five years, at a school in Columbia for two years, and in Japan for three years.

MD: Why were you working abroad?GG: There’s a big demand for North American trained teachers for private schools. They want western education and English, so they recruit North American teachers. I was teaching the President’s kid in the Philippines, and I didn’t even realize it.

MD: How did you find out about Crescent?GG: Crescent has a very good reputation, and an old family friend, Ms. Newman, told me to apply as I was in the process of coming back.

MD: What do you teach?GG: Middle School history, science and geography.

MD: How are you liking it? GG: I like it a lot, I enjoy it. The greatest part are the teachers I work with are phenomenal, how we share ideas, and in terms of personalities.

MD: How is the new space in the Lau Family Wing?GG: I didn’t know the old space, but I do enjoy the space. The Middle School has an area for itself, and it encourages interaction. The open classrooms are really nice too. The drawback is that it takes away from interaction with the Upper School and Lower School.

MD: What’s your favorite thing about Crescent?GG: The community. Saying that, when I came in, everyone was so friendly and supportive that it made me hesitant. Then I realized its just part of the environment here.

Q: Describe the perfect day at Crescent.A: I don’t know if I can describe it. A new encounter is always ideal. A situation where I get to learn, where I get to see a student achieve success, and I guess playing on the theme of just enjoying the company of teachers and students.

MD: If you changed professions, what would you do?GG: I spent a long time, before becoming a teacher, in the

environmental field. I would like to go back to those jobs, but not as an environmental chemist. That job was too hazardous for me.

MD: What was it like as an environmental chemist?GG: I enjoyed it, but the tough thing was I was doing clean- up of environmental pollutants. We tried to make these inert, and find safe ways to clean up. I was a part of an emergency response team. It was an interesting challenge, but very dangerous. We were exposed to chemicals. Its not a wise career choice. We did have some accidents.

MD: What are you afraid of?GG: Heights, and the shark from the movie Jaws. I have a tremendous fear of sharks. When I was six, my babysitter took me to the movie, which terrified me.

MD: What is your greatest joy?GG: My two kids. I think that every parent understands, that their children are both their greatest frustration and their greatest joy.

MD: Do you like hot or cold weather?GG: HOT. I’ve been living in the tropics, and I’m still not used to Canadian weather.

MD: What changes have you seen during your teaching career?GG: Technology. It started off with a piece of chalk and a blackboard. Now all classes have a computer of some kind, and that’s only going to

increase. That’s the trend, and teaching is going to become more interactive, and learning will be much more communal.

MD: What is your favorite book? Your favorite movie?GG: To Kill A Mockingbird. It just stuck and echoed with me. Movie would be a tough one, because there are too many. It depends on my mood, I can’t really claim a favourite.

MD: If you could change one thing about Crescent, what would it be?GG: My first three weeks were spent just trying to navigate the School. A map or tour would be a great help. I just got confused going up and down in different areas. It took me a long time to figure out where everything was!

FACULTY PROFILE Middle School teacher Mr. Green

great pictures!

Tuesday. The final week of classes had begun. Second period had commenced, but a quarter of the Upper School was nowhere to be found.

Though classes had now been in session for 10 minutes, the long hallway leading from the Dining Hall to the Science Wing was eerily quiet.

Suddenly, with a tumultuous roar, hordes of armor-clad and sword-wielding figures erupted from either end of the hall, meeting at its middle with a growing cre-scendo of valiant battle cries.

Crescent School had be-come the battle ground for its very own LAIRE (Live Action Interactive Roleplay-ing Explorers) war, fought by the graduating class of 2012.

When glory was finally ours on Innes Field, we took the fight down the road to Toronto French School.

Battling once more on their field, it was not until we were challenged by the Headmaster of TFS that we were forced to retreat and regroup.

In one final attempt for greatness, our forces stormed the Bishop Strachan School, only to show our true chivalrous nature by collectively bowing to the Headmistress (pictured).

The graduating class of 2012 challenges all future graduat-ing classes to a contest of strength and honour on the field of battle.

—Jonathan Brickman ’12