Finding inner peace in the Middle East
Events and activities coordinator at Alleyn’s School, Joel Stewart describes how a visit to Qatar changed his world view – and his life.
Events and activities coordinator at Alleyn’s School, Joel Stewart describes how a visit to Qatar changed his world view – and his life.
Katherine Beith Director of Studies at Alleyn’s Junior School considers the reading journey the school has recently experienced. According to Year 4, things are on the right track!
Gordon Montgomery, Head of Partnerships and Outreach at Oundle looks at how the school has developed its culture in order to embrace an enriching range of different partnerships.
Gavin English, Deputy Head Pastoral at Alleyn’s School in London, considers whether the pursuit of ‘greatness’ is overrated.Could good be better?
Nicholas Chaddock asks if it isn’t time for all international schools to bring outdoor education in from the cold and give it parity of esteem with ‘academic’ subjects.
For Danau Tanu, Alien Citizen a movie by Elizabeth Liang is a must see for international teachers wanting to understand the ‘TCK’ experience.
According to IBDP Geography teacher, Paul Thompson, developing empathy as a key meta-skill enhances understanding and is the 21st Century key to ‘building’ character.
Clare Brokenshire reminds us that frequent examples of good pastoral practice within a positive school culture can make a big difference to a student’s day.
For Nunana Nyomi, it is fear itself that holds us back from addressing diversity, equity, inclusion and justice issues in international schools. Two strategies can take us forward.
Thomas Kelley and Kathy Marshall propose that if we are to address the issue of poor wellbeing and mental stress in our schools, we must grasp a sufficient understanding of the way every person’s psychological life is created from the “inside-out”.
Despite the huge benefits of an international education, we know there can be a downside for ‘third culture kids’. Tanya Crossman looks at awareness and risk mitigation in schools.
Can the social and emotional state of our students be tracked to enable early intervention? Jonathan Taylor and Simon Antwis think so.
Matthew Savage looks at why students in international schools might choose to mask their real self and the consequences for student wellbeing.
Tash Hingston with news of an opportunity for the views of international school students to be heard by participating in the ISC Research student voice survey.
With teacher retention and wellbeing more important than ever, Cindy Adair looks at what makes a great induction programme for international staff.
David Cole, Principal of the British International School Ukraine looks at how an online art project has kept the school community together during the country’s diaspora.
If effective teaching depends on good relationships, these depend in turn on our ability to empathise and listen, according to Dr. Paul Parham.
According to Matthew Savage, current forms of assessment do not get us anywhere near a full picture of a child and everything that makes them unique.Think ‘triangles’ for a better perspective!
Holly Warren explores the roles of experience and habit as they occupy the stages of our lives, both shaping our thinking, character, work and teaching.
As you read this article listen and relax to the music of Wenicia Lindh
The unique programme of a school built in the grounds of a residential care home on Réunion Island is impacting the lives of young and old alike. Principal of Ma Kindy, Jade Amalou reports.
Head of IB French at Sevenoaks School, Dr Fabienne Cheung, thinks it’s time to challenge traditional approaches to teaching listening skills in Modern Languages.
Katrina Daniels-Samasa suggests that if a school does not actively cultivate its climate, it will drift and when it drifts, avoidable problems will arise.
Do you suffer from risk assessment anxiety? According to David Gregory, you are not alone but you can master your fears!
Eva Coddington of Sevenoaks School presents the case for the active practice of Yoga in schools as time very well spent.
Lorna Conroy describes how Bangkok Patana school has developed a two-track approach to monitor and support secondary student wellbeing.
It seems we are now constantly dealing with the effects of local and global uncertainty. Milena Prodanić Tišma describes how one school in Zagreb helped children to cope after two earthquakes during lockdown.
A recent global survey by Tes shows international schools are meeting staff wellbeing needs pretty well, although more can always be done. Jon Romer-Lee reports.
‘Critical incidents’ cause distress. Responding to them in the wrong way makes things worse. Ian Gross outlines the big issues involved for international schools.
For Nicholas Chaddock, just talking about wellbeing in the classroom achieves little. Doing rather than talking is the key.
According to Jim Knight, Rt Hon Lord Knight of Weymouth, dealing with Covid has come at a cost, but significant ways to improve teacher wellbeing are also at hand this side of the pandemic.
The wait has been a long one, but their needs are not the same. Simon Dunford looks at the gaps in social learning that needs to be closed in different ways on returning to learning on-campus.
Chika Kumashiro-Wilms tells how a simple question asked at school led to a major logistical effort to assist with the vaccination of some refugee communities in Kuala Lumpur, Malaysia.
Safeguarding is a high priority in any good school, but Huma Shah wonders if we are doing enough to protect children’s data when using well-known online learning resources.
Supporting projects in low-income contexts can reinforce inequalities between ‘supporters’ and ‘activists’ on the ground. EduSpots is a project based in Ghana that aims to address post-colonial issues head on. Cat Davison reports.
If you want to find out how to change the world for the better, Margaret Rooke suggests listening to young people.
Serdar Ferit and Harriet Marshall look at the power of digital storytelling to build empathy and widen student horizons.
Do failure and trauma really toughen you up? Not without a process of healing, argues social psycholgist Dr. Helen Street.
International educator, Dallin Bywater had not expected to become a Stay at Home Parent. It was the right choice, but not an easy one and led to a broader perspective on life.
When architect John Diffenderfer asked Anna Harrison what would be the ‘sticky’ changes in education after Covid, five clear answers emerged from a wide-ranging series of interviews.
A recent study by the OECD strikingly confirms the importance of holistic education. Andreas Schleicher looks at the outcomes of their 2018-20 global Survey of Social and Emotional Skills.
Do ‘inclusive’ leadership styles in teachers motivate students? A study by Paul Parham and Gloria Moss at Sevenoaks School suggests there is a significant correlation.
Charley Openshaw, IB teacher and Head of Art at Sevenoaks School recommends the virtues of careful observation and drawing as useful techniques for wider learning.
Claire Sewell looks at a new Post Graduate diploma course for 2021 which will help schools – including international schools – become more self-reliant in making a range of positive interventions.
In the context of continuing uncertainty, Megan Flottorp asks service learning guru, Cathryn Berger Kaye how schools can develop their programmes for ‘21-‘22.
Rachel Coathup looks at the development of two video resources from ClickView for teaching Relationships and Sex Education, now available free to schools and parents around the world.
Sir Anthony Seldon reflects on five restorative practices that have a positive impact both on ourselves and on those around us.
Dietitian and international teacher spouse Breanna Baildon knows what it’s like for busy teachers – but that’s why our eating habits have to change.
Sam Fraser, leader of the ISC Research field team reflects on how the pandemic has changed international education in ways of which we should all be aware.
Careers and Universities Counsellor, Paul Yap, looks at how graduating students can ‘win the wait’ imposed on them as they plan for the future during lockdown.