Magazine of Latin School of Chicago

teaching assistant in action in front of class
Leadership Opportunities Abound: Upper School Student Teaching Assistant Program

I like being able to get a student’s mind to click and figure something out when they are stuck.
- Quinn Lovette

Teaching assistants are not just for colleges and universities. Formally established four years ago, Latin has a robust upper school student TA program with 20 to 30 seniors participating each year.

The program spans all departments, according to Zach McArthur, Teaching Assistant Program Coordinator and Upper School Mathematics teacher. Students are chosen after applying, based on their interest and past performance in the course. Students receive a pass/fail in the Independent Study course.

TAs are not involved in grading but their roles vary depending on the class. Sarah Landis, an Upper School language teacher who teaches Latin, has found her TAs invaluable. Last year, with a larger class, she broke students into groups and the TA rotated among them, facilitating group work. “This year, with a smaller class, I’m having my TA lead more of the activities and he will be able to teach some of the lessons,” she said.

Leadership opportunities abound for TAs. Students are chosen after applying, based on their interest and past performance in the course. Students receive a pass/fail in the Independent Study course.

McArthur and Landis both agree the TA program is a win-win both for the students in the class as well as the TA. Landis recalled an instance where a student fondly remembered his TA. “The TA is more relatable to them and closer to their age, and someone closer to the experience of being a novice [with the material,]” she said. Landis notes that students sometimes feel less intimidation approaching a TA when they need assistance. “It’s someone who feels more accessible and relatable.”

Quinn Lovette is a TA for the Finance and Math class. Lovette was attracted to the program after taking the class last year. He likes working with students he might not normally meet. “Being a TA gives me the ability to work with younger students and get to know them,” said Lovette. Lovette also relishes those a-ha moments. “I like being able to get a student’s mind to click and figure something out when they are stuck.”

I wanted to share my excitement for the material with the next generation of Nazi Mind students.
- McLaine Leik

Leadership opportunities abound for TAs. Leo Romano is a TA for a sophomore English class, Latin American Literature, taught by Ann McGlinn. Romano is often called upon to lead class discussion, assist with group discussions and even helps edit papers. He acknowledged that serving as a TA is a lot of responsibility but it was something for which he was ready. “Ms. McGlinn trusts me and she guides me, obviously,” he said. Romano also is happy to help one of his favorite teachers and appreciates the bond they are establishing.

McLaine Leik is a TA for Nazi Mind, a one semester class that culminates with a simulation of a Nuremberg trial that takes place in a courtroom at the Daley Center. “That class fostered a passion for history for me,” said Leik, so much so that she plans to study history in college. Leik likes seeing the students become enthusiastic about the same subject matter that left such an impression on her. “I wanted to share my excitement for the material with the next generation of Nazi Mind students.”

  • Features
  • upper school
Leadership Opportunities Abound: Upper School Student Teaching Assistant Program

I like being able to get a student’s mind to click and figure something out when they are stuck.
- Quinn Lovette

Teaching assistants are not just for colleges and universities. Formally established four years ago, Latin has a robust upper school student TA program with 20 to 30 seniors participating each year.

The program spans all departments, according to Zach McArthur, Teaching Assistant Program Coordinator and Upper School Mathematics teacher. Students are chosen after applying, based on their interest and past performance in the course. Students receive a pass/fail in the Independent Study course.

TAs are not involved in grading but their roles vary depending on the class. Sarah Landis, an Upper School language teacher who teaches Latin, has found her TAs invaluable. Last year, with a larger class, she broke students into groups and the TA rotated among them, facilitating group work. “This year, with a smaller class, I’m having my TA lead more of the activities and he will be able to teach some of the lessons,” she said.

Leadership opportunities abound for TAs. Students are chosen after applying, based on their interest and past performance in the course. Students receive a pass/fail in the Independent Study course.

McArthur and Landis both agree the TA program is a win-win both for the students in the class as well as the TA. Landis recalled an instance where a student fondly remembered his TA. “The TA is more relatable to them and closer to their age, and someone closer to the experience of being a novice [with the material,]” she said. Landis notes that students sometimes feel less intimidation approaching a TA when they need assistance. “It’s someone who feels more accessible and relatable.”

Quinn Lovette is a TA for the Finance and Math class. Lovette was attracted to the program after taking the class last year. He likes working with students he might not normally meet. “Being a TA gives me the ability to work with younger students and get to know them,” said Lovette. Lovette also relishes those a-ha moments. “I like being able to get a student’s mind to click and figure something out when they are stuck.”

I wanted to share my excitement for the material with the next generation of Nazi Mind students.
- McLaine Leik

Leadership opportunities abound for TAs. Leo Romano is a TA for a sophomore English class, Latin American Literature, taught by Ann McGlinn. Romano is often called upon to lead class discussion, assist with group discussions and even helps edit papers. He acknowledged that serving as a TA is a lot of responsibility but it was something for which he was ready. “Ms. McGlinn trusts me and she guides me, obviously,” he said. Romano also is happy to help one of his favorite teachers and appreciates the bond they are establishing.

McLaine Leik is a TA for Nazi Mind, a one semester class that culminates with a simulation of a Nuremberg trial that takes place in a courtroom at the Daley Center. “That class fostered a passion for history for me,” said Leik, so much so that she plans to study history in college. Leik likes seeing the students become enthusiastic about the same subject matter that left such an impression on her. “I wanted to share my excitement for the material with the next generation of Nazi Mind students.”

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First Grade Flag Project
First Grade Builds Community with Flag Project

Latin first grade students started the year building their community. It was important to establish to ensure all feel safe and comfortable taking risks, making mistakes, asking for help and supporting one another. 

As students listened to some of their favorite songs, they got inspired. The song, “Wave your Flag” by K’Nann, in particular, sparked a lot of inspiration. Some may be familiar with this song as it is the anthem of the World Cup. As the first graders listened to the song, they thought it might be fun to create their own flags. 

As students began to explore their identities and community, they discovered that flags often represent groups of people who are related in some way. For example, city flags can represent folks who live in the same city. Team flags can represent fans of a particular team. State/country flags represent people who come from those places.

Each student then created their own flag to represent pieces of their identity. The process started with the exploration of identity, authenticity, symbols, and flags. A lot of time was spent considering the difference between things we like/love, and pieces of our identity. As an abstract concept, teachers worked with students in small groups to help them understand the differences. Students then filled out an identity bubble map and began the process of designing their flags. Each student received a planning sheet to select important colors, symbols and shapes they wanted to include in their flags. 

After each individual flag was created, the grade level came together as a community, to explore how they could create one class/community flag to represent all individuals in the group. This process worked on skills such as compromise, collaboration and communication. The students problem-solved and suggested ways to include everyone in the community. The outcome being one community flag to represent the Latin first grade communities. 

Take a look at the flags students made to reflect their voices and choices. 

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US Marine Science Uses the City as the Classroom
US Marine Science Uses the City as the Classroom

New to the upper school Science course offerings this year, is a Marine Science course taught by Mr. Wisnieski. 

Students in this course are exploring the aquatic environments near Latin and around the city. In September they took a kayaking trip to the Wild Mile, a portion of the Chicago River that is being rehabilitated by the Urban Rivers organization.

Students toured the river on kayaks and studied the organisms living in the new habitats that have been constructed. More recently, students monitored the water quality in Lake Michigan. 

Take a look at the #opportunities found inside and outside the classroom at Latin.

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Do You Know? René Moreno
Do You Know... René Moreno

Get to know René Moreno, Lower School Visual Art Teacher.

FAVORITE QUOTE
"Every child is an artist. The problem is how to remain an artist once we grow up.” -Pablo Picasso

EDUCATION
I earned a BFA from RISD (Rhode Island School of Design) and majored in Illustration.

Position and title at LatinI am the Visual Arts teacher in the Lower School. This is my 5th year at Latin. I was here as an assistant art teacher for 3 years while I worked on my teaching certification, and I am so happy to be back!

I also find a lot of joy in working with the kids. I love their eagerness to try new things and their enthusiasm for learning.
What are your favorite things about Latin? I am constantly inspired by my colleagues, who are excellent at what they do and are so passionate about their work. I also find a lot of joy in working with the kids. I love their eagerness to try new things and their enthusiasm for learning.

Why did you decide that you wanted to work at a school? As an illustrator, I visited schools and libraries to promote my books and I usually taught a little art project at those visits. I loved working with kids, so I decided to get my teaching certification.

Who is your favorite artist?
It’s a tie between Frida Kahlo and Vincent Van Gogh.

What was the last good book you read?I am currently reading a wonderful book called Everything Sad is Untrue, an autobiographical novel about an Iranian refugee growing up in Oklahoma. It’s funny and heartbreaking at the same time.

What are your hobbies and interests?I enjoy collecting children’s books, walking outside, listening to music, and practicing yoga.

What was your first job?After college, I worked several jobs all at once: I worked as a freelance illustrator for children’s books, worked as a waitress and barista, and also painted silk for a fashion designer.

What is one piece of advice you would want to tell your lower school self? You can do hard things!

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