Helping students cope
School personnel need to provide a safe, supportive environment where children feel free to discuss their thoughts and feelings about war. Leah Davies advises that by listening carefully and answering questions on a level students can comprehend, children will learn that they are not alone in their concerns.
The importance of empathy for school leadership
Empathy is a formidable confidante which allows educational leaders to build collaborative communities which influence, innovate and enhance student outcomes. Melissa Etherton explores empathy as a leadership tool and how it can have a positive impact on a school community.
Introducing holistic education to a new generation of international students
As Ziwei Luo herself is the first to explain, there is nothing new about ‘educating the whole child’. What is new, however, is the growing appeal of this approach for Chinese families. Here she suggests that with the right support, students from families unused to a holistic approach are able to develop skills that allow them to thrive beyond the classroom.
Seeing what is really there
Matthew Savage, Principal at the International Community School in Amman, Jordan, talks about ‘the Mona Lisa Effect’ – a model for personalised learning, which enables us to see beneath the masks that children assume as part of their everyday lives.
Extending our Duty of Care
Although new technology in schools has undoubtedly enhanced teaching and learning, Matt Harris thinks we tend to neglect our duty of care when it comes to all things digital. The answer? Digital Citizenship integratration across the whole school.
Uncovering submerged values with P4C
There is a lot of talk about “Values Education”, but what values will be relevant for an interconnected, mobile world, in which our two to six year olds will be living and working. Stephen Walshe looks at the role Philosophy for Children (P4C) can play in uncovering their “submerged” values.
How to avoid under-performance in IELTs
An increasing number of students in international schools, including those following IB Diploma courses are sitting the IELTS and similar examinations of language competence, but many under-perform. Chris Jay provides some useful guidance on how to avoid pitfalls and achieve success.
Differentiation and assessment for learning, a personal view
Last year Paul Jackson was approached by a neighbour whose Grade 7 (UK year 8) daughter, was struggling in Maths and wanted him to tutor her. This is not something he usually does, but as a neighbour, he reluctantly agreed. Some serious thinking followed.