2025

  • June

    The Illusion of Arrival, the Importance of Purpose, and the Act of Falling Forward

    By Crescent's 2024/25 Valedictorian Dario Danieli ’25
    I’ve been thinking about the days after big moments. Not the events themselves — not the applause, the pictures, the performance—but the quiet, strange days that follow. The day after you hit ‘submit’ on your last university application. The day after our final FNL. The day after we get the acceptance letter from our university.
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  • May

    Connection in a Disconnected World

    By Julie Yocom, Learning Support Specialist, Upper School
    Julie Yocom, Peter Vaisanen, Gina Kay, and Headmaster Michael Fellin attended the NYSAIS-IBSC Thriving Boys Conference at The Browning School in New York City in April. Ms. Yocom submitted this reflection on behalf of the delegation.

    The research is irrefutable: Boys today are increasingly facing academic and mental health challenges. To deepen our awareness and understanding of these challenges and how we can implement strategies to support our students, several colleagues and I recently attended the NYSAIS-IBSC Thriving Boys Conference at The Browning School in New York City. During our visit, we gained valuable insights from the keynote speaker, Matt Englar-Carlson and the various workshops that were held. 
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  • The Extraordinary Impact of Ordinary Heroes

    By Head Boy Jackson Rosenhek ’25
    One of the most interesting ideas we studied in Seminar last year was a concept called “the Banality of Heroism.” The idea is this: we often think of heroes as people who perform grand, dramatic acts—discovering cures to deadly diseases, running into raging fires, standing proudly with their chests puffed out and capes waving majestically. But in real life, heroism is rarely like that. It happens in the unnoticed decisions and ordinary actions that reveal the strength of our character.
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  • April

    Building Better Study Habits

    By Griffin Bush ’06, Learning Support Specialist, Middle School
    Middle and Upper School students will soon turn their attention to their final summative assessment preparation. As a Middle School Learning Support Specialist, I work with boys throughout the year to help them build strong study habits and learn how to manage their academic responsibilities. When home and school work together to reinforce these strategies, students are even better positioned to succeed.

    A big part of a boy’s academic journey is learning how to study. That includes discovering what strategies work best for him as a learner and developing routines that promote focus, confidence, and retention. While each boy is different, research tells us there are some particularly effective approaches for boys of all ages.
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  • Passport to Learning

    By Amy Joliat, Learning Support Specialist, Lower School
    Through my work as a Learning Support Specialist, I have been experimenting with a variety of ways to help our  Lower School students develop their executive functioning skills. These foundational skills help us regulate our behaviour, direct our actions, and achieve our goals. They are essential for learning and academic success and empower students to become independent and self-sufficient adults—every parent and educator’s dream! As a result, facilitating opportunities to practice these skills is a priority. We want to help our students develop the skills they need to be successful in their learning journey and build a strategy toolbox to navigate any challenges they may have along the way.
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  • February

    Teaching New Teachers

    by David Calverley, CCBE Advisor in Professional Learning and Upper School History Teacher
    This year, Crescent’s Centre for Boys’ Education (CCBE) took on a new challenge: introducing student teachers to an independent school environment. We’ve developed relationships with the Ontario Institute for Studies in Education (OISE) and the Schulich School of Education at Nipissing University and plan to create a partnership with one more faculty of education.
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  • January

    Mindfulness for Managing Stress

    By Ian Eatock, Upper School Faculty & Exchange Program Director
    Stress is one of the most common issues we see and hear from students in our Mentor Groups. The source of their stress may be marks, tests, evaluations, university applications, or a myriad of other things. We often take time to unwind with our groups, share a snack and a drink, and discuss ongoing events in our community.
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Archive: Crescent Voices Blogs

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