The Graded Gazette -

Where can you sample Indian samosas and Lebanese za'atar while enjoying Israeli folk dance and trying your hand at Brazilian samba? At Graded's Celebration of the World!

On Saturday, April 6, Graded honored its cultural diversity with this vibrant event. Organized by the Parent Teacher Association (PTA), Celebration of the World (COTW) drew a record 3000 attendees.

More than 100 parent, faculty/staff, grandparent, and student volunteers helped orchestrate the event, which featured an international parade, food booths, a silent auction, games, raffle baskets, and a lineup of performances. 

This year, COTW had a new home. Graded's recently-constructed Athletics Center, Student Center, and Athletics Field served as the spectacular backdrop for the colorful festival of nations.

Click here to see the full photo album.




The Graded Gazette -

1. You’ve worked as a Spanish bilingual teacher and are also fluent in French. Tell us about how and where you mastered these languages.

My mom was Brazilian and my father is German. As a kid, I was always exposed to several different languages at home. When we moved to California, learning Spanish was relatively simple, and I spent many months after college in Central America refining my skills in Spanish. I then returned to California to work with San Francisco’s Mexican and Central American population, teaching grades 1 and 3. Also, at 17, we moved to Geneva, Switzerland. Believe it or not, I didn’t want to go. In the beginning, I rebelled, but then decided to make the best of it. I took three hours of French classes a day and dedicated myself to the language.  I enrolled in University of California, Davis (UC Davis) a year later and chose to major in French. After college, I bought a one-way ticket to France and decided to apply my knowledge to real life. I was a bit idealistic at the time: no job, no work visa, little money. I spent nine months working on farms around the countryside and had one of the greatest experiences of my life.

2. What was your life like when you were in grade 5?

As a kid, I moved around a lot. Moving from place to place helped me become the open-minded, accepting person I am today. I adapt easily to change and am resilient in stressful situations. I didn’t always love moving around during my elementary school years. Making new friends and always saying goodbye is stressful, but I am grateful that I was given the opportunity to grow from these experiences.  As Graded is somewhat a transient community, I continue to struggle with goodbyes and new friends. I know many of our students deal with this reality all the time. After all is said and done, meeting so many wonderful, diverse personalities is what makes Graded a wonderful place to be.

3. What’s the first thing that comes to mind when you hear the word “fun”?

Fun is getting out of the city and enjoying nature — the beach or the mountains, in the company of family and friends. That’s ALWAYS fun!

4. What type of museum do you most like to visit?

I used to complain when my parents dragged me to art museums as a child, but ultimately, I gained an appreciation for art. I like going to modern art museums. São Paulo's Pinacoteca and the MOMA in New York are two of my favorites. When I visit a museum,  I try to imagine what an artist was feeling or thinking when he/she created a piece.

5. What’s one guilty pleasure you enjoy too much to give up?

Listening to true crime podcasts.

6. What do you hope scientists will completely figure out some time in the next 20 years?

I think we live during a pivotal time in history.  It is so exciting to be in education, because the kids we work with every day will be making decisions and discoveries that will affect humanity as a whole. My hope involves sustainable energy and zero waste. It is hard to imagine what Earth will look like in 20 years, if we continue with the current rate of consumption. I would like to see society make huge shifts in its use of resources. Science and technology, along with a radical human mindshift, is our only hope for survival. I know this sounds a bit radical, but it’s true. If we can’t figure out how to live sustainably, we will need some retirement communities on Mars for us to live out our final years.

7. What creative activities do you engage in?

I love cooking. My favorite thing to make is vegetable stir fry. The thing I love most about cooking is watching loved ones enjoy the work and energy that went into preparing the meal. I also like making art, especially woodblock and linoleum prints. I play some guitar, but I often find myself getting frustrated because it is so hard. I guess I’m not patient enough. In general, I am very creative. I love dancing and listening to music, doodling, or just plain coloring.

8. What are the best ways to inspire or motivate people?

The only way to inspire people is by example. People feel inspired when they see others inspired. We are generally attracted to people who are happy or people who appear to be doing grand things with their lives. When I am around people like that, I tend to also feel happy or motivated to do something larger than myself. Being around inspired people leads to conversations about inspiration and the desire to make a difference. I could never expect to inspire my students if I didn’t feel inspired, or in my case, feel a total love for being with young people.

9. What’s your favorite season of the year? Why?

I love spring. Every season has an emotion or a way of being that goes along with it. Autumn is nesting and winter is resting. Spring is time to start new things and to fall in love.

10. What is your favorite thing about Graded?

Sometimes I don’t like to admit this about myself: I am a competitive person. Graded prepares students for the competitive world we live in. I don’t mean to say we are preparing our students to be competitive. On the contrary, we are teaching students collaboration and communication skills. But at the same time, through the rigorous demands of our curriculum, we are preparing our kids for hard work, giving them stamina, and exposing them to high-quality challenging content and skills. I often refer to Graded as one of the best schools in the world, and I can say that with conviction.

The Graded Gazette -

1. You received a bachelor’s degree in political science and a master's degree in teaching, going on to teach high school in Oregon, Vietnam, Kuwait, and now Brazil. What common thread do these experiences have?

The exploration of the human experience. With each of these new opportunities I learned more about myself and the world I live in through my daily interactions with the individuals and societies of that specific place. These experiences allowed me to recognize, challenge, and name my bias, view the world through different lenses, and to appreciate the wide array of views and perspectives that make up our diverse world. The other common thread is that of being a lifelong learner and the belief that the more you think you know, the more you realize you have to a lot to learn.

2. If you could travel back in time and spend five years there, what culture would you choose to live in? Why?

I would return to Berlin right after the fall of the wall circa 1991. It would be fascinating to be a part of the new life and opportunities given to a city after a time where freedom was so repressed for so many. It would be scary, exhilarating, and overwhelming — all at the same time — to try to make sense of something that never really made sense in the first place.

3. What are the last three books you’ve read for fun?

The last three books that I have read for fun are Factfulness by Hans Rosling, Stretch by Scott Sonenshein, and Five Minds for the Future by Howard Gardner. I always tell myself that I need to read more fiction, but I am a sucker for nonfiction text that makes me think and question.

4. What experience from your student years most fed your love of social studies and encouraged you to teach the subject?

When I was in middle school, my parents decided that we would no longer give gifts at Christmas time. Rather, to celebrate, we started taking family vacations together. These trips took us to places such as Costa Rica, Portugal, Austria, and Ecuador. It was through these travels that I became fascinated by the culture, history, geography, and politics of places around the world and inspired me to want to know more. Originally, my plan was to join the Foreign Service. However, the more that I learned, the more I wanted others to find the same passion that I did in learning about the world. Hence, I became a teacher.

5. What’s the worst tasting thing you’ve ever eaten?

Goat meat. It was a regular item on the menu when I lived in Kuwait. As a result, I am now a vegetarian.

6. Tell us about your very first job.

My first job was as a summer camp counselor at Camp Orkila — a residential camp on Orcas Island in Washington state. I was an assistant cabin counselor for a group of 12-year-old boys. Camp taught me responsibility for others, myself, and the environment. It was in this job that I was first trusted to build positive relationships and experiences for kids. As a 16-year-old, it felt like a massive responsibility. However, it pushed me to be flexible, adaptable, and to understand the power of positive relationships. More importantly, camp also taught me that it is good to show your authentic self to others and to remember that life is fun and sometimes it is best to laugh at yourself and make the joke about you.

7. What fills your heart up to the bursting level?

Coffee and green space.

8. What is your favorite thing about Graded?

The atmosphere of Graded, both physical and humanistic. I love the natural beauty that is our campus. Our landscaping staff does an amazing job of creating and maintaining an outdoor space that is inviting and comfortable. The green spaces provide ample opportunities to find a space to think and reflect. I think that outdoor spaces at Graded make it special and are unique for an educational setting. In addition, the atmosphere among all of the humans that are part of the Graded community is rich, positive, and vibrant. We are so lucky to be among people who want to form genuine relationships and build a community that is strong, not only now but also for future generations of Graded students, staff, and faculty.

Angela Park, Communications Associate -

by Angela Park, Communications Associate


“It’s not easy being green.”

A school’s green initiatives might not make a significant difference in a city that produces roughly 20,000 tons of waste every day. However, an ecologically-conscious mindset, developed at a young age, may influence an individual’s decisions over a lifetime.

At Graded, the Lower School Green Club encourages students to engage in sustainable living practices and raises awareness of environmental issues. The club, led by grade 5 teacher Patricia Gehrels and grade 3 teacher Leigh Ann Fitch, meets every Thursday after school in Gehrels’ fifth grade classroom. After dropping their backpacks and grabbing a handful of healthy snacks provided by the teachers, club members gather around in a circle in the front of the classroom. Students learn and discuss a variety of topics: recycling processes, insects, ecosystems, and gardening basics — to list a few.

This semester, students opted to start a garden at Graded. To some, planting a garden may appear to be a simple task, but there is more than what meets the eye. Over the course of several weeks, students patiently and diligently mixed worms into the soil, raked leaves, cleared the sod, and added layers of cardboard beneath the compost before planting seeds and flowers.

“Planting the carrots was my favorite part,” said fifth grade student Valentina L. “I also learned about all the benefits of being in contact with nature, how nature can help you, and how you can help nature back.”

Students have witnessed symbiotic relationships between different organisms. “I thought that all animals were bad for the garden,” said third grader Lorena B. “But actually, insects are really good for the garden, and bird poop is really helpful [as a fertilizer].”

Club members have also undertaken other green initiatives at Graded, including recycling. Third grader Arianna H. recalled her first project, where she and her friends “went around from first to fifth grade classrooms to collect all recyclable materials.”

While the gardening project will be ongoing, club members will come together to decide upon their next green project. “At the Think Tank, they mentioned how problem-solving is important, but even more important is problem-finding,” affirmed Gehrels. “It’s this idea of ‘Let’s walk around the school and see how can we improve what we already have.’”

“Our job is to hone their vision a bit, asking them ‘Do you notice that? What does that tell you?’ We’re here to point them to things and get the questions going in their heads,” added Fitch. “When they get older and have the power to facilitate larger change, then maybe this will have been a positive influence for them.”

As Valentina aptly concluded, “Graded could be a greener school, and if we work together we can make it happen."

The Lower School Green Club meets every Thursday from 3:15-4:00 pm in Patricia Gehrels’ E01 classroom. Students in grades 3-5 are welcome to join. For more information, please contact Patricia Gehrels at

Susan Clain, Chief Strategic Communications and Advancement Officer -

by Susan Clain, Chief Strategic Communications and Advancement Officer


Navigating international schools can be a seamless experience, if you know the right questions to ask. There are approximately 9600 international institutions worldwide, each with a distinct curriculum, culture, and philosophy. This article outlines the advantages of an American overseas school education and provides a list of questions to aid your family in selecting the right American school.




American schools abroad were originally established to serve the the children of United States citizens. Today, they cater to both international and local students. If you are an American expatriate or interested in American culture, you will probably elect to send your child to an American school.

American overseas schools provide numerous benefits. To start, the primary language of instruction is English. Additionally, American schools offer an American curriculum and are internationally-recognized for their academic excellence. Pedagogically, they generally focus on more than just a student’s cognitive achievement. Social-emotional, creative, and physical development are also typically components of an American school education. You can expect a strong sense of community at American school, which often provides the opportunity for parent involvement. Finally, American overseas schools award an American high school diploma, which allows for easy transition into schools and colleges in the United States.



The mission of the US Department of State’s Office of Overseas Schools is “to promote quality educational opportunities at the elementary and secondary level for dependents of American citizens carrying out our programs and interests of the US Government abroad.” The State Department currently supports 193 American overseas schools worldwide. In São Paulo, Graded - The American School of São Paulo, is the State Department’s only directly-assisted K-12 institution.




Like all institutions, international schools range widely in terms of quality and reputation. When investigating American schools, it is important to do your homework. Make sure, too, that an institution’s mission, vision, and core values reflect those of your family. As you evaluate educational options, be sure visit school campuses, speak to students and parents, and ask the questions below.

  • Does the school offer a rigorous curriculum, such as International Baccalaureate (IB) or Advanced Placement (AP)?
  • What percentage of students are international?
  • What percentage of faculty are foreign?
  • Is the school accredited? If so, by whom?
  • What are the school’s affiliations?
  • Is the institution nonprofit or for-profit?
  • Is the school nonsectarian or religiously-affiliated?
  • What percentage of graduates attend college abroad?
  • Which colleges/universities do graduates attend?
  • Does the school have a strong alumni base?
  • What arts, athletics, activities, experiential learning, and service learning opportunities does the school offer?
  • How does the school utilize technology?
  • Is there school bus transportation?

For information on the US State Department’s directly- and indirectly-supported American schools worldwide, please visit

This article, in its abridged form, was published by the American Society of São Paulo in the April/May 2019 FORUM newsletter.

Richard Boerner, Superintendent -

Message from the Superintendent

Graded is continuously striving to enhance educational delivery. We are committed to ensuring that all of our teaching and learning initiatives are meaningful, interrelated, and authentic, and furthermore, that they fully prepare our students for college and beyond. 

To this end, we have invited some of the world’s best thought leaders to join us to participate in Think Tank on April 8-9, 2019. Together, we will work to create an even more robust, vibrant learning environment, fostering transformational outcomes for students and teachers alike. 

Parents and students are invited to attend a Think Tank Panel Discussion with panelists on Monday, April 8, from 3:30-4:30 pm in Graded’s Black Box Theater. Seating is limited, so please RSVP HERE.

Richard Boerner

The Graded Gazette -

1. Tell us briefly about your background and how you arrived at teaching High School biology and Theory of Knowledge (TOK) at Graded.

My husband became a teacher and got a job at a school in England. When they found out I was moving with him, they hired me, too – first as a teaching assistant and then as a full-time classroom teacher. I loved it, so we went back to Canada the following year and I got my teaching degree, specializing in biology and philosophy. Before coming to Graded, I taught biology in Bulgaria and El Salvador.

2. When you were a student, who was your favorite teacher?

When I was earning my education degree, I had two amazing teachers who really influenced my teaching practice. One of them was an incredible model of how a teacher’s organization of things like lesson structure and resources, as well as their accessibility can really help students learn more effectively. The other teacher helped me build skills and confidence in teaching with social justice in mind. This has enabled me not only to manage, but also to encourage discussion of challenging questions inside and outside the classroom; questions about issues such as race, inequality, and identity. I believe this kind of education is just as important as the curriculum we study.

3. What is one of your hobbies?

A couple of years ago, I started learning calligraphy, or lettering, as it’s often called now. I really love drawing, but find it hard to make the time to produce substantial work. I’ve found that practicing lettering has given me a good creative outlet which can take as little or as much time as I have. You also have to choose what to write, which gives me the opportunity to create reminders or practice gratitude. It also makes it easy to whip up a nice card or quick gift for someone!

4. One of the central questions students wrangle with in Theory of Knowledge is "How do we know?" For those outside of your course, what is one thing we should all be doing to begin to answer this in our daily lives?

Part of the challenge of this question is that the answer depends on the context. The criteria for what constitutes valid knowledge changes depending on the field of study. “How do we know?” in our daily lives is more about practicing the basic critical thinking skills our students learn across disciplines every day. When we hear or read something, we should automatically consider the source, the statements made, who we are in terms of our personal biases and backgrounds, and how these things might influence our take on the information. This allows us not only to evaluate the information we come across, but also to be mindful of how our own perspectives affect our knowledge.

5. What is the secret to being content in all circumstances?

I’m not sure this is something worth striving for, to be honest. We learn the most from moments of discomfort, when we are being challenged. If you mean a more general contentedness as you move through different places and stages in life, I’d say the secret is knowing yourself and using that to build meaningful relationships with people.

6. Who is the most creative or artistic person you know?

I went to a special arts high school, and my dad is an artist, so I have the good fortune of knowing a lot of incredibly talented and creative people. Although I have a rather difficult relationship with my dad, one of the things I really love about him is his creativity. He sees the world differently than other people. For example, when we’re walking down the street, he’ll see images in the cracks of the sidewalk and use them later in his art. He taught me to observe the world around me, to question it, to interact with it, and to be inspired by it.

7. You’re often involved in Graded’s musicals. Tell us more about your music.

I grew up in a very musical family. My mother almost became a professional classical pianist, my father studied jazz piano in college before changing paths, and they both have beautiful voices. I took piano lessons and played clarinet in school, and my brother played trumpet, taught himself to play guitar and piano, and is an excellent singer. So I don’t remember a single day when there wasn’t someone playing music or singing. It has always been a part of my life. When I started working in Bulgaria, a colleague asked me to assist her in starting an a cappella group, which I helped run for three years. At my next school, I helped with the school choir and the musical production. When I moved to Graded, I was thrilled to discover Mr. Kelly’s commitment to building a strong Lower School musical theater tradition, as well as Ms. Grimes’ openness to having me help with the High School musicals. I feel grateful to be part of that special community here.


8. What do you consider “progress”?

If we understand progress simply as improvement, then an example of potential progress is the proposal a group of scientists recently made to build solar, wind, natural gas, and water infrastructure along the US-Mexico border. Although, like everything else, there are negative consequences to consider, the proposal addresses many problems, including economic, social, political, and environmental ones. That being said, the idea of “progress” is tricky for me. Can the technological and industrial “progress” we have made really be considered as such when we factor in the destruction it has wrought on the planet? Can the social and economic “progress” some societies have made be considered as such when we know what it has cost other societies that continue to pay for it? Of course, the development of knowledge, including new technologies, is valuable. However, we need to be more considerate of the larger ramifications when nations “progress.”

9. What was one vacation that lasted too long?

When I was 18, I spent three months traveling by myself in Guatemala and Honduras. I learned Spanish, and had many unforgettable, life-changing experiences. I also discovered that three months is probably the limit of time I can personally spend without a little routine and a more focused purpose in my day-to-day life.

10. What is your favorite thing about Graded?

I love the relationships I have with my students and colleagues. I think this comes from the trust that is placed in my professional judgment and abilities, and the freedom that gives me to share my passions in and out of the classroom. I love that I can teach both biology and Theory of Knowledge and also participate in a wide variety of activities like the musicals and Femolution, the student feminist group. This allows me to build real connections with the people here, and that is deeply rewarding.


The Graded Gazette -

1. You studied visual arts at Belas Artes and then took a post-grad course in art history at Fundação Armando Alvares Penteado (FAAP). What led you to teaching?

Art was something I discovered by doing. I had always loved doing art, but I didn’t know I loved teaching it until I started volunteering at my sons’ Montessori school in the US when we lived there. It came naturally to me, and I felt I had found my passion!  Once back in Brazil, I volunteered at Graded, and this confirmed what I had discovered in the US — that I really enjoy teaching and, at the same time, learning from my students. I can’t imagine myself doing anything else.

2. You started the Hearty Bowl Project several years ago. What is it?

I came up with the idea for Hearty Bowls after visiting ACTC – the Casa do Coração, an institution that supports young children and their families during their treatment for heart disease. There are similar projects around the world, but I adapted the Hearty Bowl idea to fit our needs. For three years now, the Graded community has been spending part of the year creating and decorating ceramic bowls. We then organize an event at which a variety of soups is served in these bowls. When you buy a ticket for the event – for which we receive amazing donations of soups, desserts, music, and decorations – you can choose a bowl to eat your soup in, and you keep the bowl when the meal is over. We donate all proceeds from the event to ACTC, and the project has become a great opportunity to bring the community together to help a good cause. Parents, teachers, administrators, and friends make bowls during students’ classes, after school, or on Saturday afternoons. At the same time, they’re helping a great cause. It’s wonderful to see members of the Graded community relax, learn something new, and interact with different people.

3. What is something about yourself that you’d like to change, but you suspect you probably won’t?

I need to learn how to say no, because too many times I get overloaded and overwhelmed. The problem is that I enjoy it!

4. You have been teaching at Graded for more than 30 years, in all levels from Pre-primary through High School. What’s the most interesting aspect of teaching art to Upper School students?

I love to see the students’ satisfaction in creating something new, discovering a new talent that they did not know they had, or finishing a work of art and feeling proud of what they have just created. I really enjoy talking about their work with them.

5. What’s your strongest sense?

I’m a good listener. I like to listen to people’s stories, and I do it with a real interest, which makes them feel comfortable talking and sharing with me many different aspects of their personal lives.  

6. You were one of the founders of FALA. What is FALA and why was it so important to you for many years?

I have always liked to do community service and get involved in social work, and FALA is a good example of that. FALA started much smaller and was very different from what it is nowadays. There was a small group of High School students who were the teachers, and we just coordinated the program and helped the student teachers plan their lessons. It was very basic at first. We would go to different communities and teach in the living room of someone’s house or at a small center, very informally. We never knew exactly who would show up to go with us and who would attend the classes. As the program grew and needed more structure, we began to bring our outside students to Graded. I spent 12 years working with FALA, and it was really satisfying to see the project develop and grow, as well as see our Graded students commit to and care for their FALA students.

7. What one new thing did you learn in the last week?

Last week, I tried a new recipe for chocolate pudding that I made for my grandchildren who were visiting from Canada.

8. Do you have a favorite painting or drawing? What makes it special to you?

I love Vincent Van Gogh’s paintings. His passion and talent are inspiring!

9. What is a favorite memory of your grandparents?

Sunday lunch at their house! My grandfather had an Italian background and my grandmother always made us amazing meals! We also got to see our cousins and it was always fun – loud, happy, and festive.

10. What is your favorite thing about Graded?

The Lemann-Tully Arts Center is amazing, and the people I work with, both students and teachers, truly inspire me. I’ve been working at Graded for more than 30 years, and it feels like home. That’s special!

Angela Park, Communications Associate -

by Angela Park, Communications Associate


EVA team members at the Knowledge@Wharton High School Investment Competition at the University of Pennsylvania in March. From left: Guilhermo G., Breno S., Edmond S., João A., Felipe L., and advisor Frederico Mesnik '87.

It started out with a small idea.

“A Graded alum approached us about an incredible competition,” recalled junior Breno S. “We brought the idea to Gui, who was the leader of the Investment Club [at Graded].”

Shortly thereafter, several members of Graded’s High School Investment Club organized themselves to form Eagles Value Added (EVA), the school’s first student-led investment team to compete in the University of Pennsylvania’s Knowledge@Wharton High School Investment Competition. The investment competition, launched in 2011, provides an investment simulation for high school students all over the world. Each team manages a $100,000 portfolio of virtual cash, and throughout the competition, students oversee risk, diversification, company and industry analysis.

“We were all interested in investment, but we weren’t all specialists in the beginning,” said senior Guilhermo ‘Gui’ G. “We had to learn about everything, and gradually we followed our interests and passions to become specialists [in our field].”

The team was fortunate to find an advisor, Graded alumnus Frederico Mesnik ‘87, to help them navigate the investment world.  “The first time they came into my office, they knew nothing about finance. I gave them three books to read over the break, so they all went home and read them,” recalled Mesnik. “Then, when they came back in January of 2018, we started to put together [a plan] for the first competition.”

Every Thursday, the students would head to Trígono Capital, Mesnik’s asset management firm, to hear and learn from a group of professionals. “I don’t think I can emphasize how much we practiced,” said junior João A. His fellow team member junior Felipe L. recalled that although they worked very hard, they found the experience to be a tremendously enriching one.

EVA’s first competitive experience took place during the Brazil Knowledge@Wharton High School Investment Competition, hosted by the Wharton Alumni Club of Brazil. Despite their initial nervousness, the team members felt prepared. After all, they had devoted numerous hours over the course of the year toward their strategy and portfolio.

“They won the competition hosted by the Wharton Alumni Club of Brazil, but didn’t manage to go to the final [round of the competition] in Pennsylvania,” informed Mesnik.

Instead of expressing disappointment, however, the students emerged more determined to perform better the following year. According to Breno, “It’s about having resilience, not complaining about feedback, but just working harder.”

. . .

This year, EVA took gold again in the Brazilian competition and qualified to compete in Philadelphia’s Global Region 3 Finale in March. The team, joined by mentor Mesnik, traveled to the United States two weeks ago for 36 hours of real-world experience.

Team members present their investment portfolio and strategy to judges.


During their short trip, members visited BTG Pactual in New York City, where they had the opportunity to engage with the investment bank's key leaders. Immediately thereafter, they headed to the University of Pennsylvania for the competition.

When the judges announced the winners, the team leapt for joy. EVA placed first among more than 650 high school investment teams, and advanced to the May Global Finale, where they will compete against eight other teams from China, India, and the United States.

“We were elated,” said João. “But I was more happy about the fact that our mentors were so happy, so content, and so proud than [I was] actually winning.”

With their $500 reward, EVA will contribute to the Graded Scholar Program. “If we win the Finals in May,” said Felipe, “we also hope to give that back [to the Graded Scholar Program].”

Through this self-driven initiative, team members have grown significantly, learning beyond finance. For Guilhermo, “It has really been about learning to be comfortable in uncomfortable situations.”

“It’s really about passion,” asserted junior Edmond S. “I’ve learned that it has to be much more than curiosity or interest [in order to persist].”

Most importantly, "students were able to learn a lot about leadership skills, team-building skills, and motivation, and all of these things that are important in the adult and professional life,” said Mesnik.


Members celebrate after winners are announced.

Photos are courtesy of Knowledge@Wharton High School.
The Graded Gazette -

On Monday, February 11, 2019, Graded students and guests celebrated the inauguration of the school’s new Athletics Center with an American-style ribbon-cutting ceremony. The sports facility, Phase III of the Graded Campus Project, includes a multi-court gymnasium, a six-lane swimming pool, and three rooftop tennis courts.

Event speakers included Brazilian businessman, national tennis champion, and philanthropist Jorge Paulo Lemann, whose Lemann Foundation provided a generous lead gift to fund the Athletics Center, and National Brazilian Soccer Star Milene Domingues. Lemann spoke to students about the importance of risking-taking. Domingues discussed the important role sports have played in her life. 

Av. José Galante, 425
São Paulo, SP - Brazil - 05642-000
T: 55-11-3747-4800
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