Formula for success
According to Leah Davies, good communication depends as much as on actively receiving messages (listening; reading) as on giving messages (talking; writing). Good teachers and schools get both parts of the formula right – and work hard to keep improving.
The importance of home languages
Much has recently been written highlighting the importance of a child’s mother tongue (or “home language”). Susan Stewart, of the International School of London (Surrey), describes the advantages of putting home languages at the centre of a school’s curriculum.
Flourishing schools and wellbeing
According to Moya O’Brien, a school really flourishes when it practises “positive psychology”. Here she explains the connection and examines an organic approach to the development of wellbeing in schools. Academic success follows.
For further ideas about “positive psychology” see the downloadable PDF at the end of the article.
Changing attitudes towards autism
Having devoted more than twenty years to promoting greater understanding of autism and providing support for families of children with autism, Dr Robert Naseef recognizes that international schools are becoming more inclusive but highlights the need for more teacher and support staff training.
In recent years there has been an increased awareness of Auditory Processing Disorder (or difficulty), the hearing or listening problem caused by the brain not processing sounds in the normal way. What is “APD” and why is it important to diagnose the condition correctly? What can teachers do to support children affected by APD.
Catherine Routley offers some expert advice.