Spring 2011 Volume 5 Issue 2

Alumni Affairs Staff Development Community Connections Smiles around Campus

Composing Innovation:
It's May 8th, 1948
President Truman is on Trial
Composing Innovation:
It's May 8th, 1948
President Truman is on Trial
Office of the President ext. 201
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Night Entrance Security 210-6393555
American Community Schools of Athens
129 Aghias Paraskevis 129 Tel.: 210-639-3200-3
GR 152 34 Halandri 152 34 210-601-6152
Athens, Greece , Fax: 210-639-0051
E-mail: acs@acs.gr http://www.acs.gr
C ONT AC T S
How to Contact Us
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Our Mission
ACS Athens is a student-centered
international school, embracing American
educational philosophy, principles and values.
Through excellence in teaching
and diverse educational experiences, ACS Athens
challenges all students to realize their unique
potential: academically, intellectually,
socially and ethically to thrive as responsible
global citizens.
Publisher: ACS Athens. Editor-in-Chief: Desiree Michael. Production team: John Papadakis, Marianna Savvas, Stacy Filippou.
Contributors: ACS Athens Faculty, Staff, Students, Parents and Alumni. Art Direction, Design & Printing: Multimedia SA.
Cover Design & Concept: Dot Repro SA.
All rights reserved. No part of this magazine (text or images) may be reproduced without the consent of the publisher.
On the Cover: Appointed Prosecutor (left): Andriana Skalkos
Grade: 10
The best thing about this [The Mock Truman Trial] experience is that it made the material we had been studying come alive; it took a form which was tangible and I
will remember it and how it stands out amongst other learning experiences. --Skalkos
Appointed Defense Attorney (right): Raseel Sharaf
Grade: 10
The most rewarding thing about this experience is that, for an entire day, you're a completely different person. You're a different character, you're not you. Suddenly,
you realize that you're actually a lawyer and you're actually arguing a real case against your friends, but they're different characters as well. So, it's impersonal because
everyone is playing their own character and so are you.
It is a great experience because it gives you a sense of what it feels like to be a lawyer. The best thing is that you learn all about a significantly momentous event in his-
tory without realizing how much you have learned until the event is over. It's great fun. Its engaging and impersonal. Like the learning, you dont realize how great the
experience is until you look back at it when it's over and realize you kind of want to do it again. -- Sharaf
Photo by 10th grade student Margi Rentis
L E T T E R S
4
One of my favorite soundtracks is the musical score to the classic
Spaghetti Western, The Good, The Bad and The Ugly. Why? It is in-
novative. The composer, Ennio Morricone, incorporated universal
sounds, instruments, church bells, gun shots and voice distortions to
create an innovative masterpiece that is now a classic, distinctly rec-
ognized as having its own authentic tune. Not surprisingly, he
learned how to improvise due to his training and diverse exposure
to music, which included a background in jazzan innovative form of
music that gave rise to Rhythm and Blues and the more extempora-
neous sounds of what we now call rock-n-roll. Though jazz and
other fresh new musical blends are often frowned upon by classical
musicians, Ennio Morricone did not let the voices of tradition and
opposition dissuade him from creating his own authentic brand of
music. Nor did the existing status quo style stop him from becoming
a respected composer. His creations can now be heard in some of
the most elaborate classical concert halls throughout the world. Lis-
tening to this particular soundtrack, I thought of those who dare to
be different and I was reminded of the small, yet real, impact that
results from their acts of innovation.
However, the request to properly highlight innovation at ACS
Athens began with me questioning the meaning of innovation as it
pertains to educational institutions: (1) What is the meaning of in-
novation in general education settings? (2)What do models of in-
novative schools look like and (3) why has it taken so long for the
institution of general education to become an entity for the develop-
ment of innovation?
So, over the Christmas holiday, I started at the most logical place
for answers, the US State Departments Office of Overseas Schools.
I interviewed Dr. Beatrice Cameron, who is the Regional Education
Officer overseeing Greece. Dr. Cameron possesses more than forty
years of observational experience on institutions of general educa-
tion. The last 18 years alone have provided her with the opportu-
nity to observe school settings from as far east as Japan to North
Africa and throughout Europe. Her base in the Washington, DC area
reinforces her daily exposure to American schools and their philoso-
phy of education. About the meaning of innovation, she had this to
say, Innovation is taking advantage of a new idea or a new technol-
ogy that has systemic validity It takes something in a new direction
that improves efficiency It creates a systemic change [over time].
Surprisingly, in all of Dr. Camerons global visits to American-style
schools, she has seen very little deviation from tradition. She directed
me to research the Thomas Jefferson High School for Science and
Technology in Fairfax County, VA. This, I did, which led to the an-
swers to my second and third questions and an almost obvious rev-
elationinstitutions of general education and innovation are
oxymoronic. The former was designed to establish a style of learning,
a repetitive tradition, a duplicable status quo. Innovation is disruptive.
Innovation has spurred the birth of nations and deteriorated the
stasis of tradition.
Effectively, encouraging student innovation will destroy schools. That
is unless, like the Thomas Jefferson School, a school is designed as an
institution of innovation. That epiphany prompted me to visit one of
the most well-known American institutions for innovation, the Massa-
chusetts Institute of Technology. There, a former ACS Athens student
led me to an MIT graduate's creation, NUVU Studios, another model of
a general education school designing itself for innovation.
It was only then, with this information in hand, that I felt I could
present you, the readers, with a critical review of what is truly inno-
vative about ACS Athens. ACS Athens is not just a good educa-
tional institution. It is, instead, an institution being redesigned for
innovation that promotes student inquiry, open and applied learning,
and valid and systemic development of innovative ideas; and, like my
revelation, depending upon which side of innovation you find your-
self, it may appear to be more disruptive than constructive. However,
like Ennio Morricone, the composer of this authentic piece is not
to be deterred by hecklers of Nay. As you will see throughout the
pages of this Ethos, the universal tunes of innovation are striking the
right chords with someone, for ACS Athens students are going be-
yond the limits of traditional learning and others are going on to
orchestrate their talents in some of the worlds greatest institutions
that are designed to develop their thirst for innovation.
This is my last Ethos. Thank you for reading our previous issues
and I hope you will enjoy the articles that are compiled within this
issue. For those of you who know ACS Athens, you know that there
Letter
from the
Editor:
Composing
Innovation
5
Word from our President
are entirely too many events to document in one Ethos magazine.
Therefore, in our efforts towards innovating Ethos (together with the
peer-teacher of the TECH@ACS group, Alex Stelea) we brain-
stormed and agreed that this issue of Ethos will be the beta test for
PhaseI-Innovation: you will find QR (Quick Response) codes through-
out this issue, a QR-contest and QR Table of contents to direct you
immediately to our continued stories on the ACS Athens website.
The next issue of Ethos might be ready for Phase IIstay-tuned.
Hats off to the composers of innovation and a wonderfully dis-
ruptive community!
As you can see, Dr. Gialamas has very little to
explain about the educational philosophy of ACS
Athens. He said simply, Gain an understanding
of our philosophy by turning the Ethos pages,
visiting our website, walking on our campus, feel-
ing the air, and by listening to our students, fac-
ulty and staff. See for yourselves.
What you will see is the manifestation of three
leading principles surrounding ACS Athens.
1. Modeling Teaching and Learning: How do
teachers create a far-reaching 'Lighthouse Effect'?
They do this by modeling an approach to teach-
ing and learning that can be emulated inside and
outside of the classroom.
2. Modeling Leadership: Leadership is about
modeling how we do things, how we act and
make decisions. All decisions at ACS Athens are
made in the best interest of the student, with
ethos being the guiding instrument.
3. Modeling Innovation: The faculty has been inspired
to take the lead in redesigning the ACS Athens edu-
cational experience by offering a holistic, meaningful
and harmonious education to its students (i.e. an inno-
vative and authentic learning experience that has real
life applications, yet takes into account diverse learning
styles). Dr. Gialamas stresses his adage, every shoe
size is different, the same way that every student is
learning and expressing his or her understanding in a
unique way. The innovation that ACS Athens cre-
ates must be created as a norm that works for this
population, this community and this school.
Above, Dr. Gialamas stands with his students,
who had the opportunity to take an authentic
mathematics course. The course, Knot Theory
and Applications in DNA Research and Physics,
was designed for them as they demonstrated
their ability to understand and synthesize com-
plex, exciting mathematical concepts usually re-
served for university level students.
Caio Davison (left), University of William and Mary, Virginia and Jason Hu (right)
University of California, Berkeley prospect.
See for yourself.
6
C O N T E N T S
Bridging the Gap 52
Student Leaders 19
Alumni Affairs 62
Community Connections 55
Pedagogy in Action 26
Staff Development 64
Enhancing Education 10 Cover Story 14
IB Theater 24
7
Table of Contents
Our Mission 3
Editor 4
Word from our President 5
Enhancing EducatiOn 10
ACS Athens' Scholastic Book Fair Cynthia Marshall 12
Librarian's Corner Leigh Anderson 13
cOVER StORY Mr. Dave Nelson and
Mr. William Papatassos 14
StudEnt LEadERS 19
Photo Journalism Revived at ACS Athens Desiree Michael 19
Meet Jamil: A New Addition in our
Adopted Chimpanzee Family Sue Protopsaltis 20
TECH@ACS: Peer-to-Peer Teaching Alex Stelea 21
Try HTML: An Alternative to
PowerPoint Presentations Angela Kiki Spiliot 22
iB theater 24
PEdagOgY in actiOn 26
10th Grade Personal Project Ellen Froustis-Vriniotis 27
What are the Pros and Cons
of Low-Friction Vehicles? 28
Are They a Viable Option for
the Future? Jake Moffatt 28
How, and to what extent, does music
influence the teenaged population? Manolis K. Rentumis 30
ASC Annual Business Fair
Teaching Core Business Competencies,
Entrepreneurialism and Innovation 32
An Interview with Ms. Emilia Drogaris 33
JeiKei Online Art Studio Joo Kim 35
Shiva Restaurant Joy Krasopoulou 36
Modeling Economic Power Brokering
for ACS Athens Students 37
Classroom Activities 38
Faculty Techniques for Improving
Student Learning 39
Diverse Student Body,
Differentiated Approach Chrysoula Ploutou 39
Math Phobia: Strategies and Techniques
for Overcoming Students Anxiety Sue Protopsaltis 40
Project-based learning 42
A New Twist on Days:
Student Participation in Hands
on Learning Melina Vassiliadis 44
NESA 2010 Virtual Science Fair:
Learning beyond the Classroom 46
Understanding James Joyce Marca A. Daley 48
THE ACS AFTER SCHOOL
PROGRAM K-12
Designing shoes for each
unique size Chris Perakis 50
BRidging thE gaP 52
cOMMunitY cOnnEctiOnS 55
Eleni Scurletis NESA Recipient 55
ACS 7th Grader Recognized for
her Commitment to Service by
winning the 2011 NESA
Haas/Hansen Student Award David Nelson 56
Innovation, Environmentalism and
Global Fund-raising! Therese Weimholt
and Carrie Brinkman 58
ACS Athens: Spanish Trip Alex Stelea 60
From Japan: Alumni Tosh Kimura 61
aLuMni aFFaiRS 62
Grapevine 62
Alumni News 62
A letter from the New
Alumni President Dr. Dimitris V. Kiritsis 63
My Journey Joanne Tzouanakos 63
StaFF dEVELOPMEnt 64
The Road Less Traveled... Louesa Polyzoi, Ph.D.,
Ryan Erichsen, April Pasieczka,
Alia Marcinkow,
Lindsay Wessel 64
Dyslexia Course Chris Perakis 66
Effortlessness Alexandra Koumatou 67
2nd International Basketball Coaches
Clinic a success at ACS Athens! nnie Constantinides 68
SMiLES aROund caMPuS 70
Staff Development 64
ENHANCINGeducation
Sabbagh Library Dedication
10
Mr Sabbagh's grand-daughter

11
On Saturday, April 2nd, 2011, the Sabbagh family and the ACS Community honored Hasib J. Sabbagh by
dedicating the Middle School/Academy Library to his name. Hasib Sabbagh was honored for his generous
support of international education over the years and the impact he had on the lives of many students at
ACS Athens.
Mr Sabbagh's sons Sabbagh family
ENHANCINGeducation
Ethos: How do you think having the Scholastic Book Fair helps to enhance stu-
dents' educational opportunities at ACS Athens?
Marshall: It opens the door to reading in fun and exciting way; this really helps to
advance learning opportunities!!!
Ethos: Were you satisfied with the outcome of the fair? How many books did you
sell? Do you think that the poster contest helped to raise awareness?
Marshall: The Fair was a huge success. We sold over 2700 books. The Poster Con-test
was invaluable. It really helped to focus the children on the Book Fair. Next fall, we
would like to incorporate the middle school students more. Maybe we can do this by
promoting the Book Fair through English classes next year.
ACS Athens' Scholastic Book Fair
Interview
with Cynthia Marshall
12
Librarian's Corner by Leigh Anderson
13
Leigh Anderson is the Library Manager for the Elementary School and
Sabbagh Libraries and the Editor of the Online School-wide News Publica-
tion, Blue and Gold (http://www.acs.gr/blue-and-gold/).
The Sabbagh Library at ACS is a wonderful space. Its three floors accom-
modate different activities. The first floor is a lounge which is surrounded by
our Fiction and Young Adult Fiction collection. Comfortable sofas allow for
quiet conversation and reading. The large second floor houses our Non-
Fiction and Biography collection. Computers are available and the large and
small tables enable students to study and research alone or in small groups.
There is a writing center and two computer labs. The third floor has two
classrooms and an open area with tables and computers. Here students work
with counselors to learn about career and college options and to prepare
and apply to college.
COVERstory
14
Nate Todd
(President Truman)
& Peter Mitropoulos
(Defense Attorney)
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The Mock Truman Trial
With Mr. Dave Nelson and Mr. William Papatassos, Combo Class Instructors
(Social Studies & English Literature, respectively)
Ethos: What inspired the idea of choosing this time in
history to have students research and enact?
As a component of the American Studies course, we
wanted to focus on a major turning point for American
foreign relations. Not only did America emerge as a
world power, but the events of WWII kicked off the
Cold War, and an Arms Race that haunted the world for
decades after. In the context of World War II, we want
the students to, more deeply, contemplate the choices
that were made and the justifications that were provided
in the name of security, defense, and war. The complex choice that President
Truman had to make in 1945 provides the ideal backdrop for students to debate
national, moral, ethical, and legal arguments with the use of a plethora of source
material that is available online and in our library.
The most fascinating part of the Mock Truman Trial is that each year we adjust
the date of the trial. The catch is that students can only use source-based mate-
rial that existed before that date. This years trial was set on May 8, 1948, but last
year it was set two years earlier. Just by changing the date by a few years, the
students are forced to consider additional evidence and broader arguments.
Ethos: How many years has the Mock Truman Trial been running?
This is our 10th Truman Trial, but we have expanded it a great deal over the
years. In the beginning, it was a much smaller event, which was held over sev-
eral days directly in the classroom. This is our 3rd year in the ACS Theater
with an all day format. The theater is a spectacular place for this educational
experience. Not only does the atmosphere raise the students level of con-
cern, but it also allows for visiting classes of students as well as parents, who
come to watch.

Ethos: How long is the preparation/research timein-class sentencing, etc.?
The teams are drawn at random and all of the roles are drawn at random, with
the exception of the attorneys. The students draw their roles and teams before
we depart for Spring Break; they begin their research over the break and we work
in class over three weeks once they return. In the history portion of the Combo
Class, students are presented with background history of WWII and of the Tru-
man presidency. They read extensively, research, and view various documenta-
ries relating to WWII. In the English portion of the class, the students are taught
how to formulate questions, arguments, and descriptive narratives.
The most amazing aspect of the learning process is that the learning takes
center stage for the majority of the students. They rarely consider how their
actions relate to a final grade, but rather about how their preparation and
contributions can help their team. This year, the groups met on weekends,
Mr. William
Papatassos
(Bailiff, English
Teacher)
Eleni Alafouzos,
(Colonel Saburo
Hayashi, Secre-
tary of the War
Ministry)
(Attorneys)
Konstantinos
Tsitsilonis,
Dimitrios Kotinis,
Andriana Skalkos,
Ermis Geragidis,
Daphne
Apostolides,
Raseel Sharaf,
Peter Mitropou-
los, Jake Moffatt
COVERstory
16
afterschool, and even at the American Embassy, in order to prepare their
cases. They even created special Facebook accounts and wikis to share in-
formation. In every case, the students initiated the meetings and made sure
that their teammates attended; as teachers, we never once even suggested the
outside meetings . Its great to see their own motivation take over, along with
their pride and initiative.
Ethos: What makes this means of learning unique and innovative?
The Truman Trial applies a model of guided inquiry, in which students are pre-
sented with a problem, provided background information, and then they are
empowered to create the best solution for the problem. The lesson presents a
format within which the students become motivated by the challenge of the task,
and the unknown elements of the outcome. They are essentially judged by a jury
of their peers, and must present the most persuasive case possible. The students
are in the drivers seat for the entire three weeks, and the class becomes theirs.
Each side of the prosecution and defense creates its own case-line, structure, and
examination questions. The students design the framework for presenting their
cases and create the arguments that can best be supported by the evidence that
they have found. The added friendly competition between the two sides is en-
couraged, but both sides realize that they can earn top grades even if their side
does not win.
For a second year in a row, we invited an actual professional trial lawyer into the
class to conduct a seminar with the student attorneys. Lieutenant Colonel Chris
Bennett volunteered his time to present his experience with courtroom proce-
dures and coached all of the lawyers in creating a more convincing cross examina-
tion and closing.
Above all, the trial places the students into the experience where they become
the history and they must interpret it more critically. The most challenging aspect
of the trial experience is seen in the Cross Examination of the witnesses; lawyers
must react to the testimony and quickly create complex lines of questioning that
force witnesses to relent while bolstering their own teams case-line. Witnesses
too must react in an impromptu display of their own understanding of their char-
acters. The entire process requires careful preparation and confidence. The
students did an amazing job this year!
17
Ethos: How do you incorporate technology into the administration of your class (prior
to the stage presentation)?
Students select their own photographs that best represent their characters as well as
primary source evidence to supplement their testimonies. All of the materials are pro-
jected on the big screen during the trial. Over the past two years we have been able to
stream the trial live over the internet so that parents, alumni, even teachers from other
schools, can view the trial. This year we had reports of online viewing from parents who
were out of the country, and relatives and friends from as far as Seattle, Washington.
This year, Mr. Potak, our IT Technician, even added an online chat session, so that view-
ers could tune-in and share their real-time reactions to the events on the stage.
Ethos: Given that wars are not pretty, the presented research is often very graphic in
detail. Do you believe that this helps students to truly understand the consequences
of weapons of wars?
Its not fair to gloss over history, especially for high school students and it is defi-
nitely not ethical to present only one viewpoint. Our study of history and litera-
ture allows students to consider the choices that people make and be able to
evaluate those choices from multiple perspectives. World War II brought out the
horrors of war from all sides as civilians unprecedentedly became the targets;
students must understand the justifications that were provided by both sides of
the conflict so that they can better evaluate the decisions of contemporary lead-
ers. History and literature cannot merely be presented to the students, they must
be able to interact with the learning, apply what theyve learned, and critically
evaluate what is presented to them. During the actual trial, graphic materials are
displayed to a small extent because of openness to younger students.
Ethos: If students learn to be better global citizens in school, do you think that your model of
"justice" will (or has) influenced your students' decisions as they go out to serve the world?
As history demonstrates time and time again, justice is often determined by the
winner or he who is in charge. As students take more ownership in their learning,
they gain interest and apply what they know. Our hope is that they become
citizens who are more likely to speak up, with informed voices, to assert their
views of justice. Most importantly, students must continue to ask questions and
demonstrate a desire to learn.
Margi Rentis
(Japanese Relief Coordinator)
Mr. Dave Nelson
(Judge/ History Teacher)
COLP0511_1389.indd 1 02/05/2011 5:53 ..
19
STUDENTleaders
COLP0511_1389.indd 1 02/05/2011 5:53 ..
Photo Journalism Revived at ACS Athens
By Desiree Michael,
Photo Journalism Chair
(Left - Right) Omar Ky - 1st place winner of a 320MB External Hard drive. Laith Kalai - Student Events Photographer/Organizer. Margi Rentis -4th Place Honorable Mention -
-Student Events Photographer/Organizer . Aria Fisilani- 3rd Place Winner of a Memory Card and USB card reader. Nick Zervoudis - 2nd Place winner of Mrs. Field's Cookie
See all photo entries on our Flickr site.
STUDENTleaders
20
It only took a suggestion from the Institute of Innovation and Creativity's Director,
Steve Medeiros, to create a club that helped take photos for Ethos and the website.
When announced, 10th grade photography lover Margi Rentis took the lead along
with her 11th grade collaborator, Laith Kalai; and 8th grader, Lydia Lampiri, single
handedly made sure the Middle School was represented! We hope to see more
Middle School pictures on the website next year. Together, with other members of
the group, the students managed to pull-off some of their smaller projects...the larger
goal, to create a photo documentary still remains to be seen! But for now, the photo
contest was the best!
Last May, the eighth grade graduating class of ACS Athens Middle School
(presently ninth graders in the Academy) visited the Attica Zoological Park.
The purpose of the visit was to sponsor a chimpanzee for a year. Enthusi-
astically, our eighth-graders donated 500 Euros to this program.
In October, we were informed that a new male chimpanzee had been
born and that our students would be able to choose his name. They voted
for the name Jamil, which means handsome in Swahili.
Each year, the eighth grade students choose a Community and Service
Project. The funds they raised for the Chimpanzee-for-a-Year project
came from bake sales and candy sales held throughout the year. The stu-
dents also raised funds by helping with the Halloween carnival games.
By raising 500 Euros, the students gained the honorable title of Gold
Friends of the Zoo. Next to the chimpanzees cage hangs a plaque to
commemorate their efforts!
Meet Jamil: A New
Addition in our Adopted
Chimpanzee Family
By Sue Protopsaltis
Dimos
Papaleonardos
Beach Photo
Lydia Lampiri
Summer Beach
Nicole Spaulding
Lone Flower
21
Ethos: How did doing your chemistry teacher's, Ms. Kassem's, website (and previ-
ously the Tennis site) spur your desire to start the TECH@ACS group?
After seeing the enthusiasm and expectations both the students and the staff had for
an easy and interactive experience, I was motivated to improve this gap in technology.
After initially working with Ms.Kassem to create a class website to aid in her teaching
of chemistry and administration of online quizzes, I was amazed at the amount of in-
terested students in this technology. My initial involvement with the tennis website was
simply an educational journey in 9th grade in which I entered to begin web design.
Since then, I started working on numerous iPhone and iPad applications. The student
involvement and determination was ultimately what spurred me to create this club for
ACS Students. I had always been a fan of simplistic and easy information for students,
and ever since my TED talk @ ACS I was motivated to provide students with tools
to aid in their learning and future web skills.
Ethos: From your own collaborations with students, what do you feel is the biggest
advantage of peer-teaching and peer-to-peer collaborative learning experiences?
The close proximity in both age and thinking is what I think ultimately made this club
as successful as it was. Teachers, I've noticed, have a tendency to assume a topic is
easy for students and go at a faster pace than students are capable. Having only
recently learned the skills I possess, I can understand the worries and fears of many
of the students and help them out from a friend and classmate perspective, rather
than that of an adult teacher. Peer teaching, I believe, allows for greater learning and
expressionism because students are not as worried or afraid to make mistakes.
Ethos: As studies have shown, skill-based learning is acquired much more rapidly than
book-based academic learning. Do you feel that skill-based learning, which is related
to current jobs, should be incorporated more into educational settings?
I strongly believe that if a person has the determination and will to do something
he will be successful. I learned web design and iPhone/ iPad development solely
by myself. Having the opportunity to use a skill based learning approach to coding
and programming in general, I was able to learn much faster than in a traditional
course that involves learning solely out of a book. My classmates too, have all
been much more attached and attracted to the interactive nature of the club as
they were able to see their own website come to life, which is by far more inter-
esting than calculating equations in physics. I do believe a lot of classroom learning
should be modernized into a more student based model that allows for more
creativity and ability to implement skill based learning.
Tech @ ACS was a club founded this last quarter. Ms.Michael, Mr.Papadakis, and
Ms.Kassem all volunteered and helped out our members to create a project for
the NSI booklet. (www.nsi-group.org). Students learned web and Internet basics
and a lot of positive responses were received. Next year, this class will become
an official activity for which students can receive ACS Computer credits.
TECH@ACS: Peer-to-Peer Teaching
By Alex Stelea
11th Grade
TECH@ACS Club Members Founder, Alex Stelea (left)
STUDENTleaders
Note from the editor: Students are often tired of creating Power Point presentations for class, only to find that the PP files are
often too large to email to their instructors or may not be compatible with the school computers. Well, besides checking out sites
like prezi.com and wordpress.com, students can be creative and design their own free websites after taking an IT course at ACS
Athens. This way, students send a link to their instructors instead of a file! Below are sample sites that Ms. Spiliots IT students
created. Given that TECH@ACS and Ethos have created this beta stage testing for QR-codes and making Ethos interactive, we
took this opportunity to allow you to go mobile! Follow the QRs and check out ACS Athens IT students work. And of course, if
you have to use the old-fashioned way, you can follow their work via the URL codes provided! Follow the links/QR-codes til the
end. You just might be surprised what you find!
22
Try HTML: An Alternative to PowerPoint Presentations
HTML, HyperText Markup Language, is a computer language devised to allow website creation. These websites
can then be viewed by anyone else connected to the Internet. It is relatively easy to learn, with the basics being
accessible to most people in one sitting; and it's quite powerful in what it allows you to create.
Try writing one of the students markup code into a Notepad document. Save the document with a name and
.html extension (name.html). Then open the document with a browser. It is that easy.
Angela Kiki Spiliot M. Sc. Ed.
High School Technology Teacher
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Surprise!
IBtheater
Cecile or The School for Fathers
24
"What made me
understand the
preciousness of this
experience was not
only the rehearsals or
the performance, but
the feeling afterward
of total emptiness as
if there was no more
character left in me.
I also had a feeling
of completeness
because I had become
one with the person
who I portrayed
on stage."
-Naya Schulein
"When my designs started taking shape and I first saw my clothes fitted on the actors, my real inner struggle started: this is when I realized creativity is all about
hard work and attention to detail is what makes the difference." -Thisvi Papanastasiou
P
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t
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b
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K
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l
l
y

F
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l
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u

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"The most unexpected thing for me was that in the end I was so connected to Cecile's charac-
ter, I felt like she was a part of me. I didn't expect to feel so comfortable and close to her.
The whole process evoked very interesting feelings in me; I discovered a new passion I had for
theater. I learned that the power you have on stage is so great that it keeps you going for
long after the performance. After all the hard work is completed, what is left is an amazing
feeling of admiration and pride for what you and your team have achieved."
-Lydia Spassof
"Taking the role of the set designer has been a huge inspiration for my life and made me realize that theater will always be a part of me." -Tedi Tsopelas
"When you work in a team you do not only care for yourself but also for the others. You work to make everyone believe in the upcoming success. Never underestimate
yourself because you will be very impressed - and impress others too - by what you can achieve." -Eirini Stamati
P
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b
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PEDAGOGYin action
26
10th Grade Personal Project
Self-directed learning Social awareness Investigation
27
Each year, 10th grade students culminate the year with a Personal Project
that aims to encourage students to discover the love of exploring, investigat-
ing, creating, and researching. Themes traditionally center on Health & Social
Education, Culture, the Environment, Global Affairs, Community & Service,
and Technology & Innovation.
Much of the student learning is self-directed, as teachers facilitate the re-
search process. Class discussions are initiated by students personal research,
from print or multi media sources that address contemporary issues that im-
pact the student or local or global community. The aim is personal and social
awareness. Using the Big 6 research methods, students construct a 2000-word
research paper and action plan that also addresses the schools writing goals
for the year. The new Sabbagh Library and new Writing Center were valuable
resources in helping students to refine their writing and research skills.
During this semester-long advisory class, tenth graders also investigated
areas of social and emotional health and well-being. They explored healthy life
choices, positive coping strategies in response to stress, and explored ways of
managing peer pressure and interpersonal relationships. Students also exam-
ined the challenges of ethical and responsible decision making in a diverse and
complex world. Lastly, students participated in a personal inquiry of academic
and college & career choices.
Students ended the semester with an Exhibition Day of Learning held on
May 24th. Some of the themes of this years Personal Projects were: The
Climate Gate Debate, Nutrition, Self-Esteem, The Gap Year, Teens & Internet
Use, Mood & Music, The Pipe Organ, A Childrens Service Project, Womens
Rights, Graffiti, Tattoos, Hooliganism, The Nuclear Disaster in Japan, Human-
oid Technology, Delinquency, Obesity, Racism, Immigration, and the Parthe-
non Marbles.
You can read the excerpts of two projects here. The rest can be found
online.
Advisors to the course were Demetri Pelidis and Ellen Vriniotis.
Celebrating the 10th Grade Personal Project
Exhibition Day of Learning
By Ellen Froustis-Vriniotis
PEDAGOGYin action
28
What are the Pros and Cons of Low-Friction Vehicles?
Are They a Viable Option for the Future?
Ideas on using the Collective Genius (using the collective knowledge available to people via the internet)
for developing innovative transportation models.
By Jake Moffatt
Grade 10
As more research is done, and ideas are shared through the internet as well as
through other media, these ideas will grow naturally by themselves. They will be
worked on by many people until bugs are worked out and main issues are cor-
rected. Already, the ACV has demonstrated this. Due to the ease of access pro-
vided by the internet, anyone can build a hovercraft and learn about its principles.
Moller offers their ideas freely. Even maglev trains can be created through a scale
model. It just takes someone willing to take the time.
When an idea is made by just one person, there are bound to be problems. But
when you have 360 million people working on that idea, the idea will be refined and
edited and the final product will be much more polished. If someone has a concept
for a possible innovation, that concept should be published. Allowing all of those minds
to work on it would be the best choice. It has already been seen that, since the rise
of the internet began, technology has advanced in a similar way. This is the way our
future will be shaped. An invention will be the collected thoughts of a group...
We need to use this important connection if the world is going to advance. A per-
son can have a great idea, yet no one ever finds out about it. Some people can make
Jake Moffatt
29
these ideas, but do not have the means to make them into reality. This is where larger
companies will have to come in. If companies look at ideas from the general public, and
consider them, they may find out that they are amazing and could put them to use.
Usually we think of big companies as the ones who come out with new products. A
group of high school students were tasked to create a vehicle that got very high miles
per gallon. They ended up creating one that could achieve 1700 mpg. These students
were not trained professionals, but it just goes to show what a group can achieve.
What people are also going to need to do is come to grips with the fact that cars
may not stay the same in the future. They will look different, drive differently, and
maybe even be propelled by alternate means. Big, bulky, gas-guzzling cars will become
obsolete.Innovation will happen, especially with the Internet and other media that
allow accelerated information exchange. It is inevitable. The people just need to accept
and encourage this. We wont always have enough resources for energy: before that
day, we need to prepare and create efficient vehicles that will be able to run more on
less fuel. Every person has the power to contribute, whether by their expertise, their
problem solving ability, or just by observing. It is our job to do so.
Peter Mitropoulos
(L) Solar Energy
Research and Jake
Moffet: Potentially
Future Collaborators
PEDAGOGYin action
30
How, and to what extent, does music
influence the teenaged population?
Manolis K. Rentumis
As far as teens go, the way a teen mind works is ever evolving, so there is
absolutely no way of knowing what goes on in a teens mind. In the modern day
though, psychologists have tried using music as a tool to help them understand
teen behavior. When it comes to questioning a teens behavior due to music
genre here have been a few surveys conducted in the past and a lot of biased
opinions. A very applicable survey featured on webmd.com, was done on 522
African-American 13-14 year old girls. Some were made to watch a lot of rap
music videos at least 14 hours per week, and the other few were kept from
watching any music videos (independent variable). The results were quite scary
from the dependent variable. The thinking pattern had changed a lot, and re-
searchers found that the watchers were the following.
3x more likely to hit a teacher.
Musician,
Manolis K. Rentumis
31
2.5x more likely to get arrested.
2x more likely to have multiple sexual partners.
And 1.5x more likely to contract one or more STD/STI, and/or use drugs or alcohol.
The kids were returned to a normal pattern after the study.
There has been some links of school shootings like the Columbine High inci-
dent, where the two shooters(read more online)
10th grade students
PEDAGOGYin action
32
ASC Annual Business Fair
Teaching
Core Business
Competencies,
Entrepreneurialism
and Innovation
Being a student at ACS Athens isnt about sitting
in the classroom and listening to static information
that can be found in academic books. It is about
rolling up your sleeves and applying the knowledge
that is discussed and learned in an educational set-
ting. For the 4th year in a row, the Social Studies
Department together with Student Services, has
provided high school Business and Economics stu-
dents with the opportunity to pitch their virtual
businesses to a panel of judges during the schools
annual Business Fair.
Their teacher, Ms. Emilia Drogaris, is amazed at
the student reviews of this experience. She says stu-
dents leave her class commenting on the incredible
experience they had in learning and implementing the
core values of business. Ms. Drogaris feels that the
goal of the Business Fair is to help students truly un-
derstand the sayingfirst coined by Edison to de-
scribe the state of genius, but often used in the world
of businesssuccess is one percent inspiration, 99
percent perspiration.
By the end of an afternoon of presenting their well-
researched business plans and pitching their ideas, stu-
dents walk away with an understanding of critical factors
that determine a successful business: (1) They clearly
understand that businesses need to be viable. (2) They
begin to overcome the fear associated with starting a
business. They learn to embrace their ideas and make
them plausible functions. (3) Because the businesses are
judged, they learn how to have a competitive edge.
As a result of last years fair, two business plans
received actual recognition by existing corporations.
Select business plans from this years fair can be found
online. Follow the QR-mobile device link at the end
of the business plan overviews.
33
Ethos: Can you briefly explain why you decided to start such a project for the
non-IB students?
Drogaris: All students benefit from hands-on projects. The real learning takes
place when they actually live the experience. Many non-IB students have fas-
cinating ideas and a strong business sense. This is a chance for them to de-
velop their ideas or find a new passion.
Ethos: Do the students enjoy taking this project-based approach to learning?
Drogaris: Most of them become very engrossed in their projects. They get
obsessed with details, which is very exciting to observe.
Ethos: How many students actually go on to do the businesses that they create
in your class?
Drogaris: Probably not that many. But most use this as a starting point for an
idea they have dreamt about. This year, I was really happy to see how many
'dreams' came out in the plans.
Ethos: What is the feedback you get from students, staff, parents and the commu-
nity?
Drogaris: After the projects we write reflections. The 'learning' takes shape when
we put it into words. One student actually wrote last year that it was the best
An Interview with Ms. Emilia Drogaris
ACS Athens Social Studies Dept.
PEDAGOGYin action
34
experience of her life. Overall, teachers, parents and colleagues are all very im-
pressed with how much the students learn through this project.
Ethos: What is the end result you are expecting to achieve by providing this
project-based opportunity to students?
Drogaris: This project serves so many purposes. Thomas Edison said, "Genius is one
per cent inspiration, ninety-nine per cent perspiration."I tell them this quote when
we start because I believe this is the perfect age to introduce the idea that success
is the result of hard work and not just a great idea. We make the fair market-orient-
ed in the sense that we are trying to attract investors. This shows them that if their
approach is not thorough and sound, they may not be able to attain support in the
form of capital. I also want them to understand the process of turning a dream into
something more viable. It is not as intimidating as it first seems!
Ethos: If you think of anything else that is important...go for it.
Drogaris: One last thing I would say is that this class is a great application of
math. Quantitative reasoning can be learned by living through a process where
math comes to life in real terms and where the contact with results is direct.
For students who fear math, this process is invaluable because it helps them
overcome their fears about math and then they want to tackle more challeng-
ing projects. Once this confidence is combined with a great imagination, the
results are fantastic.
35
JeiKei Online Art Studio
By Joo Kim
My business would be an online-shopping art gallery called JeiKei.
Mission Statement: Our vision is to be the international online company that can
help the fair trade between Artists and Art purchasers. Company goals and objec-
tives: Jeikei is seeking to have a more variety of genres and media of artworks that
are supported by Artists and consumers. Since our role is to make a convenient
connection between Artists and Art purchasers, our profit and benefit are fairly
distributed: purchasers can experience an artistic satisfaction and suppliers can have
fair trades with their demands.
Business Philosophy:
The most important factor to JeiKei is care or attention from whoever appreciates
Art. We need both suppliers and consumers cooperation with our company.
JeiKei has positive possibilities of growth because nowadays most of the service is
online-based and especially Art is limited items that cannot be advertised to many
consumers; therefore, in order to increase the profit, the consumers demands
should be increased through easy way of purchasing Arts. The higher profits will be
reinvestigate to a growth industry.
In a long term, JeiKei is looking forward to have a individual manager at many dif-
ferent countries as possible who can speak the local language and English and with
a overall knowledge of Art and business.
JeiKei is not only a company that is looking for demands from individual consum-
ers, but also looking for bigger businesses with higher and greater demands, such as
hotel decorations, gallery exhibitions, and etc.
JeiKeis strengths are professional and critical views on Arts. It seems merely a
website that sells artworks, however, we are preparing different styles of Art for
different target market.
Legal form of ownership: JeiKei is a private sector company with a sole trader, which
is a form of legal organization that has unlimited liability.
Because online-based business only requires little start-up money compare to other
businesses. Also JeiKei is expecting to engage the huge delivery companies for pri-
vate securities for consumers and for less cost of sales
Student Joo Kim
Artwork by Joo Kim
PEDAGOGYin action
36
Shiva Restaurant
Joy Krasopoulou
Business Plan
Shiva Bar restaurant "an Indian restaurant," unlike a typical restaurant, will provide
a unique combination of excellent food at value pricing with a fun and entertaining
atmosphere. Shiva restaurant is the answer to an increasing demand. The public wants
value for everything that it purchases and is not willing to accept anything that does
not meet its expectations, and wants entertainment with its dining experience.
In today's highly competitive environment, it is becoming increasingly more dif-
ficult to differentiate one restaurant concept from another. Shiva restaurant differ-
entiates itself by being the only Indian restaurant in the area and providing our cus-
tomers with unique Indian food and Indian entertainment every week.
This plan has been prepared to obtain financing for the initial launch of this
concept. The financing is required to begin work on kitchen design, manuals and
recipe books, site selection, equipment purchases, and to cover expenses in the
first year of business.
The financing, in addition to the capital contributions from the owners, will allow
Shiva restaurant to successfully open and maintain operations throughout year one.
The initial capital investment will allow Shiva restaurant to provide its customers
with a value driven, entertaining experience. Successful operation throughout year
three will provide enough cash flow to be independent in year four.
Shiva is an adjective meaning of "auspicious, kind, and gracious". The restaurant
has taken its name from this Hindu God because everyone working on this project
has demonstrated the adjectives listed above.
To read more please scan the Qr-Code or go to Ethos-online.
Maragaret Papadopoulos (L)
and Joy Krasopoulou (R)
37
Modeling
Economic
Power
Brokering for
ACS Athens
Students
The Greek Power Summit
Three ACS Athens students will
have the opportuni ty to attend
Greece s fi rst economi c Power
Summit at Syntagma Squares Grand
Bretange. The purpose of the sum-
mit is to inspire capital investment
in innovative ideas to spur the rede-
velopment of Greece and rebuild its
position in the European Commu-
nity.
The event is hosted by the digital
web design company, Honeystone
LTD. and boost well-known contrib-
utors to economic growth and sus-
tainability such as Steve Forbes of
Forbes Magazine and Nana Mouskouri
the UNICEF Goodwill Ambassdor.
Additionally, various high-profile in-
vestment companies will have repre-
sentatives on hand to discuss their
contribution to the future economic
growth of Greece.
ACS Athens would like to extend
its gratitude to the organizers and Mrs.
Christina Akouri (also an ACS Athens
community member) for providing this
opportunity to our students. Next
years business students will have
something to look forward to !
PEDAGOGYin action
38
Classroom Activities
A day in Ms. Dellas Biology class
Chapter Content: The Circulatory System (section on the heart and blood vessels)
Goal of Lesson: Students learn and understand the important distinction that
only arteries have pressure, since they lead away from the heart. Capillaries and
veins have no pressure.
Innovative Concept: Allow students to hear and determine blood pressure by
using a sphygmomanometer. A normal blood pressure is 120/80. Students can feel
the compression of their artery when the cuff of the sphygmomanometer is
pumped up. When the air is slowly released, students can then listen for the beat-
ing of the heart. They are listening for a reading that becomes the systolic reading
or bigger number. The diastolic reading or lower number is recorded when the
sound of the beating fades out.
Once Ms. Dellas students finished gathering the blood pressure readings of each
student, they then get a chance to handle data by calculating the mean of the
recorded blood pressures. In biology we always take several readings since there
is inherent variability in organisms.
Conclusion: A chapter book learning moment in biology is turned into a class
project for cooperation, science and mathematics, and long-term memory experi-
ences for the students.
Biology Faculty Member, Ms. Dellas and student Omar Abu Zeineh. Omar is listening
for his heartbeat to take a blood pressure reading from the sphygmomanometer.
Biology students using the
sphygmomanometer
39
By, Chrysoula Ploutou
Faculty Techniques for Improving Student Learning
It seems like students today are boggled down with assignments that
they dont necessarily find meaningful---skill and drill as I like to call it. As
educators we are engrossed with trying to get through our curriculum in
order to prepare our students for the following school year or course they
need to take. Most teachers are so overwhelmed with paperwork and
other school obligations that they barely have enough time to plan for their
lessons, not to mention, plan a differentiated lesson, even though this should
be the number one priority. More often than not, the students will ask, But
when will I ever need to use this in the real world? The optimum outcome
would be to connect the curriculum to a students reality.
Although not purposely intended, we may stifle a students creativity and
real world skills by not giving them the time they need to excel in the areas
where they are really good. We often expect all of our students to learn
the same way, so we habitually teach to the middle; but what about a three-
tiered approach where we have differentiation in the classroom, teaching to
all the student levels: (1) the high performing student, (2)the average stu-
dent and (3)the struggling student. Lets think outside the box. Lesson plans
should incorporate various activities that allow for learning to occur across
the board. No student left behind? Isnt this the philosophy of most teach-
ers, or do we just let the struggling student fall through the cracks?
Given the diverse population of students in an international school such
as ACS Athens, I find the most challenging students to teach are those who
receive Optimal Match services and have English as a Second Language. If
you add behavioral difficulties to the equation it just becomes easier to
teach one lesson in the traditional teacher-lectures and students-take-notes
style. This style is geared towards the middle group with the hope that the
struggling student will catch on and that the high performing student isnt
too bored. In short, only half of the class is provided with appropriate in-
struction that allows them to reach their learning goals. In the Optimal
Match program, where we work with students in small group settings, the
specialists begin the year by asking the students to fill out a learning style
inventory which indicates how a child learns best; are they visual, auditory
or kinesthetic. The group lessons then incorporate the learning style or
styles that work best per student.
Although not a new concept, differentiating instruction successfully in
the classroom to the diverse population of our school can be taxing. It goes
back to the old school house approach where there was one teacher re-
sponsible for teaching all the kids in the village regardless of age and levels.
The church-house school teacher was forced to differentiate her curriculum
to meet the needs and readiness levels of all her students. Today, we are
faced with a similar situation. What has changed is that we have the differ-
ent levels all in the same classroom. So what do we do? Being sensitive to
student readiness levels and learning preferences but continuing to hold
them accountable to the same standards is demanding on any teacher. In
order to differentiate successfully, teachers must know their curriculum, no
doubt, but they also need to know their students. Knowing what is devel-
opmentally appropriate for each child is a key factor when implementing
differentiation in the classroom. We want to make the curriculum challeng-
ing enough where the students are interested and are made to think. We
also need to consider the pace in which we deliver the information. There
may be students in the class who are still working on the beginning steps of
a project while others are expanding their work. Thats okay. Our goal is for
the students to learn in order to store some of the information presented
in their long term memory, so when necessary they can retrieve it and apply
it to something new.
The way we assess a childs learning is also important. The point is for
the child to be able to show the teacher that he has mastered the content
that he has studied. How the student shows this depends on each individ-
ual. The pencil paper approach is not always the right way or the only way.
Alternative assessments such as the child developing a portfolio, giving a
power point presentation or provided with oral testing are other options.
I suppose the question I would like to leave my readers with is: Are we
really preparing our students for the real world?
Diverse Student Body, Differentiated Approach
PEDAGOGYin action
40
Each year I kick off the year in my math classes with a simple assignment: I ask
students to write a Math Autobiography. This provides them with an opportunity to
reflect on and share their general experiences with and feelings towards Math as a
subject, and to express their personal achievement goals for the new academic year.
The autobiography also requires them to describe their best and worst moments in
math classes, which gives me a chance to get to know their personal history with math
and provides important insights about their learning experiences and expectations.
Students statements are truly revealing and confirm the existence of math phobia
or anxiety. Here are some excerpts from this past September:
Teach us not to be afraid of math.
I dont know why, but when a test or quiz comes up, I get nervous. When I get
the paper, at first it is like I never learned it before and I get stuck. This is the reason
why sometimes I get low grades. Later my mind clears out. Afterwards Im not happy
with the results I get.
I was asked to stand up at the board to do a problem. I stood up, and I felt
badly after my answer was wrong and the class started laughing with me.
Sometimes I know the answer and I am ashamed to answer because everybody
is going to laugh at me.
Math Autobiography Eight years of Love and Hate
I do not learn fast. It is easy for the others and I am afraid they will laugh.
Math, to me, is quick thinking and good memory and I really dont have any of
those. Part of math is if you know the rules, but the rules are many and its hard to
memorize them.
What is math for me? is a really good question. I think of all those rules the
teacher is trying to put in my head.
After reading statements like the above, I see both a tremendous challenge and
an enormous opportunity ahead. As a middle school math teacher, my primary goal
is to provide the necessary instruction that will enable my students to achieve the
learning objectives for each course. However, to do this effectively, I certainly must go
above and beyond that and change their feelings about Mathematics as a subject which
act as a barrier to their learning. I must find ways to help students enjoy Mathematics
and to allow them to see the power, beauty, and usefulness of it at the same time.
Math phobia is something I have seen in many students throughout my career. At a
time that math skills are more important than ever for both college and career readiness,
it is sad that some students are underperforming because of their anxiety about the
subject. Math has earned a reputation of being too difficult for some people.
Sometimes parents tell me, I was never any good at math, so I am not surprised
that Mary has trouble. Whenever I hear this statement, I quickly tell the parent not
to let their child overhear them say that because it may influence them in a negative
way. The feeling of not being good at math can sometimes come from a single bad
experience that a person has had somewhere along the way. It can can also come
from having trouble with one topic, not getting past that, and then not being able to
move on to the next idea. If the foundation is not firm, it is hard to progress to the
next level of understanding. Mathematics is a building process and missteps can stifle
growth.
Asking a student to walk through their math-history is a sort of cathartic ex-
perience, enabling them to pinpoint the specific experiences, both good and bad, that
contributed to their present-day feelings about the subject of Mathematics. After re-
flecting about what caused those feelings, they can then set their goals for the school
year and think about how they can reach them. If they cope with their feelings, then
perhaps they will not hinder their success.
Most importantly, the autobiography process gives me, the teacher, a better un-
derstanding of my students perceptions and feelings about math that I can use to
design appropriate strategies to improve their study skills and accomplish their goals.
There are ways to approach Mathematics that are perhaps different from how they
approach other subjects, and in this spirit I give them tips for using their notes, studying,
doing homework, and preparing for a test. Of course, I am only making suggestions
each student must find how to let them work best for him/her.
As a start, students should realize that they must maximize what they take away
from class instruction. Jotting down some notes while focusing on understanding the
main ideas is very important. Notes, however, are to be used and not simply copied,
so I ask students to review their notes and read through the textbook before attempt-
ing their homework exercises. Before they start their current assignment, they should
always do their corrections on the previous one. That enables better comprehension
as they go through a chapter. The reality is that students are usually in a hurry to just
rush through their homework, but I insist on trying to teach them the meaning of the
words quality effort.
On occasion, I also give them open notebook quizzes, to encourage them to be
familiar with the ideas and examples that they have written down as notes. It is an
Math Phobia: Strategies and Techniques for
Overcoming Students Anxiety
Faculty Techniques for Improving Student Learning
By, Sue Protopsaltis
41
important Middle School skill for them to develop. To reduce tension when I
give a quiz, I sometimes allow the students to be partners in learning. They
can take the quiz with a peer, but they must both write the solutions and agree
on everything. This way they have mutual responsibility and are penalized for
each others errors. They really enjoy this learning partnership because they
can discuss each problem with someone. I like the technique because it gets
them to talk about and work through the topics together, helping each other
along the way.
To prepare for a test, students have chapter reviews, and in some in-
stances they can do practice quizzes and tests online. When taking a test, I
advise them to show their work whenever possible and to read directions
carefully. They must learn to pace themselves, not spending too much time if
they are stuck on one problem.
Moreover, on occasion I allow students to earn back points that they have
lost on a quiz or test by finding their errors and explaining, not simply correct-
ing, them. To become better in math, they need to develop the skill of exam-
ining their work, finding what they did wrong, and reflecting on it.
Beyond study skills guidance, I employ different techniques to try to make
Mathematics more appealing. Educational technology, as a prime example,
provides a powerful tool in this effort and empowers both educators and
students in incredible ways. Todays students have grown up with technology,
so they welcome any opportunity to use it. I give them projects where they
can investigate or explore topics online, or to do research online. For example,
eighth graders can use the internet to get stock quotes and to read a compa-
nys profile before deciding how to invest their money during a stock market
project. Apart from project opportunities, students can practice their math
skills with games that are available online, as well as links I post for them on
Moodle. With technology I can easily provide pictures of mathematicians that
have contributed different ideas over time. Seeing the portraits and learning
various facts about a mathematician often intrigues students more about the
topic at hand. Also, when we explore fractals or polyhedrons, there are inter-
active sites where they can watch fractals grow or see polyhedrons unfold
before their eyes.
Finally, I give my students assignments that allow them to do recreational
math Problems of the Month that are assessed solely on effort, rather than
on how many they get right. Problems of the Week allow them to express
their unique problem-solving approach in writing, where the answer takes a
backseat to their explanation of the steps and process that they used.
While tackling students math phobia and anxiety is clearly a difficult task, it
is not insurmountable. They should not feel overwhelmed or convinced that
the battle is lost, but that there are ways to combat their phobia or difficulties.
As a math teacher, I am determined to help them day-by-day, problem-by-
problem, taking one step at a time, working together, the best way that I know
how. By implementing effective strategies and techniques, we can help im-
prove how students approach math and get them to replace their fear with
excitement every chance along the way.
The mind is not a vessel to be filled. It is a fire to be kindled.
Plutarch
C
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Y
CM
MY
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CMY
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7733_Ymiselido SKAKI_12x24.pdf 1 07/04/2011 4:52
PEDAGOGYin action
42
Project-based learning
Elementary School Dino - Daze: Lesson on dinosaur facts
43
Elementary School Greek Cultural Museum Project
PEDAGOGYin action
44
A New Twist on Days:
Student Participation in Hands on Learning
On Wednesday, March 2, 2011, the SNFLC and IIC held ACS Athens first
LEGO construction-building day. The event began at 12:15PM after elementary
students were released from a day of academic attendance. Nearly 140 stu-
dents, between the ages 5-14, took part in the event. Many of the elementary
school students were escorted from the front of the elementary building to the
theater foyer/atrium, where the event took place.
There was an area sectioned off in the theater foyer for free play where the
children were independently using the LEGO resources (bricks, etc.) to create
constructions of their choice using their imagination. Although this was mostly
intended for the younger children, all age groups enjoyed time creating their own
designs. Amongst these creations were boats, Noahs arcs, farms, car garages,
houses, spaceships, rockets, airplanes and more.
The atrium area was used exclusively to build a LEGO castle. This was a joint
effort of all students who wished to be a part of this construction, roughly 90 students
in total. Students divided up into teams of varied numbers (between 10-15 students
on each team). Each team was responsible for a part of the total construction and
worked according to the initial instruction from the Lego supervisors, using the 42,000
LEGO bricks needed for this construction. Students were given explanations regard-
ing the build-out, such as the importance of counting, proportion and aspect ratios,
measuring, and how to collaborate amongst themselves to achieve the whole. Our
teams took this opportunity in stride and managed to excitedly turn it into a sort of
competition. Each piece of the castle that was completed by each team was attached
together by the supervisors in order to assemble the whole castle. The result was
rewarding to alla 3.65-meter tall castle which was achieved in record-breaking time,
according to the LEGO supervisors, under 1.5 hours!
After the construction was completed, the teams were asked to try and construct
miniature castles, according to what they had learned in building the giant one. Many
students were able to accomplish this, either alone or in small teams. Towards the end
of the event, many students assisted in the breakdown of the construction.
By, Melina Vassiliadis
The event ended at 4pm, parents were instructed to pick up their
children by that time.
Overall, this was a successful event, where students were able to learn by
experiences, collaborate with their classmates and think creatively to come up
with unique solutions. They were able to test their abilities by applying the
knowledge they acquired during the event to create wonderful constructions.
Each student walked away with a "LEGO Diploma" from LEGO for
their participation in this construction-building event.
We had numerous parents present throughout the event. Some volun-
teered in supervising and many enjoyed working with their children and their
friends in constructing with the LEGO bricks, making it a family event as well.
The drinks and snacks for this event were supported by the following:
Starbucks: Hot chocolate and filtered coffee (plus: cups, stirring sticks,
sugar and milk)
Mrs. Fields: Cookies
Leo's House of Bagels: Bagels
Parents: Two parents (who also work for the school) volunteered to
bring cream cheese and chocolate spread for the bagels.
PEDAGOGYin action
46
NESA 2010 Virtual Science Fair:
Learning beyond the Classroom
The NESA Virtual Science Fair (NVSF) allows students to shift from the traditional
science fair, which is totally physical in nature, to a hybrid science fair which allows for
virtual modes. Using Moodle, which is currently used in many NESA schools, as the
platform to create virtual communities of schools and virtual regions provides a plat-
form that allows students to use the power of e-learning. This capability enables
students to enhance their science skills beyond the lab so that they can discuss their
ideas and experiences while working with students in other schools and experts in
science, academia, and professional life (known as e-mentors). This program has be-
come a successful project that crosses geopolitical borders in the Middle East and
other regions of the globe and allows students from over 75 countries to participate
in a scientific research and multi-cultural exchange project. As of the end of 2010,
almost 4,000 students had worked with 2,500 virtual e-mentors from over 50 U.S.
universities including science education faculty in Europe, the Middle East and Asia. The
NVSF has been running in NESA and Globally for seven years.
This is the 3rd year that ACS Athens students have had an opportunity to place their
science experiments online for international viewing.*
47
Tips on winning virtual science fair:
Peer collaboration: The winning team worked really well together! Ms. Bakoyan-
nis, Science Fair Organizer & MS Science Faculty They used all their resources: in-
terviews, books, research, group discussion and dedication.
The students initially started with a question that led them to a dead-end. They
wanted to create surfing waves from sound, but realized that would not work.
They revisited their question and brain-stormed for a new one, a winning one:
What material reduces sound intensity the most?
Individual work: Stay focused. Work first, play later!
Eighth grade student Robert Drummond, won third place with his project. His
question? How does the size of an arch bridge affect the amount of load it can hold
without breaking?
*To read more and follow updates, students submitted writings and
a forthcoming videofollow the link http://www.acs.gr/daily-
blog/2011/5/26/nesa-virtual-science-fair-winners.html or scan our QR-
code with your mobile device:
Robert Drummond
1st Place
winners
PEDAGOGYin action
48
Understanding James Joyce
Show me your understanding of some aspect of this work. This is the key phrase
in an assignment that Ive been using in my English classes for the past ten or fifteen
years. Another phrase in this assignment: Your understanding can be expressed in
any way. At some point in my teaching career I realized that some students under-
stand far more than they ever express in formal written essays, so I began to modify
my assignments, allowing students to show their understanding of a work, theme or
author however they wanted, but always with the stipulation that they explain that
understanding (what they had attempted to show and how well they thought they
had accomplished this) in writing.
This year, the final work to be studied in English A1 HL 2 was James Joyces A
Portrait of the Artist as a Young Man. To be honest, students had not been very
impressed by Joyces novel when they read it for the first time over the summer; there
is not much action as most of the narration focuses on the protagonists thoughts and
reflections. The novel follows Stephen Daedalusfrom his first experiences at ele-
mentary school through his university yearsas he tries to make sense of his place in
the universe and become his own person. Stephens dreams of becoming an artist
conflict with his parents hopes of his becoming a priest. It is much more complicated
than this, but this is the essence of the plot. Even though themes of isolation, alien-
ation and search for self are familiar to seniors in high school, our students who live in
21st century Athens often feel disconnected from Stephens life in early 20th century
Ireland. My task was to encourage the seniors at least to appreciate Joyces work, even
if they did not particularly like it.
For the culminating activity, I returned to my Understanding assignment. Stu-
dents were asked to choose any one aspect of the novel and explore it in any way
they wanted in order to show some key understanding of James Joyce and his novel.
I suggested that they focus on a motif, a repeated word, idea, or image which acts as
a unifying device and is a way of presenting a theme of a work at any given moment
without stating it. In James Joyces Portrait, a word or image, such as fire, blind, or light
crosses and re-crosses the fabric of the story and creates a kind of internal stitching. I
hoped that the students would be able to explore this stitching and explain how it
worked to hold the fabric of the work together.
The results surpassed my expectations. Students Understandings included:
An exploration of the influence of the past and the priesthood integrated into a
piece of artwork.
Several examinations of the theme of flight, some explored in connection with key
lines from the text and a photo montage.
An essay which explored how Joyce employs poems, chants and verses to underline
Stephens gradual mental maturation and identify some crucial ideas he struggles
with.
Several explorations of the mythic motif, including Stephens namesake, Daedalus,
the father/son relationship, and his wanderings in the labyrinth of Dublin.
Tracing the motif of the ideal woman through Joyces use of Emma, EC, Eileen and
the Virgin Mary.
Exploring the motif of fire and its link with Stephens passions; and the metamor-
phosis of Stephens flame.
An investigation into unwarranted punishment and its significance to the bildungsro-
man genre.
An exploration of the tactile imagery of hot and cold through a multi-dimensional
bust of Stephen and how he tries to cover his true nature by putting on layers of
the church, his numbed senses, the life of a priestall things that bring a feeling of
cold to Stephens mind. As he peels these away we see the fire that exists under-
neath, and Stephen begins to accept the fact that he is meant to lead the life of an
artist.
The symbol of the rosary beads and how Stephens relationship with religion is like
a broken rosary using a drawing and photo montage.
A drawing that focuses on the significant symbols in the novel: the skull, the white
rose, birds, the girl wading in the water.
A visual representation of the ironies of Stephens epiphanies; he follows the ones
that change him the least and ignores the ones that change him the most until
the end.
An original piano composition based on a particular passage in which Stephen re-
flects on his character as the clouds, the host of nomads represent everything he
wants to be: able to escape Ireland and to be freed of the responsibilities and ex-
pectations that his family and educators attach to him.
A partial portrait of Stephen against a background of stained glass that incorporates
the symbols and motifs most significant to Stephen and Joyce.
These were sophisticated explorations and understandings and on the day that we
shared them, we all gained new insights intoand appreciation ofnot only the lit-
erature but also of each others special perspectives and means of expression.
Marca A. Daley,
Academy faculty
49
The bulletin board where we posted our Understandings of James Joyce
Agnes Toths drawing
(from her understanding)
The birds, present flying high in the sky in the background,
represent the freedom of flight and a means of escape away
from Ireland and into a better life. The pile of skulls at the
bottom right represent the themes of death and hollowness,
the darkness and mystery of the life that Stephen would be
destined to live if he were to choose to stay within the
church as a priest. I included a few lines from the novel in
which the priests skull is visible through the play of light
and shadows, and this connects to the skull that Stephen
saw on the rectors desk back at Clongowes.
Stained Glass Detail
Asymmetrically placed on the bottom corner of the
painting is the Virgin Mary. The religious figure seems
to represent Stephens obsession with the mother fig-
ure, as Joyce writes, The glories of Mar held his soul
captive (119). The lifeless image of the Virgin Mary
seems to have a spirit of its own which grasps Stephen,
while the whore, which is a living woman, is portrayed
as an empty vessel, a doll. The juxtaposition between
the two images of women may foreshadow Stephen's
struggle of choosing between religion and art.
PEDAGOGYin action
50
THE ACS AFTER SCHOOL PROGRAM K-12,
Designing shoes for each unique size
Chris Perakis,
Director of OM
The After School Program is a program which extends beyond the school day
and provides a supportive environment to our students at ACS Athens. The pur-
pose of the program is to facilitate students through learning processes and to
provide them with a strong academic, social and emotional foundation.
In order to accomplish these goals, during the after school program, a range
of educational programs and creative work through art has been developed to
encourage students to improve and maximize their learning potential. The pro-
gram is administered by teachers with special education background who have the
knowledge and expertise to enhance learning. Students will learn to apply basic
skills and strategies to their core classes to be successful. After school activities are
sensitive to the various grade levels, age groups and issues of diversity, in order to
best meet the needs of individual children.
After school activities target different student needs and give emphasis on
specific learning outcomes in mathematics, reading and writing and completion of
homework.
The ways in which these support programs are provided to students is what
really makes the difference. ACS Athens has identified key elements of high per-
formance to growing minds, and to enhance those elements, utilizes curricula and
teaching methods that make learning fun and exciting.
ACS students at work
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Each After School Activity is staffed with qualified personnel maintain-
ing a ratio of one adult for every 4-5 students. The reading and math
support classes will run with a ratio of one teacher for every 2 students.
All courses, with the exception of the Homework Support, are also
open to non-ACS students.
PARENTS
What is it you like about the After School Support Program?
I like the fact that the children can get as much help as possible in every
aspect. Even for those who arent familiar with the schools system after
having the appropriate support the results are great (have seen it). I also
like the fact that there are programs for each individual need and ways
to support and help and encourage everybody. (AKF)
I likethat the kids learn how to study by themselvesthat any ques-
tions they may have can be answered and help given by experts when
neededthat students learn to work within a given time limit (at home
they can find excuses and get distracted from their work) that they
arrive home with most of their work done and are free to enjoy the rest
of the afternoon. (SA)
My two daughters come to the OM homework support and manage to
finish most of their homework, which means that they have more time
to play at home, and for me, it means that I can be a Mom at home
instead of a very bad teacher, which helps me build a better relationship
with my children. It helps them to feel good about themselves that they
finish their homework alone without moms help. The study skills
learned in the Study Skills program were wonderful because those skills
will be used throughout their lives.(AS)
The after-school program is exceptional! It assists my son greatly. (GH)
All I can say is that mom and son are really happy. The program is very
individualized and we like that. (TC)
BRIDGINGthe gap
3rd Annual ACS COLLEGE VISITS to the Boston Area
By Stelios Kalogridakis
Academy Counselor
52
IIC/STUDENT SERVICES: Making the World Just a Little Bit Bigger
Following up on our highly successful college visit trips of 2009 and 2010, this
past spring break we were able to take nine more of our Academy juniors on
their first college visit trip to Boston and the Greater Boston Area.
Arriving on a Thursday (giving us an extra day in hand in comparison to years
before), our students, comprised of five 10th graders and four 11th graders, were
able to experience first-hand a US university campus setting, college life, classroom
visits, meetings with ACS Athens alums and current college students, privatized
tours and admissions information sessions; all in an effort to receive a better un-
derstanding of the selection process and to make the best fit choice.
53
OBJECTIVE OF COLLEGE VISITS:
1. Introduce students to the different types of institutions available in
the US
2. Provide for an easier transition to higher education and college life
3. Enhance student understanding of the college admission process
During the week, the following higher level institutions were visited:
Harvard University
Northeastern University
Boston College
Tufts
Wheaton
Brown University
Worcester Polytechnic Institute and Providence College (both for
the first time this year)
Boston University, which included a private group information ses-
sion with Scotty Dyer, head of the International Student Admissions
department.
We were also able to go to New Haven again this year and visit Yale
University. Our students also participated in a multitude of introduc-
tion classes. After their initial taste of visiting a college campus, the
students had an opportunity to experience the life and culture of
Boston in a weekend filled with activities such as sightseeing around
Boston, visiting museums, going to a theatrical performance, and even
attending a Harvard University Mens Lacrosse game.
One question that might come up is if these tours to the United States
are really necessary for our students to enrich and strengthen their
knowledge of the college application process. The answer to that
question very truthfully would be that these college visit tours have
been essential in bridging the distance from secondary education to
the universities for our students.
STUDENT COMMENTSPros and Cons:
We liked the fact that the university was extremely organized, and it
offers many opportunities to students. It seems like the students are
their first priority.
It was like a whole city; students from all over the world!
The students look like they are comfortable, and feel like Yale is their
family.
Collaboration is important=feeling of community.
Campus is too huge, definitely not a place I would apply to.
I didnt get a chance to talk to many people, but as far as I saw, there
is student diversity and I appreciate this as an international student.
I do not believe that this is the school for me. I believe that I would fit
in with the student body, but this is definitely not the school for me.
I enjoyed the academics and the course I visited. The professors are
extremely professional, helpful and constantly involving the students.
Based on my impressions, BU is one of my favorite schools; I think its
approach to education is a very healthy one, as it promotes close
student-teacher relations.
Stelios
Kalogridakis
and student
55
COMMUNITYconnections
Eleni Scurletis NESA Recipient
COMMUNITYconnections
At ACS Athens, one of our three school-wide commitments includes Civic
Responsibility, and this year one of our very special middle school students show-
cased her lifestyle of service. Eleni Scurletis was chosen as this years recipient of
the Haas/ Hansen Student Award. This prestigious honor recognizes middle school
students (grades 6-8) at Near East South Asia (NESA) member schools who
model the character traits we value most in our students: consistency, persistence,
a willingness to take risks, acceptance of other cultures/points of view and a genu-
ine interest in and commitment to the welfare of others.
Eleni Scurletis, a 7th grade student at ACS, stands out with her compassion for
other people and animals. She was awarded a check for $500 and a trip for her
and a family member to Bangkok, Thailand, where she spoke to the conference of
over 600 educators. For the NESA application process, Eleni created a portfolio
highlighting her work:
Conservation efforts to help the environment
Commitment to animal welfare
Personal campaign to stop puppy mills
Dedication to assisting the less fortunate as a member of a Girl Scout troop
Sponsoring a child in Uganda
Extensive volunteerism in food banks, nursing homes and animal shelters
A special thank you to Jeff Kalas, Middle School Counselor and Mary-Ann Au-
goustatos, Middle School Principal for their support of this process.
Eleni spoke at the 2011 NESA Spring Educators Conference in Bangkok, Thai-
land, and shared her thoughts and inspirations with teachers throughout the Near
East South Asia region.
Let Your Life Speak! Acceptance Speech of Eleni Scurletis
Delivered March 29, 2011 Bangkok, Thailand NESA Spring Educators Conference
Let your life speak. This is a Quaker saying, and my message to all of you here
today at the 2011 NESA Spring Educators Conference.
I never thought that I would be standing in front of so many teachers advising
them on how to inspire children to make community service an essential part of
their lives. Even now, when advisors or teachers ask me to donate time or
money to a charity, I wonder what they are doing to make a difference. Are you
ACS 7th Grader Recognized for her Commitment
to Service by winning the 2011 NESA
Haas/Hansen Student Award
By David Nelson,
ACS Athens NESA Representative
56
57
telling students to help or are you in-
spiring them with your actions? What
motivated me to commit myself to
community service was when I saw
adults acting and not just talking. They
put their own ideals into actions and
let their lives revolve around helping
others because they loved to [help],
not because they were obligated to
[help] or expected to be rewarded.
Four people who have greatly in-
fluenced me are my gymnastics coach,
the director of a small animal rescue
organization, and my parents. These
individuals have inspired me to help
other people, animals, and the envi-
ronment by setting examples them-
selves.
My gymnastics coach welcomes everyone onto her team whether or not they
can afford to pay. Her generous spirit and the impact it has made on so many
gymnasts motivated me to help a young girl whose family didnt have the money
to send her to school. I chose to support the education of a child in Uganda.
The director of an animal rescue organization saves the lives of many creatures
large and small because his heart aches to end their suffering. He inspired me to
rescue strays, volunteer at animal shelters, and start a campaign to end puppy mills.
If you dont know what a puppy mill is, it is a chain of inhumane breeding facilities
that supply pet stores with puppies. I have adopted two strays since I discovered
where most pet shop dogs come from.
My mother is a great influence in my life because she is always doing com-
munity service and helping to preserve the environment. I am easily motivated
by her and became a Girl Scout and participated in many conservation activities.
Lastly, my father influences me by simply being a great person. Because he had
a difficult childhood, he always tries to help others in need. Seeing how the
adults in my life have made a difference in the world has really inspired me to
follow in their footsteps.
As teachers, you may not appreciate the extent that your actions inspire
us as students. As educators, you have the opportunity to motivate future
generations to make community service an essential part of their lives. Actions
speak louder than words. If you personally demonstrate your desire to make
a difference in the world, your students will realize the importance and mean-
ing of putting their thoughts into actions and Letting their lives speak.
I would like to thank the members of the NESA Council for giving me the
opportunity to be here today. Thank you for providing children like me with the
chance to express our passion for helping the world.
I have only just begun to let my life speak and I hope that you will be inspired
to do the same.
Log into the NESA website for more information:
http://www.nesacenter.org/page.cfm?p=373
COMMUNITYconnections
Legend: ACS Athens faculty, Therese Weimholt and Carrie Brinkman, founded The
Civic Responsibility Club on March 1st, 2011. Its mission is to help students to design
and execute original volunteer activities around the school, community, and globe.
Euro Wars - Fund-raising for Japan
Ethos: What was the impetus behind such an event? (How did you decide it would be
a "competitive" fund-raiser?)
The Do-Gooders Club (TDGC): Since our first meeting in March all of our focus was
on finding ways that our club could really help our local and global community. Unfortu-
nately, the more organizations we called and researched, the more we realized that the
organizations needed money and material donations more than anything else.
The club set about doing smaller things to raise the general spirits and feelings of
community within the school (free candy raffles with no strings attached, cheerful
and inspiring quotes stuffed in lockers), but they wanted to do something bigger
that would have a more lasting impact. We came up with the usual long list of
ways to fund-raise but we had no start-up money for these events since we were
a brand new club. The "Euro Wars" (called Penny Wars in the States) is actually a
very popular way of raising money for charity in Canada and the USA (as an un-
dergrad my [Therese Weimholt] college raised hundreds of dollars by having
dorms compete), and since this activity required very little start-up money (just 2
Euros for water bottles and tape), it was the one we chose.
When we presented it to the club, the students agreed it would work. They cor-
rectly predicted several things:
1. Most people don't mind giving the change in their pockets to a good cause.
2. A pizza party as a winning prize is a great way to motivate a group of students
to donate their change.
3. A little healthy competitive spirit can do wonders for PR.

Ethos: Did you get the turn-out that you had anticipated?
TDGC: Overall, yes! We saw positive participation especially amongst the middle
school students; one 8th grade student alone brought in her entire piggy bank.
Once students saw all that change donated, things really started picking up and
10/20 Euro bills were quickly dropped into the 8th grade jar to motivate other
grades to participate and have a chance to win.
The participation in the high school was not as great as we expected because
there were a lot of cynics. The 9th graders didn't seem to think the money would
Innovation, Environmentalism and Global Fund-raising!
An Interview with The Civic Responsibility Club (a.k.a. The Do-Gooders Club)
58
With Therese Weimholt
and Carrie Brinkman
59
actually go to Japan. Because of this skepticism, we will be posting the receipt of
payment to the Red Cross Disaster Relief Funds on the walls of the school as
soon as the payment goes through and we will present the certificate of payment
with the pizza party to the 8th grade the day of their graduation rehearsal.
Ethos: How much money did you raise?
TDGC: We raised a total of 637.85 Euros, with the 8th grade raising the most funds.

Ethos: Why and how did you choose the recipient organization?
We chose the American Red Cross Disaster Relief Funds. We chose to help the victims
of the March 11th, 2011, Thoku earthquake and Tsunami. Since the Red Cross is an
international organization, if Japan is not accepting money they may give the donations
to Haiti, which is still suffering from the 2010 earthquake; or, they will relegate the funds
to any other place around the world that was recently struck by disaster.

Ethos: In modeling global citizenry, how could another school follow your lead?
TDGC: Very simple -
1. Pick the organization for which your club would like to raise funds.
2. Find some recyclable water bottles or milk jugs a chance to promote envi-
ronmental awareness.
3. Label them.
4. Advertise the competition and cause (with the rules for participation and the
deadline).
5. Provide Incentives (pizza party!) for the group with the highest donation.
6. And Begin!
An additional note to avoid a delay in donation: The organizers of the competition
should make sure their school cashier or bank accepts lots of small change and
will convert it into a money order (those are the little details that can delay a
donation process).
They can view this site:
http: / / www. penni es. org/ i ndex. php? I temi d=35&i d=22&opti on=com_
content&task=view
Ethos: Is this fund-raiser something you would do again for other global issues?
TDGC: Yes, we plan on making it an annual event, and we would definitely call it
a success!
Zander Menjivar
(grade 10) &
Raseel Sharaf
(grade 10)
making Euro
Wars posters
Zander Menjivar
giving tips for
the Euro Wars
Stewart Murray
(grade 6) and
Celeste Holling-
sworth (grade
7) making Euro
Wars posters
Stephanie Putri Dhinanti (grade 6) counting
the 6th grade donations for Euro Wars
Stewart Murray (grade 6) counting the 8th grade's
winning donations
Celeste Hollingsworth (grade 7) counting
the 7th grade donations
COMMUNITYconnections
The ACS Athens High School and Middle School Spanish classes enjoyed a
fieldtrip to the Cervantes Institute in Plaka this February.
The Spanish Club organized the fieldtrip with students enjoying a day emerged
in Mexican art and culture. This fieldtrip complemented some of the students stud-
ies of the Arts in Spanish classes and improved their learning and appreciation of
Mexican painters.
Over 40 students from the Middle School and Academy participated in this
trip; a unique ability for Spanish learners to exercise their language skills with native
speakers who described the works of art in Spanish.
The day wouldnt have been complete without a true Mexican meal at a local
Mexican restaurant close to the Institute. A meal consisting of tacos, tamales, and
other Mexican specialties such as mole (a traditional chicken dish served with a
sauce made with chocolate) was served to the students to top off an informative
and unique fieldtrip.
We hope to have another trip like this in the future!
ACS Athens: Spanish Trip
By Alex Stelea
11th Grade
60
61
From Japan: Alumni Tosh Kimura
My name is Tosh Kimura*, a Japanese American born in Chicago, from the
class of 90. Many of you know that Japan is in a big crisis from all sorts of angles:
still struggling with earthquake aftershocks; cleaning up the mess after the devastat-
ing tsunami; the nuclear power plant's problems are still not looking good; many
people lost their houses and are living in the school gyms as a shelter; infrastruc-
tures and logistics are cut off, but improving; factories are down and supplies are
decreasing in the metropolitan area even in Tokyo. There are so many rumors and
so many things going around, making it hard to decide what to believe... but what
makes us (Japanese people) move and take steps forward is that we all have faith
in each other and we all believe in "Kizuna," which means bond or connection
from people directly or indirectly.
I live in Yokohama. It is approximately 300km from the sight, so I am no dif-
ferent than all of you. I am always thinking how to support the people up north,
and so finally, I decided to do the things I had always done before. I realized that
I can, indirectly, support the people in the north. Believe me, when I say that all
people are connected somehow, so you'll never know what to expect. Have faith
in your friends and neighbors. Support people when they're screaming for help.
You'll never know when or how your actions might influence people around the
world. The internet has connected us globally, but we, the people, have a great
ability to spread our actions to one another with "Kizuna." Of course, donations
and volunteer work will help a lot directly: I'm not denying it, but once again,
"Kizuna" can cause a greater good for mankind eventually.
Lastly, I would like to leave you with the following quote: "If you have knowl-
edge of something use it! If you have money spend it! If you have a power or
strength use it! If you don't have anything, have faith, vitality and energy to live!"
Thank you all for your great efforts, and also for your prayers. It is your thoughts
that will count the most. We will arise from this and one day we will all smile.
Thank you so much for this great opportunity.
*Tosh Kimura went to ACS from 87-90. He was member of varsity soccer team
for three years as a starter. He won 1st place in EMAC during his 1st year and
came 2nd during subsequent years. He was a captain of the team during his senior
year. The kind of student I was...that you'll have to ask Mr. Pelides
Mr. Pelides was pleased to hear that we had contacted his former student. He
confirmed that Tosh was an amazing soccer player and student, who spoke per-
fect Greek and English!
Best wishes from ACS Athens to you, your family and Japan!
ALUMNIaffairs
Nicole Levina-Maria Demos
(88) after teaching in Moscow,
Russia and in the UK, Nicole is
currently the Upper School
Learning Support Coordinator
for Grade 6-12 at the Interna-
tional School of Helsinki in
Finland. Besides her teaching
and coordinating responsibili-
ties, Nicole is also the Middle
School Speech and Debate
Coach, the Assistant Director
of the School Play, and a mem-
ber of the ISH Faculty Rock
Band. Nicole is eager to con-
nect with former classmates
and friends via email at nix-
demos@yahoo.com
Below is a note by Mr. and Mrs. Lee,
proud parents of ACS Alumnus
Joshua S. E. Lee (08)
Joshua S.E. Lee (08) graduated with honors from
the University of Florida on April 30, 2011. Joshua
has continued to perform excellent academic work,
thanks in no small part to the four years that he
spent at your fine school. Joshua was inducted into
Phi Beta Kappa Honor Society in his junior year and
will soon be inducted into the local UF chapter of
the Phi Kappa Phi Honor Society. We are very
proud of him and would like to express our ap-
preciation to you and your staff. It appears that
Joshua will choose to continue his education at a
law schoollocation and time, yet to be decided.
Faculty News of the 70s.....Bill Price and Joe McCarthy, both retired recently. Mr.
Price retired from the Social Studies Department at South Burlington Vermont
public schools. Mr. McCarthy retired from his position as Senior Associate Dean
at Harvards Kennedy School of Government in Massachusetts.
Joanne Tzouanakos 79
Former Alumni Association Board Member
Grapevine Alumni News
62
Dear Alumni,
Welcome to the Alumni section of the ninth issues of the ACS Athens
Ethos. To submit your information in the next issue, please email
alumni@acs.gr. To join the ACS Athens Alumni Directory, please visit
our website at www.acs.gr, and follow these steps:
1. Profile on the Navigation Bar
2. Scroll down to Alumni - click
3. Scroll down to Verification for Alumni Directory Form
4. Complete the form and await approval link that will be sent by email.
5. Upon receipt, click link to direct you to the Alumni Directory Form.
6. Login with your Username and Password.
7. Complete Alumni Directory Form.
8. Be sure to note the request to check or not check the visibility of your
social network and personal information to other alumni.
63
Hi to all! As the newly elected ACS Athens Alumni Association President, I would
like to take this opportunity to say that it is an honour and a privilege to be elected and
serve THE SCHOOL again from a totally different position apart from being a student!
However, I do wish that those years would come back again so I could live the ACS
magic and see my teachers and classmates once again (as we were then)!
Furthermore, I would also like to thank Dr. Gialamas, for his kind support throughout
these past months; it just reflects how much he believes in the Alumni Association and
how open-minded he is. The previous board, ALL INCLUDED, really deserve RESPECT
because they kept the ACS fire burning with their good- will and high spirits throughout
the years because simply they felt that ACS was their family; just to mention some-
Paola Bruno 78 , Joanne Tzouanakos 79 , Raymond Srouji 83, Belina Korovessis 78,
Cynthia Goudis 71, Lia Sterghos 73, Tom Mazarakis, and many more. Great work to all!
Last but not least, all the ACS'ers that voted for the new board, just a simple THANK
YOU! I do not like to promise. I like to DO. As I have stated before, only time will tell
of our actions. Above all is the school, and I love our school; it is part of me and I will try
and serve our school as best as I can with my team; nothing can be achieved without
the team.
After numerous meetings and nominations beginning from January 2011, we came
out with our Alumni motto, ACSa timeless connection! (The winner was Belina Ko-
rovessis). So far we have held four events: the Carnival Party in February 2011; the Rock
Gig in March 2011; the Greek Live Party in April 2011; and our ACS Athens Open
Session featuring Dr. Gialamas. All four events proved to be extremely successful, with
your support of course. This success gives us the courage and motivation to continue
reaching our targets.
Coming up is our June Beach Party and, of course, in December of 2011, our main
event of the yearthe Annual ACS Classic Reunion-Prom with a Black &White dress
code! Please contact us (Kiritsis.d@studysmart.gr) for more information on the above
events.
Being elected as President came so suddenly; I have yet to realize it. It wasn't planned
for (Mr Sroujis fault!); however, I do feel excited and eager to work! It is a responsibility
that I and the rest of the board members have taken and must pull through to the end
and keep the ACS fire burning to continue the HISTORY OF ACS! This we can only
accomplish if we (all Alumni) work together and connect. We will gain nothing from this;
we are servants of the schoolnothing more nothing less.
This will be quite an adventure and challenge for us; an adventure which we as a
board must enjoy and live up to the expectations of those that will follow us. It will be
an experience to work with all ALUMNI and share ideas for the good will of OUR
school. Our target and mission is the same and will be to the endto re-unite as many
ACS Athens alumni as we can, go down 'memory lane' and remember all the good
times we had at our school.
So, come join our ACS Alumni celebrations, be part and one of us, see old and
forgotten classmates, reminiscent, as well as meet new ACS alumni! Each time you
participate in one of our events you are giving a boost to the ACS Scholarship Fund!
Last but not least, I would like to modify a phrase from a very famous speech once
said by JFK, 'Ask NOT what your school can do for you; ask what YOU can do for your
school!
Well be in touch!!
We Both Welcome the New ACS Alumni Association
Dimitris Jimmy Kiritsis, class of 1984, President
Raymond Srouji, class of 1983, Vice-President
Maria Kardamenis, class of 1987, Secretary
Thelxi Trochalis, class of 1986, Treasurer
Christina Mefalopoulos, class of 1985, Board Member
Chris Moukas, class of 1972, Board Member
John Vavouras Alex, class of 1973, Board Member
Niki Kardamenis, class of 1986, Board Member
A letter from the New
Alumni President
Dr. Dimitris V. Kiritsis (Jimmy)
President, ACS Alumni Association Class of 1984
My Journey
By Joanne Tzouanakos
Former Executive Board Member
My name is Joanne Tzouanakos class of 1979 and I am very proud to say that I had
the privilege to serve on the ACS Alumni Board from 2003 as an Executive Board
Member and two terms as President of the Alumni Board. At this time, I wish to extend
my thanks and recognition to my board members for their dedication and their con-
tinuous support throughout my term.
In a few words, I would also like to express my sincere thanks to the entire ACS
family and community for giving me and the board the opportunity to contribute by
making sure with every effort that we maintain the strong bond between our fellow
alumni and the school as per the Alumni Mission. It was a journey with ups and downs,
but it is worth it when you come to think that generation after generation of students
which attend ACS are rewarded after their graduation for life as they have been taught
by the best. We believe in the Alumni Mission and the Alumni Association has given
their ongoing support to previous boards and surely will do the same with all the boards
to follow as we only have one mutual goal and that is to unite the alumni.
I would like to welcome the newly elected board members as well:
So far, this group has definitely rocked with the events they have organized until
now and I, personally, would like for this board to stick around for a while as the As-
sociation definitely needs the energy and drive that they have and project to all. I am
certain that they have a great deal to offer the Association and the community as a
whole.
I wish all the best to the new board and may their journey be as exciting and re-
warding as it has been for me.
STAFFdevelopment
(Note from the Editor: This 2010 university experience at ACS Athens was repeated again this year by Dr. Polyzoi, but came
to a conclusion as this issue of Ethos was being published. Therefore, we are publishing the commentary of last years group. An
additional note: Due to the length of the individual entries, the complete stories can be found on our website.)
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference.
Robert Frost
In 2010, five University of Winnipeg Education students were selected to
travel to Greece to complete their five-week teaching block at the American
Community School of Athens (ACS-Athens). ACS-Athens is a K-12 Interna-
tional Baccalaureate (IB) school with 810 students, from all over the world,
representing more than 50 countries. The faculty of ACS is comprised of 92
teachers and specialists; 18 hold Masters degrees; 45 have pursued ad-
vanced studies beyond the Masters level; 3 hold Ph.D.s. ACS-Athens mis-
sion statement reveals the philosophy that lies at the heart of the school:
Through excellence in teaching and diverse educational experiences, ACS-
Athens challenges all students to realize their unique potential: academically,
intellectually, socially and ethically to thrive as responsible global citi-
zens.
The teachers of ACS-Athens, through their generous sharing of time,
resources, wisdom, and expertise have left our students, Lindsay Wessell,
Ryan Erichsen, Alia Marcinkow, April Pasieczka, and Lindsay Winfield, with
an incredible gift an experience which has been life-changing.
We are indebted to: Margarita Gournaris (Grade 12 IB History), Eli
Pupovac (Grade 10 History), David Nelson (Grade 10 American Studies/
Grade 11 IB Theory of Knowledge), Nicholas Parakatis (Grade 11-12 IB
Math, Grade-9 Honors Geometry), Dora Andrikopoulos (Grade 6 and 7
Math), Christina Bakoyanni (Grade 6 Science), and Mary Sexon (Grade 5
English Language Arts).
What follows are the students journal entries.
Ryan Erichsen
April 7/2010
Some of the finest intellectuals
After many months of anxious, perhaps nerve wracking, anticipation, I finally
began my internship at ACS Athens. From across the ocean, ACS seemed distant
and foreign, both in terms of spatial distance and educational practice. With the
first day started and finished, the opportunity to examine the preconceptions and
misconceptions, I harboured is too enticing to be ignored.
Before arriving at ACS Athens, a private school specializing in the interna-
tional baccalaureate program that is proud of the fact that 100% of graduating
students go on to post secondary school and concurrently is a major supplier of
students to ivy league institutions in the United States and Great Britain, I was of
the mindset that a school could only boast such lofty accomplishments by enroll-
ing and retaining only the most gifted and committed students. I had always har-
boured the assumption that for a student body to be so universally successful was
an impossibility without either limiting the student body in terms of academic
proficiency or, alternatively, by lowering academic standards, which would be
impossible for a private school that ever intended its students to advance to the
worlds premiere colleges and universities. This was one of the reasons that I have
historically been suspicious of private schools claiming to have superior teaching
methods or staff based upon student success; any school that limited its enroll-
ment to the best and brightest would be bound to appear successful regardless
of the methodology or educational theory being practiced.
However, upon arriving at ACS Athens, it became clear the school was in-
deed an exceptional educational setting that was open to all of Athenss youths,
albeit on the premise that their families were capable of making the tuition pay-
ments, although it should be pointed out, special needs know no economic
boundary. The student body is, thus, made up of a group of learners that cover a
broad spectrum of abilities and needs and all are cared for and supported.
This policy of inclusion is perfectly reflected in the schools Optimal Match
program for students in need of additional supports, be they academic or other-
wise. The Optimal Match program exists to identify the supports required by
students who have learning needs above those of the average student. The pro-
gram then works to create a plan and an educational program for the student in
The Road Less Traveled by
The ACS Athens - University of Winnipeg Internship
Louesa Polyzoi, Ph.D., Ryan Erichsen,
April Pasieczka, Alia Marcinkow, Lindsay Wessel
64
order to maximize the students opportunities for success and growth. The pro-
gram is individual in this way, but keeps students within their home classrooms to
prevent feelings of segregation or separation. The program is so successful, that
even students in need of additional learning supports have a record of 100% post
secondary enrollment following graduation. This is in stark contrast to programs
that exist in my hometown of Winnipeg, whose programs for youth with learning
impairments are far less successful. While it is true that Winnipeg schools possess
more diverse student populations, the success of ACS and its Optimal Match
program remain both undeniable and intriguing.
This dedication to inclusion has helped to make ACS a truly unique school,
especially when one considers that it continues to maintain its reputation as an
institution that produces some of the world finest intellectuals and future leaders.
It came as a great surprise to me that a private school would be so focused on
student supports and universal success of students and has forced me to recon-
sider my views not only on private schools and their successes, but also the way
in which schools work with all their students toward success.
April Pasieczka
April 29, 2010
The benefits of living with fellow-student teachers
Three weeks into my final practicum block, I have come to realize something
that is very different than any other practicum block that I have completed. It has
to do with where I live and who I am living with. I realize that this should not be
a surprise to me after residing in my Athens apartment for over a month now,
but what has come as a surprise is how my teaching is affected by the people with
whom I live and associate outside of school.
During my practicum blocks in Winnipeg, I did not see my teacher friends
that I went to university classes with everyday. I lived at home with my family,
none of whom were teachers, and I hung out with my friends, very few of whom
were also studying to be teachers. During my block at ACS Athens, however, I
lived with Lindsay Winfield and Ryan Erichsen, two other interns from the Univer-
sity of Winnipeg, and spent a considerable amount of time with Alia Marcenkow
and Lindsay Wessel, as well. The five of us have become extremely close during
our time living in Athens; not only did we see each other at school everyday, but
we traveled to school together, we toured the city of Athens together, and we
hung out together outside of school hours. Having four other people who are
going through the same experience that I am is extremely helpful. We all are
adjusting to living in a new city and being placed in a brand new school, togeth-
er.
The best part about living with other teachers, especially ones who work at
the same school and with the same students that you do, is that you always have
someone to bounce ideas off. While planning at home, Ryan, Lindsay, and I were
constantly showing each other lessons we had planned, asking for advice about
assignments and rubrics that we made, and discussing our experiences at school.
Not only has this allowed me to gain more constructive criticism about what I am
doing as a teacher, but it allowed me to benefit from the ideas of other teachers,
and to constantly reflect upon my own practicum experiences.
Although during practicum blocks in Winnipeg there are often other student
teachers at the school with whom to discuss ideas, it is not quite the same as
having someone who is at your disposal 24/7. As you may have guessed, this
topic has come up in conversation amongst the five of us on more than one oc-
casion. We all agree that we love having people to talk to outside of school who
will genuinely listen, offer guidance, and give constructive criticism
Alia Marcinkow
April 28, 2010
Student-centered learning at its finest
My time at ACS Athens has passed by only too quickly and, as part of my
teaching responsibilities, I was given the opportunity to chaperone several stu-
dent field trips. One of these field trips was the Grade-6 Annual Walk of Ath-
ens. I was not sure what to expect but having a Classical Studies minor, I was
ready for the adventure. I was informed that the students would be taking
charge of the field trip, following the ACS philosophy of inquiry-based learning.
Each student was part of a larger learning group that was assigned an historic
monument to research and present to fellow-classmates. When we arrived at
the monuments, the students became our tour guides and proceeded to de-
scribe the history, architecture, and mythologies associated with each archaeo-
logical site. We visited sites such as Hadrians Library (132 AD) where the
students spoke about the fires that occurred there and its dual use as a church
during the Byzantine era. We moved on to the Roman Agora (on the north
side of the Acropolis), where the students described the Arch of Athena and
the Tower of the Winds (50 BC). This structure features a combination of
sundials, a water clock, and a wind vane. Each octagonal side of the clock tower
65
STAFFdevelopment
is represented by weight wind deities, which linked to students English Language
Arts class where they were exploring personification. The Tower also related
to math, where students were learning about three-dimensional shapes. The
monument connected to science and how light energy can be used in nature.
Finally, the site connected to Social Studies through an examination of the foun-
dations where the structure was built. The next monuments we visited were in
the Ancient Agora (northwest of the Acropolis), where the Stoa and Temple of
Hephaestus (patron god of metal working) were examined.
This Annual Walk of Athens opened my eyes to the advantages of students
taking learning into their own hands. Not only did the presenters learn about their
own site or monument, but they were attentive to what their peers presented and
they absorbed the knowledge being shared. The students had their ideas pre-
sented, and consolidated in all their classes, which served to strengthen their own
research. From this field trip, I began to ponder how I, as a teacher, could bring
inquiry and student-centered learning into my own classroom. In most science
classrooms, the teacher often becomes the giver of knowledge and the students
the receivers, but how can we change this conservative view of teaching and learn-
ing? I believe that just as the Walk of Athens trip brought Social Studies to life, so
can Science field trips. This idea became a reality on another field trip that we took
to the Planetarium with the Grade-7 students. These students had the opportu-
nity to manipulate objects, ask questions, and explore scientific ideas in a student-
safe environment. As an educator, I believe that this type of learning is essential to
promote student engagement. By allowing the students to be the teachers, we
provide them with an opportunity to develop and satisfy their thirst for knowledge.
These types of field trips would not only work in places such as Athens with its rich
culture and history, but in every city and country around the world. Students can
live the subjects they are learning about in the world around them as an alterna-
tive to the traditional model of learning in the classroom.
Lindsay Wessel
April 19, 2010
Teaching beyond the classroom
The Journalism and Democracy Project at ACS Athens: A joint video
documentary project between high-school students at ACS Athens and Har-
vard Universitys Newscoop Organization addressing the most contested
conflicts in modern history
Today was a day where I witnessed what ACS is all about: educating stu-
dents on world-wide issues through multiple entry points. Today, a group of
Academy (high-school) students presented a documentary that they scripted,
edited, narrated, and researched. The documentary focused on the historic
and current issues between Israeli and Palestinian peoples. The entire Acad-
emy (including grade-8 students from the Middle School) was invited to watch
the premier of this documentary in the large theatre of ACS Athens. Along
with students, teachers, parents, and the national media, several ambassadors
were present, including the Israeli, Palestinian, and United States of America
ambassadors.
I was blown away by the complexity of the issues and how well and unbi-
ased the documentary was presented. The students were truly aware of how
sensitive the issue and I believe they successfully presented these issues in an
unbiased, realistic, and emotional light.
Not only was the documentary amazing, with evoking images, concise nar-
ratives, and well-researched information, but the students were asked to sit
on a panel and answer difficult questions from audience members. I was in-
credibly impressed with how eloquently and coherently the students were
able to answer these questions, offering intellectual answers, while keeping to
the point. The students were well able to justify their decisions in making the
documentary as well as to remove their own opinions from the topic.
In classes like Aboriginal Education, we were told to do the same thing as
these students had done: remove our own judgments and biases to take a fair
look at the issues from both sides. When people are able to see that every
story, no matter how big or small, has two sides, true understanding comes
about. It takes incredibly well- rounded people to consider various issues in
an unbiased light and be open minded enough to allow their own opinions to
be pushed aside and challenged.
Thank you, Dr. Polyzoi. It has been an unforgettable experience!
!
66
Over 50 ACS Athens professionals took this exciting opportunity to pilot an on-
line basic Dyslexia course for teachers. Our participation was made possible due
to the collaboration between ECIS and Dyslexia International. The course was a
great introduction to dyslexia. It was a very comprehensive, informative and well
structured course. It gave good understanding of what dyslexia really is, how to
understand its causes and how to become aware of it. It provided clear and sup-
porting evidence via links and video clips, making the course even more insightful.
It also provided teaching methods and practice-based activities that could be used
in the classroom and could benefit the class as a whole. This is a course that can
be useful to everyone in the field of education, not just teachers.
This course has been translated in French and were looking into the possibility for
translating it in Greek.
Follow our link and QR-code for more on this article and the Professional Devel-
opment of ACS Athens Staff.
Dyslexia Course
By Chris Perakis,
Director of OM Program and the SNFLC
67
Effortlessness
The Feldeenkrais Method
of Movement Education
Alexandra Koumatou
Alexandra Koumatou graduated in 2008 and began teaching her own
classes. Staff Development includes the courses offered by the ACS Ath-
ens Institute of Innovation and Creativity. In this course, teachers learn
how to relax and stretch their muscles effortlessly.
STAFFdevelopment
2nd International Basketball Coaches
Clinic a success at ACS Athens!
68
By nnie Constantinides,
Director of Athletics
On April 29-30 and May 1st, the 2nd International Basketball Coaches Clinic
took place at ACS Athens and it proved to be a successful event!
Four coaches from the United States and one coach from the Greek National
Basketball Coaches Federation joined us for a full week-end of basketball teaching!
Sue Semrau (Florida State University), Jane Albright (University of Nevada @ Re-
no), Kerry Rupp (Louisiana Tech University), Stan Spirou (University of Southern
New Hampshire) and Giorgos Kalafatakis shared their knowledge of individual and
team concepts of basketball with fellow coaches and university students.
The audience was quite diverse and we had participants from Athens, Thes-
saloniki, Larisa, Volos, and Patra, to name a few places and all of them were in
one place willing to expand their education.
Furthermore, our very own basketball athletes had the opportunity to be in-
volved as demonstration teams and were taught by these great coaches! A
truly worthwhile experience for all these players.
69
Annie Constantinides (center
left) with visiting coaches.
70
Smi l esaroundCampus
Find our Hail and Farewell Section in Ethos-online.
Office of the President ext. 201
Office of Enrollment Management & Community Relations ext. 263
Admissions Office ext. 263, 251
Reception ext. 206, 233
Office of Alumni Affairs ext. 207
Human Resources Office ext. 204
Business Office ext. 202, 207
Office of Academic Affairs & Innovative Programs ext. 402, 409
Office of Student Services ext. 226
Cashier ext. 208
Bookstore ext. 214
Transportation Office ext. 239
Health Office ext. 217
Cafeteria ext. 236
Academy Office ext. 222
Academy Discipline ext. 404
Middle School Office ext. 261
Middle School Discipline ext. 267
Elementary School Office ext. 229
IB Office ext. 247, 244
Stavros Niarchos Learning Center ext. 237, 265
HS/MS Media Center / Library ext. 219, 220
ES Library ext. 293
Publications Office ext. 271
Athletic Office ext. 327, 401
Theater Office ext. 331, 302
Security ext. 240
Night Entrance Security 210-6393555
American Community Schools of Athens
129 Aghias Paraskevis 129 Tel.: 210-639-3200-3
GR 152 34 Halandri 152 34 210-601-6152
Athens, Greece , Fax: 210-639-0051
E-mail: acs@acs.gr http://www.acs.gr
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Spring 2011 Volume 5 Issue 2
Alumni Affairs Staff Development Community Connections Smiles around Campus
Composing Innovation:
It's May 8th, 1948
President Truman is on Trial
Composing Innovation:
It's May 8th, 1948
President Truman is on Trial