Category: The Glen
Spotlight on Performance: From Improv to Concert Stage
Bayview Glen News, Lower School, Newsletters and Publications, The Glen, Upper School
The Art of Improv at Upper School
Written by Liam E., Grade 9 Rep
Lower School Winter Concert Recap
Written by Ea-Ling Seun, Lower School Music Teacher
The Art of Improv at Upper School
Written by Liam E.,
Grade 9 Rep
Hi! I’m Liam, the founder of the Upper School’s Improv Club! My interest in improv started when I went downtown to watch a show at Second City. Fascinated by the complex back and forth and precise timing that the actors had mastered, I knew this mix of laughs and acting was the thing for me. Soon after, I signed up for a weeklong course at Second City. There, I learned the skills and techniques that lay underneath the craziness on the surface.
For improv to be successful, you need to be spontaneous and not afraid to go for it. Many can be reluctant to step in and really get involved, but in my experience, those who give more to improv get more out of it. There is a powerful joy that comes from going off script and sharing a laugh with your friends. This is why I started Improv Club, to let others enjoy this art as I do.
After talking to Mr. Clark, my mentor, during the Grade 9 trip to Camp Onondaga, I realized I could start an improv club. I started it early in the year, unsure whether anyone would sign up, and was delighted to see the eager faces that came into the room for our first meeting. During our meetings, we play improv games and experiment with different scenes. Improv Club now meets every week, and together we explore all that improv has to offer.
Lower School Winter Concert Recap
Created by Ea-Ling Seun,
Lower School Music Teacher
Collaborating for Student Wellbeing: The Importance of Open Communication about Diagnoses
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Antoinette Morgan, MA, MSW, BSW, RSW,
Director of Student Wellbeing
Families play an important role in helping schools understand students’ unique learning and health needs. When diagnostic information is shared with the school, it allows educators to create consistent, well-coordinated support across home and school settings. This collaboration helps staff anticipate challenges, build on strengths, and ensure that, from the onset, students receive the right strategies and accommodations. Open, respectful communication strengthens the partnership between families and the school, ultimately helping every child feel understood and supported.
An important aspect of home-school partnership is the sharing of pertinent information related to a child’s learning, medical, and mental health diagnosis. Though some parents may be reluctant to share this sensitive information, doing so will greatly enhance their children’s experience at school. To support the whole child, there must be an understanding of any diagnosis to allow staff to see the full picture of their strengths, needs, and learning profile. This awareness creates a more positive outcome for children, enabling staff to respond with empathy and flexibility.
When families inform the school of their children’s diagnosis, they are better positioned to receive appropriate accommodation, learning strategies, and wellness supports. This purposeful support helps to build children’s confidence and foster resilience, equipping them for a meaningful and engaging life beyond the classroom.
A strong home-school connection creates a cohesive support system for student success. Children will thrive academically and socially when home and school function as a team. Open communication requires transparency between home and school that strengthens the continuity of support students receive. Sharing relevant information allows the school and families to align expectations to foster better outcomes and create a supportive environment that reduces unnecessary stress and anxiety and fosters growth.
Families are encouraged to share information about children’s medical and mental health needs. An informed staff will be better prepared to recognize signs of distress and offer timely intervention and/or support.
Sharing a diagnosis helps place a child’s behavior and learning differences in proper context, allowing staff to respond with understanding and care. Behaviors and responses are less likely to be misunderstood or misinterpreted, leading the child to feel seen, understood, and emotionally safe at school. This shared understanding fosters a more inclusive and compassionate school community that models respect, empathy, and belonging, and prepares students to contribute thoughtfully to a better world.
When parents share a child’s mental health or neurodivergent diagnosis with the school, it can significantly strengthen the child’s emotional wellbeing and sense of security. This open communication allows the school and family to work together in ways that support the whole child. A good partnership between home and school makes children feel protected and supported. This collaborative approach supports emotional well-being, builds resilience, and helps children thrive academically, socially, and emotionally.
Importantly, our school respects privacy and confidentiality. Diagnostic information will only be shared with appropriate staff and used solely to support the student in alignment with best practices and confidentiality standards.
If you have questions about how the school can best support your child or if you would like to share information about a mental health diagnosis or neurodevelopmental disorder, I warmly encourage you to connect with me directly at amorgan@bayviewglen.ca. As the Director of Student Wellbeing, my role is to partner with families, listen carefully, and help ensure that every student feels understood, supported, and set up for success. You may also reach out to our School Nurse, Annie Davies-Irvine, RN, BScN, and learn more about our school’s Health Centre.
Please reach out at any time. Together, we can create the strong, coordinated support system your child deserves.
To continue these important conversations, families are warmly invited to join our Parent Book Club this March. We will be reading The Crucial Years: The Essential Guide to Mental Health and Modern Puberty in Middle Childhood (Ages 6–12) by Dr. Sheryl Gonzalez Ziegler.
More details and registration information will be shared soon and will be posted here.
We hope you will join us for this meaningful discussion and opportunity to connect with fellow parents.
Leading the Charge: Prep Athletics in Action
Athletics, Bayview Glen News, Newsletters and Publications, Prep School, The Glen
Written by Sofia F. and Ethan F.,
Heads of Athletics, Prep School Student Council
This year has been one of the most exciting for Athletics at the Prep, and as Heads of the Athletics Committee, we have been proud to help shape it. Sports have always meant a lot to both of us. They’ve taught us teamwork, perseverance, leadership, and how to bring energy to the people around us. Becoming Heads felt like the perfect opportunity to give that same experience back to the Prep community.
This year, our biggest focus has been strengthening the House programme and making sure it plays a meaningful, year-long role in the Prep. We’ve introduced monthly House competitions, giving every student the chance to try new things. From classic sports to new activities students haven’t tried before, our goal is to make participation fun, inclusive, and something the whole school looks forward to.
We have also increased the number of spirit-focussed events, encouraging students not just to compete, but to cheer each other on. Houses are earning points consistently throughout the year, and the race to the House Cup is more alive than it has been in a long time.
Another important part of our work has been improving communication around Athletics. With help from our committee members, we are making sure that every Gryphon is updated on scores, upcoming events, and more. Our newest addition, Gryphons of the Week, celebrates athletes from all three grades who demonstrate sportsmanship, dedication, and spirit, both on and off the field.
Overall, we hope the work we’re doing inspires more students to play, support each other, and take pride in being Gryphons. Whether you’re competing, coaching, managing, or cheering, you are part of what makes the Prep community so strong.
A Season of Growth and Gratitude
Bayview Glen News, Newsletters and Publications, The Glen
Written by James Lee,
Head of School
It feels like just yesterday we were welcoming new and returning students and staff to Bayview Glen, and already the halls and fields are filled with the rhythm of another busy and exciting school year.
From spirited sports games and cross-country meets to play rehearsals, picture days, grade breakfasts, celebrations, and important days of recognition and reflection, there’s an unmistakable energy in the air. I want to thank all of you — our students, staff, faculty, and families — for the time, enthusiasm, and heart you bring to Bayview Glen every day. You are the fabric of this community, and I couldn’t be prouder of the way you lift one another up and make this such a special place to learn and grow.
Our enrolment is strong this year at 1,150 students, and with that growth comes exciting progress. Over the summer and into the fall, tremendous strides have been made on our New Build. The defining features of the gymnasium and indoor aquatics centre are now taking shape, with exterior work continuing through December. As we move into 2026, we’ll see the finishing touches — painting, flooring, and pool tiling — bringing this extraordinary project to life.
This project is about more than a new building. It represents expanded opportunities for our students in athletics, wellness, health, and community connection. It’s a tangible expression of our mission: Whole Child. Purposeful Life. Better World. and reflects our ongoing commitment to creating spaces where every student can thrive physically, emotionally, and intellectually.
Equally important to our growth as a school is our continued focus on wellbeing. In October, our staff and faculty participated in professional development centred on mental health first aid, aligning with our third strategic pillar: Nurturing Belonging and Wellbeing. This shared learning reminds us that our strength as a community lies not only in what we achieve but also in how we care for one another.
As we approach the mid-term break, I hope that everyone finds a chance to rest, recharge, and spend time with family and friends. Thank you once again for your partnership, your passion, and your belief in what we are building together.
Wishing you all a restorative and joy-filled break.
Respectfully,
James Lee
Head of School
A Space for Belonging and Wellbeing: Shaping our Inclusive Community
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Ryan Rodrigues,
Executive Director, Advancement and External Relations
Bayview Glen recently hosted a consultative session to explore the creation of a dedicated space for belonging and wellbeing. This initiative reflects our commitment to nurturing inclusive environments where students feel seen, heard, and supported.
The session invited families, students, alumni, and staff to share ideas for a space that encourages quiet reflection, spiritual pluralism, and shared wellbeing. Together, we imagined a place where empathy, curiosity, and respectful dialogue are part of everyday life.
This work is part of a broader effort to strengthen our culture of belonging. If you’d like to support this initiative or offer further feedback, we welcome your voice – and your generosity.
To learn more or contribute, please contact the Advancement & External Relations team at advancement@bayviewglen.ca.
Student Leadership in Upper School: Building Confidence and Community
Bayview Glen News, Newsletters and Publications, The Glen, Upper School
Courage in Action – The Outdoor Leadership Journey at Bayview Glen
By Charlotte M., Grade 12 Co-Head of Student Executive Council
Leading with Heart – Student Leadership at the Upper School
By Greg Winson, Faculty Advisor to the Student Executive Council
Courage in Action – The Outdoor Leadership Journey at Bayview Glen
Written by Charlotte M.,
Grade 12 Co-Head of Student Executive Council
I have been fortunate to be a part of the Bayview Glen community, where I have had a number of valuable experiences and opportunities to grow and develop. Some of the most memorable experiences have been our Upper School outdoor education trips.
Reflecting on my time at camp, I was challenged beyond my comfort zone. Whether it was canoeing, rock climbing, or building fires in the middle of winter, it instilled a sense of confidence not just in me, but in everyone around me.
Each outdoor success, even the small ones, proved that we could handle more than we thought possible. Every activity strengthened our teamwork and collaboration while also developing the leader in each of us, as we all found opportunities to lead in our own way.
Those moments of challenge and teamwork encouraged me to take on new responsibilities back at school, ultimately giving me the confidence to run for the position of House Head in Grade 11 and then Co-Head of Council in Grade 12.
Most importantly, these experiences deepened my sense of belonging within the Bayview Glen community. Working together toward common goals and supporting one another through challenges, reminds me that true belonging comes from shared effort, trust, and knowing that every voice matters.
Coming back to school after outdoor education, we felt like we were part of something bigger than ourselves; our grade had grown closer together through special moments that went far beyond the regular classroom.
Those lessons continue to shape my views, valuing collaboration over competition, empathy over judgement, and striving to help others feel that same sense of community and belonging that the outdoor education trips have given me.
Leading with Heart – Student Leadership at the Upper School
Written by Greg Winson,
Faculty Advisor to the Student Executive Council
The Student Executive Council (SEC) is the driving force behind school spirit and community at our school. Made up of passionate student leaders, the SEC works to bring fresh ideas to life — whether it’s planning exciting events, promoting collaboration, or creating opportunities for everyone to get involved. Through our weekly meetings, student representatives brainstorm, organize, and lead initiatives that make our school a more vibrant and connected place.
With the guidance and support of our dedicated faculty advisors, the SEC has successfully hosted a wide range of activities including movie nights, school dances, spirit weeks, house leagues, and coffee houses. Each event is designed to celebrate our school community, encourage participation, and give students a chance to make lasting memories.
As we continue to grow, the SEC remains committed to listening to student voices and building on our tradition of fun, inclusive, and creative events — making every year better than the last.
House Spirit in Action: Lower School Turkey Trot
Bayview Glen News, Lower School, Newsletters and Publications, The Glen
Written by Dennis G. and Kyriakos K.,
Grade 4 Students
Each year, the day before Thanksgiving long weekend, Bayview Glen hosts our traditional Turkey Trot. On October 9th, Lower School students anticipated the arrival of the Bayview Glen turkey and cheered loud and proud for their house teams. Students from JK to Grade 5 ran the Turkey Trot, of course, with different distances and routes. This year, there was a lot of excitement as parents of the Lower School participated in the parent race! The competition was fierce! We run the Turkey Trot every year for Terry Fox because he is a Canadian Hero. Terry Fox ran to spread awareness for cancer research, and to remember him. We had lots of fun cheering for our friends and our parents!
The Path Here – The Path Ahead: Commitment to Truth and Reconciliation
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, Preschool, The Glen, Upper School
Written by Erika Gillespie, Greg Ryerson, and L-J van ‘t Hof,
Directors of Teaching and Learning
On September 30, Bayview Glen came together to observe the National Day for Truth and Reconciliation. It was a meaningful opportunity for our school community to reflect on the history of what we now call Canada, honour Indigenous voices, and renew our ongoing commitment to reconciliation. This year also marked ten years since the release of the Truth and Reconciliation Commission’s Calls to Action, which continue to inform and guide our work.
We embraced the theme “The Path Here – The Path Ahead,” and continued our tradition of gathering as a whole school. Older students were paired with younger ones to share poetry from Richard Wagamese’s “Embers – One Ojibway’s Meditation.” These poems encouraged us all to listen deeply and think about our role in building understanding and respect. After sharing the poems, the, students shouted their personal commitments to reconciliation out to the universe, then tied biodegradable ribbons onto the Lower School fence. These ribbons served as a visual reminder of their promises. As they begin to fade and degrade, we will use that as a sign to revisit and recommit to our ongoing work.
Throughout the year, we continue to explore Indigenous history and perspectives in our classrooms. We want all of our students to feel empowered to ask questions, learn, and take action. As we reflect on the National Day for Truth and Reconciliation, we honour the path we’ve travelled and look ahead to the journey still to come – together, as a community committed to truth, respect, and reconciliation.
Prep Players Present: The Legend of Sleepy Hollow
Bayview Glen News, Events, Newsletters and Publications, Prep School, The Glen
Written by Victoria Addorisio,
Prep School Associate Teacher, Prep Players Director
Get ready for chills, laughter, and a touch of mystery with our upcoming Prep Players Production, The Legend of Sleepy Hollow. This one-act version, adapted by Peter and Hans Bloedel, brings Washington Irving’s classic ghost story to life with creative twists. This reimagined version captures all the drama, suspense, and humour of the original tale, complete with clever rhymes, an eerie atmosphere, and of course, the haunting presence of the Headless Horseman.
Adding to the magic, three talented ensemble groups work together to bring the world of Sleepy Hollow to life. They embody the headless horseman, the swirling fog, and even the ghostly energy that lingers in the air. Their movement and rhythm help weave together this imaginative retelling.
Full of heart, humour, and a healthy dose of creepy spirit, The Legend of Sleepy Hollow promises to be an unforgettable experience. Join us in the J.T.M. Guest Theatre at 5:30 p.m. on Thursday, February 5, 2026 for a night of ghostly fun and discover what really happens when the Headless Horseman rides again!
Day 9 Recap: Creativity, Community, and Reconciliation
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen
Day 9 Through the Eyes of Grade 2 Students
Written by Rosamund W. and Nora P., Grade 2 Students
ReconciliACTION in Action: How Prep Students Are Leading Change
Written by Nicole Blair, Dean of Student Life, Prep School
Upper School’s Day 9 Experience: A Focus on Belonging and Wellbeing
Written by Troy Hammond, Dean of Student Life, Upper School
Day 9 Through the Eyes of Grade 2 Students
Rosamund W., Grade 2 Student
I felt great about Day 9. First, we went to the library to get an introduction. Next, we made adventure journals. We put magazines, stamps, and flower stamps in our books. Then we had cheese pizza and veggies for lunch.
Then we went outside to play games. First, we played a game called “Find My Tree.” Next, we played a challenge. It was called the Flagpole Challenge. Then we ate snack. Our snack was granola and fruit. Then we had a marble challenge. Last, we played a game called Rock, Paper, Scissors Army Game.
This was my Day 9. I hope you enjoyed it! I can’t wait for another Day 9. My favourite activity was the adventure journals.
Nora P., Grade 2 Student
I felt really great about Day 9 because I was so happy. First, we went to the library to see what we were doing on Day 9. Then we went back to the classroom to do the activity. We made adventure journals. We cut out pictures from magazines and nature books. My favorite part was making the adventure journals. I already made another one at home.
Then we ate pizza and veggies for lunch. Then we went outside to play a couple of games. First, we heard a story. Then we played a game called “Find My Tree.” We had to be blindfolded and our partner had to lead us to a tree. It was exciting and fun to try this. I really liked hanging out with my friend and having fun, especially playing Rock, Paper, Scissors Army Game where the people who lost had to go behind the winner and cheer them on for their next games. I had a really fun day!
ReconciliACTION in Action: How Prep Students Are Leading Change
Nicole Blair, Dean of Student Life, Prep School
Friday, October 17, marked the Prep School’s first Day 9 (Flex Day). A dedicated day designed to deepen learning beyond the classroom, strengthen community, and promote holistic growth. With a full day of meaningful programming, students and staff came together to explore history, culture, and the power of taking action.
The morning began with the entire Prep School visiting Young People’s Theatre to see The Mush Hole, a powerful production exploring hope, resilience, and the enduring impact of residential schools. Students were moved by the performance, which used expressive movement and emotion to convey the physical and emotional pain endured by Indigenous children and their families.
Keegan R. (Grade 8 student) reflected, “I was able to see and better understand how traumatic residential schools were”. Others reflected on the show’s broader message, seeing it as a reminder to prevent Canada from repeating this tragic history. Across grades, students left the theatre with a lasting sense of empathy and awareness, ready to engage meaningfully in reconciliation. In the afternoon, the learning continued with ReconciliACTION activities, allowing students to extend their learning and take meaningful action towards reconciliation through dance, art, drama, poetry, outdoor learning, and more.
William R. (Grade 8 student) shared insights from a field trip to Biidaasige Park (“bee-daw-sihgeh,” meaning sunlight shining toward us), “We took action towards ReconciliACTION by acknowledging that the land we were on was designed by Indigenous people. We also saw several wooden animal sculptures created by First Nations (an owl, a beaver, etc.). Reconciliation is about co-operating with Indigenous people, therefore, by sharing and respecting this park they created, we are doing so”.
Grade 6 student, Cara H., participated in a Planting Native Species workshop, reflecting, “This is important because it helps restore ecosystems damaged by colonialism, rebuild relationships between Indigenous and non-Indigenous people, and uphold the cultural and spiritual significance of the land for Indigenous communities”.
Day 9 also strengthened connection and community across the Prep School. Brooklyn T. (Grade 7 student) eloquently summarized the day, “Day 9 built community in the Prep School because it helped us better understand the importance of reconciliation and the role we can each play in it. This day encouraged empathy, awareness, and respect within our school. Engaging in our Day 9 also gave us a shared experience that brought our school closer”.
Through learning, reflection, and meaningful action, the Prep School Community took an important step in understanding Canada’s history and embracing its role in reconciliation, appreciating the time and space Day 9 provided to do so.
Upper School's Day 9 Experience: A Focus on Belonging and Wellbeing
Troy Hammond, Dean of Student Life, Upper School
On Friday, October 17, students and faculty in the Upper School participated in the inaugural Day 9 Flex Day. The development of programming for this day began with consideration of those things that align with our School’s strategic priorities and meet the needs of our students. Input was sought from students based around the prompt, “If I had more time in the day, I would…,” and the responses were definitive.
What became very clear is that high school students feel that they do not get enough sleep, want more time for connection with friends (and/ or to make new friends), and that they are pulled in many directions, which impacts their ability to get schoolwork finished. The decision to then focus our Day 9 around belonging and wellbeing was born.
The goal for the day was to ensure that our students felt a genuine sense of belonging and purpose, were afforded meaningful opportunities to connect with each other and trusted adults, and left feeling refreshed as we moved into the middle part of the term. The schedule consisted of a late start and extended Mentor activities that included the opportunity for each group to think about the ways in which they can contribute meaningfully to their community – whether that be on a smaller scale within their Mentor group, the school, or the world outside of our walls. A highly engaging speaker, Dr. Barry Craig, who is the President of Huron University at Western, then addressed the students and invited them to pause and reflect on “Finding Happiness.” In the afternoon, a choice of wellness activities – ranging from chess, a creative station, dog therapy, use of the fitness room, meditation and mindfulness, a study hall and reading room, Zumba, and specialized post- secondary workshops for Grade 12s – provided the opportunity for replenishing the body, mind, and soul.
At the end of the day, students were invited to share reflective thoughts about Day 9 and post them on the Gratitude Wall outside of Alumni Hall. It was evident that our entire Upper School community appreciated the time to pause instruction so that we could take care of ourselves.
