Finding Connections - SHANGHAI COMMUNITY INTERNATIONAL SCHOOL
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SHANGHAI COMMUNITY INTERNATIONAL SCHOOL SPRING 2022
Finding
Connections
PAFA NEWS
SCIS has parent organizations called the Parents and Friends Association (PAFA) on each campus. PAFA
serves as a way that parents can communicate ideas for the betterment of the school to the administration
and Board. SCIS is proud of the high level of parent participation in their schools and value their
partnership with the parent community. PAFA conducts various activities, from community events to
charity fundraisers to volunteer support for teachers and students. Each campus has a PAFA board who
works closely with each campus’ administrations to plan events that help to make SCIS Campuses a
unique experience for families, faculty, and students alike. We are always welcoming new members!
For more information about PAFA, please contact us at:
HONGQIAO MAIN & ECE CAMPUSES
President Lower School Reps ECE Reps Events Team
Celine Chapelon Chenchen Guo Harley Qin Cindy Huang
celinechapelon@scis-parent.org chenchenguo@scis-parent.org harleyqin@scis-parent.org wen-jinghuang@scis-parent.org
Upper School Rep (11- 12) Treasurer Debbie Foster Jean Chae
Nina Han Ka Man Leung debbiefoster@scis-parent.org jeanchae@scis-parent.org
ninahan@scis-parent.org kaleung@scis-parent.org
Lucky Le Susan Gasparotto
Upper School Rep (9-10) Michael Chan qile@scis-parent.org susangasparotto@scis-parent.org
Daniel Beh michaelchan@scis-parent.org
lik-howbeh@scis-parent.org Fiona Tsai Willow Ryu
Secretary fionatsai@scis-parent.org willowryu@scis-parent.org
Upper School Rep (6-8) Dylan Barnes-Lotfi
Candidé Trindade dylanlotfi@scis-parent.org
candidetrindade@scis-parent.org
PUDONG CAMPUS
President Treasurer Events Coordinators Communications
Silvia Gatti Sheila So Athina Ferpozzi Coordinator
silviagatti@scis-parent.org sheila.so@scis-parent.org athinaferpozzi@scis-parent.org Sanna Korsström
sannakorsstrom@scis-parent.org
Vice President Secretary Maria Shin
Preeti Shah Hiromi Harima mariashin@scis-parent.org
preetishah@scis-parent.org hiromiharima@scis-parent.org
Communitas is about community Communitas is published
and we rely on contributions from three times per year for
the SCIS community. the SCIS community, our friends,
SPRING 2022
and the larger
Editors: Mikael Masson, Elena Tan Should you have any comments, Shanghai community.
Art Director: Mun Yee Choo observations, wish to submit articles,
Designer: Alles Zheng or inquire as to ways to collaborate, We are social! Feel free
feel free to send all to visit us on the web at
Do you have a story to tell, inquiries or correspondence to www.scis-china.org and follow us!
a project to share, or art to the Communitas editor
be displayed? Let Communitas be via email at
a platform for your voice. communications@scis-china.org.
TABLE OF CONTENTS
P. 4–5 // Cover Story/Features P. 22–23 // China Host Culture P. 36–37 // Student Spotlight
Finding Connections Building Connections to our Host Culture How One Student is Leading the Way for SCIS
Golfers
P. 24–29 // Campus Spotlights
P. 6–13 // IB Corner The Foundational Levels of Community P. 38–41 // PAFA Corner
Building A Better Tomorrow Through Dragon Fair Connections
Service Learning Interdisciplinarity – Connecting Learning
We Have Come a Long Way
Collaborative Learning Environments Self-Directed Learners: Working from Home
“Building Independence in the MYP” P. 42–43 // Librarian Corner
P. 30–31 // Teacher Spotlight
The Power of Play-Based Learning Meet our Latest Doctor of Education,
Nicholas Spring-Peers
P. 14–15 // Language Acquisition
"Breaking Down the Invisible Walls in P. 32–33 // Family Spotlight
the Classroom" Meet the Vidal Family
P. 16–21 // Counselor Connection P. 34–35 // Sports Spotlight
How to Support Critical Thinking at Home Back on the Court
Fostering the School-Home Relationship Making Waves and Breaking Records
The Power of Mind Mapping
Finding Connections
COVER STORY 5
In this month’s theme, Finding Connections, I choose to look no
further than my immediate surrounding, our very own school, to
draw inspiration.
Finding similarities is an effective way to establish connections and
relationships. Social relationships would show you that people
naturally gravitate to similarities; finding something in common
with someone is the first step in forming a relationship. When
The expatriate life and our international school setting give us we are open in the pursuit of common ground with another
endless opportunities to find connections that could lead to person, the more open we are about our learning and recognising
growing our yearning for lifelong learning, by continuously being our differences, the more inclined we get to work through
curious about the diverse environment we are living in. these differences.
To be a lifelong learner is to realise that there are opportunities However, we should also be mindful and ensure that we continue
for learning outside the school premises and beyond to see our peers for the individual that they are, as opposed to
dismissal time. regarding them in a generalised perception. Seeing them for who
they are and what they have to offer as an individual is the key to
But why do we need to aim to be lifelong learners? To continue nurturing that connection.
to learn, evolve, and open our minds, allows us to be creative and
innovative. Through innovation, we can better our future and pass Recognising differences could lead to fantastic opportunities to
on the knowledge and best practices to future generations. create something innovative. Appreciating that different cultures
promote different ideas can bring about solutions to improving
The Shanghai Community International School (SCIS) mission life. These connections, founded on similarities and recognition
that we all try to ascribe to in our daily school life, "To develop of differences, improve our learning by continuously enhancing
inquiring, knowledgeable, and caring learners who contribute our knowledge of different ideas. This practice makes us
positively to their communities", speaks directly to this lifelong learners.
month’s theme.
Understanding different cultures and the origin of their different
SCIS students are encouraged to learn by being inquisitive. They ideas will hone our critical thinking and help us to mindfully
apply critical thinking to pursue further knowledge of the topic practice openness to gain the full benefit of new experiences. All
presented in class and also the world around them. The hope is these make us feel fulfilled. Ultimately, self-fulfilment is what drives
that by honing critical thinking skills, students will develop problem- us to enjoy life.
solving skills that will lead to innovation and, ultimately, positive
contributions to the community they are in. Humans have a natural drive to explore, learn and grow, which
encourages us to improve our quality of life and sense of self-
Here, you learn how to learn. When you are aware that learning worth by paying attention to the ideas and goals that inspire us.
does not end at dismissal time, and, can be continued via I am in the belief that ultimately, the most important thing is to
experiences outside of the school grounds, you are building your educate our students about what the role of finding connections is
brain and behavioural muscles in finding connections between you in our happiness and success in life.
and the people you encounter.
At SCIS, you are given a wonderful opportunity to be surrounded
by people (peers, teachers, and school support teams) who By Daniel Eschtruth,
come from diverse backgrounds. What makes this ‘wonderful’ Director of Schools at SCIS
is the journey to finding similarities with each other despite the
differences between our respective cultures and background.
6 IB CORNER
Building a Better Tomorrow
Through
Service Learning
A student group is gathered in the
library on a Friday afternoon engaged
in meaningful and reflective conversation
of the community, debates on current
events, art advocacy, and more. These
leaders of tomorrow aim to motivate their
into service-oriented topics but builds
leadership capacity and collaborative
skills. Yet, the cornerstone of our growing
around sharing cross-cultural perspectives peers to inquire, become knowledgeable, program continues to be curricular
on mental health. What’s noticeably and ultimately make an impact. integration that provides students with
absent? Judgement. Body language and authentic experiential learning.
expression from all the participants show The anecdotes above capture just
their intent: to actively listen. a snapshot of Shanghai Community A Focus on Community
International School (SCIS)'s multifaceted When considering community engagement,
It has been months of planning, approach to service learning. As a result we believe that several principles should
volunteering, and developing skills of the pandemic, students have seized be kept in mind, including ethics, notions of
associated with photography, web design, unique opportunities through virtual justice and equity, sustainability, empathy,
media and more. As part of the Middle conferences, allowing them to connect and flexibility. A key aspect is modeling
Years Programme (MYP) Personal Project, with others around the region, and even the process of service learning for students
a Grade 10 student partners with Heart to the globe. These opportunities have internally. The support of an open-minded
Heart to run a charity exhibition and raise helped them become well-informed administration, enthusiastic faculty, and
funds while showcasing incredible talent. and brainstorm action plans focused on eager parents has insured those initiatives
Her project brings a human element to a community concerns like youth mental are not only possible but that they thrive.
clear message: this matters. health, inclusivity and belonging, and
environmental degradation. Our older One such ongoing project is titled
During an Advisory session, the whiteboard students have pursued avenues to Community Voices, an initiative that allows
walls of a common area are bursting with volunteer locally more so than ever before. us to pause and reflect on our namesake.
creativity. Student-led club ideas include The strong pastoral program provided for In Individuals and Societies, concepts
gender equity in sports, interactive mapping our students not only fosters investigation of fact versus perspective come alive
IB CORNER 7
through student authored memoirs for key issues. They evaluate what it means Additionally, SCIS is committed to its
grandparents, which uncover generational to be a community member at school, ongoing partnership and support for
views and interpretations of historical then consider the bigger picture of Heart2Heart. Planning skills have been
events. In connection with this unit, there global citizenship. put to the test as upper school students
are plans for future collaborations with in the National Honor Society strategize
a local elderly home. Multilingualism and Expanding Partnerships fund raising events. Our early learners
musical creativity come together in a #SCISDragonfit is a wellness initiative that contribute their artistic skills, which
music classroom; the study of guitar riffs not only emphasizes curricular links, but eventually become a source of pride
around the world provides opportunities also poses social media challenges inviting with parents, during the Early Chilhood
for students to connect with their families participatory reflection from students, Education Charity Auction. Through
and promotes intercultural understanding. teachers, and parents alike. Submissions service learning and in line with the IB
The Language Acquisition Department have come in all forms - whether it’s mission statement, our community is
has paved the way in creating an authentic recording a conversation questioning ableist dedicated to “developing citizens who will
connection with our host country. mainstream views, sharing a recipe and create a better and more peaceful world.”
Archetypes and other models of language accompanying food story, or writing a piece
and literature have taken on more meaning about feelings on vulnerability after failure.
as we’ve connected and celebrated the How is this project further reinforced? A By John Gould,
everyday heroes of our community. partnership with Lifeline, a 100% volunteer- MYP Service
run, non-profit organization focused on Learning Coach and
It is clear that a rigorous International mental health that provides confidential DP CAS Coordinator
Baccalaureate (IB) curriculum can also support across China. Planning alongside at SCIS Hongqiao
address genuine needs. Students inspire the Lifeline team provides exceptional
others across divisions. They take the learning opportunities both in and out of
lead while planning for guest speakers on the classroom grounded in reciprocity.
8 IB CORNER
Collaborative Learning Environments
W hen you have the opportunity to explore an International
Baccalaureate (IB) setting such as Shanghai Community
International School (SCIS) you may notice your observations
up our school each year, and our learning environments each
day. Collaborative learning environments are designed to engage
learners in a way that ensures they will problem-solve together,
challenge what you remember or what you know about traditional watch others as they model their ideas and thinking, and explore
approaches to learning. You would see the diversity of the student as a group.
body, revel in the use of cutting-edge equipment, and watch in
awe as young students explore materials you would never guess Instead of single desks for workspaces, you may notice round
could be used for play or art. When you have the chance to watch tables, various surfaces or ways for students to document their
closely as students learn, it becomes just as fascinating to see how ideas, and technology to make this work come to life. Students
they are learning, rather than simply what they are learning about. have the opportunity to collaborate so that they learn and grow
This is because each learning environment is designed to promote from each other, sharing these environments with ownership.
collaboration between students and educators. These designs are Collaborative learning spaces have been proven to develop higher-
formally known as collaborative learning environments, and they’re level thinking skills as well as boost confidence and self-esteem.
the cornerstone of the IB philosophy. By prioritizing open communication, individuals in collaborative
learning environments can learn from others, and in turn, teach
Educators at SCIS spend their time planning curricula, others what they know as well.
communicating with parents, and nurturing students. Behind
the scenes, this planning impacts the way each environment is Student productivity increases in collaborative learning
cultivated to ensure learning occurs. The type of furniture available, environments because students are naturally motivated to engage
the way students can move around the space, how easily they with their peers. Teachers facilitating collaborative learning
may access materials, and how students would be expected to environments have the luxury of bringing together learners with
interact with one another are all factors that impact the potential different experiences, knowledge, and learning styles. They create
of collaboration. All of these aspects are considered when setting a space in which students understand their work is both important
IB CORNER 9
and valued. This fosters a group mentality
in which students can solve problems and
develop understanding and respect for one
another's unique differences and strengths.
Collaborative learning environments ingrain
the knowledge students need to participate
in group work, a set of invaluable skills
everyone requires to be a responsible
community member no matter the setting.
This allows students to take action across
environments while they inquire about
the world around them and connect
with others. It’s within these connections
that students can reach shared goals
and meaningful outcomes. At SCIS, our
collaborative learning environments are
designed in hopes that the role we play
as educators fosters critical thinking skills
and empathy toward others, as students
arrive to find their purposeful place in their
community each day.
By Rachel Griffin,
Pre-Kindergarten Teacher
at SCIS Hongqiao
10 IB CORNER
“Building Independence
in the MYP”IB CORNER 11
A s teachers, we know our students
are all unique, and as international
educators, it is our responsibility to create
success in school. To build motivation and
recruit student interest, it is essential for
teachers to present options for achieving
successfully communicate and collaborate
within a community of learners. In class,
teachers provide opportunities to work
a welcoming, challenging, and rewarding the learning goal the students set for as a team and set clear guidelines for
learning environment for all our students. themselves. While we are offering choices group work and peer support. Moreover,
to students, we promote student self- as a school, we encourage the creation
The Middle Years Programme (MYP) determination and increase the degree to of communities of learners who share
is based on inquiry and focused on which they feel connected to their learning. interests and activities and that can set
conceptual understanding. MYP students As a result, students feel pride in the goals and take on responsibilities.
are encouraged to seek out their results they accomplish.
own information and develop their Learning to become independent learners
own understanding. This encourages Secondly, while building independence, is hard for young people and one of the
a collaborative relationship between MYP teachers make sure they include most important parts of the teachers’
teachers and students as well as student options for student self-regulation in their work as facilitators is building relationships.
participation and teamwork. Inspired by classroom routines. Student self-regulation Learning requires the emotional risk to
the Universal Design for Learning (UDL) is the ability to monitor and control stretch and grow, so teachers must set up
framework, we want our students to emotions, thoughts, and behaviors. The a safe environment where every member
be able to set clear goals and to make ability to self-regulate is a very important of the class feels included, appreciated,
decisions during each learning experience part of human growth as self-regulation is a and respected. Positive relationships are
about how to get to that goal. Hence, our critical skill that ensures that a student can fundamental to success. When students,
aim is to develop independent learners approach a new challenge in a controlled and adults, feel supported, they are more
who can monitor their progress, reflect on manner, independently or collaboratively. likely to be engaged, motivated, and
the process, and ultimately set new goals. Students can practice self-regulation in achieve better academic results.
skillfully designed self-paced classes, where
Why is it important to build independent they can take ownership over the planning
learners? First, building independence and managing of the learning process.
inspires student motivation for learning. By Valeria Massarotto,
Motivation connects to the emotional part While MYP teachers accomplish all the MYP Individual & Societies
of learning. There is a close connection above, another goal to keep in mind must Teacher at SCIS Hongqiao
between emotions and cognition. Our be to maintain a high level of collaboration
brain is designed to focus on what between students. All learners in the
matters and motivation is the key to twenty-first century must be able to12 IB CORNER
The Power of
Play-Based Learning
D o you remember your favorite activity as a child? As you
explored something that sparked your interest, consider the
excitement and joy you must have felt. Play is an open-ended
the world around them. By making connections to something
with which they are already familiar, children learn and build an
understanding of these new experiences.
opportunity for children to pursue their interests, discover new • Play is engaging – Through play, children are immersed in
possibilities, and express themselves. Creativity is unique to each a world of wonder, which helps them to develop physically,
child, and we can hear it through their language, see it in their socially, and emotionally.
gestures, and understand it in the process of their work. • Play is joyful – Listen to and watch any environment in which
children engage in play-based learning, and you will see and
During the Early Years of the Primary Years Programme (PYP) feel their enjoyment and motivation to learn and explore. Play
children are given the opportunity to make inquiries about the brings out the joy of learning, and students are encouraged and
world around them by engaging in play and reflecting on the guided to overcome challenges they encounter along the way.
process of learning. Children are encouraged to explore their • Play is interactive – Children naturally develop their social
environment, both indoor and outdoor, and ask questions about and communication skills through play. Play provides children
what they see around them. Play can take on many characteristics: with choices and opportunities to explore, experiment,
question and problem-solve with other children. This helps
• Play is meaningful – Children are curious by nature, and play them to understand others through social interactions and build
gives them the chance to make sense of and find meaning in positive relationships and friendships.IB CORNER 13
• Play is challenging – Through play, children test and adapt listen attentively to all children's wonderings and conversations.
their theories, try out possibilities, compare, predict, take We are at the child's level, and we are present in the child's
on challenges, innovate, and persevere—which all leads to exploration. To gain insight into the child’s understanding of the
deeper learning. areas of interest they choose for themselves, we ask questions
such as, “Can you tell me more? How did you do this? I wonder
Learners in the Early Years have opportunities to discover their what would happen if…? How can we find out more about…?
interests, move at their own pace, ask questions, and make Why do you think...? and How do you know...?”
decisions while learning through play. Play provides teachers
and students with vehicles for developing life-long skills of self- Think back to the last time you allowed yourself to play. Perhaps
management, research, communication, socializing, and thinking. we could all benefit not only from the curiosity and skill-building of
Children begin developing these fundamental skills in the Early a child at play but also their boundless accompanying joy.
Years and through play-based learning. They are nurtured
throughout their time in the PYP and beyond. By Vince Lehane,
PYP Coordinator,
As educators in an International Baccalaureate (IB) school, our and Meghan Hinds,
role is to support children in their play. We scaffold tasks and Preschool Teacher
activities to meet the individual needs of our students. We at SCIS Hongqiao14 LANGUAGE ACQUISITION
“ Breaking Down
the Invisible Walls
in the Classroom”
A few weeks ago, my dear Mikael, editor of the Communitas
magazine, contacted me asking me to write an article on
the topic “ Breaking Down the Invisible Walls in the Classroom”.
My neighborhood cooperates like a family and I have made many
new friends in my building. We share, and we support each other.
Before that, we barely said “hello” in the elevator.
At that time I had no idea that we were about to get into a
lockdown, so the topic quickly changed into being “real walls”! My heart also opens when I see my amazing SCIS team
These days, anything can happen at any time. Every second cooperating with resilience and coming up with a solution to any
is different from the previous one and Shanghai Community problem in no time.
International School (SCIS) is great at adapting to the quick
changes of life. How do we mold in an unexpected lockdown The lockdown was great. It also brought to my awareness what
situation when we cannot break the actual walls? I learned while trekking for a month in “el Camino de Santiago”
when I was young. Something that I had forgotten: the fact that we
Letting go of expectations is one of the tricks. Expectations create don’t need anything material in order to be OK, content, and happy.
tension. Nobody wants an outbreak, but expecting the situation
to go away doesn’t help us and it doesn’t push the situation away. So, the topic of the article was “Breaking Down the Invisible
Instead, we get stuck in frustration. We didn’t know when the Walls in the Classroom”. The walls were not in the classroom or
lockdown was going to finish, the date kept changing. The outbreak in the lockdown. The walls were inside. There are no walls, they
will go when it has to go, at the right time. No expectations. In are an illusion.
the meantime, we just have to focus on remaining content every
second, no matter what. Then the situation goes away. We cannot break the walls in the lockdown, butwe can melt the
inner conflicts that arise when the external walls cannot be broken.
Another trick is to list the benefits of a lockdown. Everything
that happens in life has a benefit. Families are enjoying time The lockdown is also a great opportunity for people to reveal who
together, I waste less time in cafes. I cook healthy food at home. they are or who they want to be. There was uncertainty and fear.LANGUAGE ACQUISITION 15
Sometimes nothing to eat. In the film “Titanic” we could see all
sorts of characters: some people pushed and hurt each other to
survive. Others entertained the sinking ship by playing music. But
some people were only thinking about how to save others. Who
would you like to be? Now you can choose to represent your
favourite film character.
This is also Service Learning. We tend to think that the
International Baccalaureate (IB) concept of Service Learning is
about creating an environmental project to recycle cans. This is
of course true, but Service Learning is also being great with our
family, peers, and neighbours when a natural calamity comes.
A lot more stuff is yet to come, but fear not, it is a blessing in
disguise. Enjoy watching the film of life and choose your role!
Oh yeah, the outbreak is good. Everything that happens is good.
By Andres Lopez, MYP/DP Language
Acquisition Teacher at SCIS Pudong16 COUNSELOR CONNECTION
How to Support
Critical Thinking
at
Home
A s parents, we always look for ways to enhance the
learning experience for our children at home. It is
more so during the uncertain time of virtual learning
and current (or upcoming) lockdowns. We want to
know more about how to facilitate our kids to think
critically. Here are some tips.
Playing games helps to develop critical thinking
among children
One of the most powerful tools parents can use to
support critical thinking for kids at home is games
(including video games). While one widely held
view maintains playing games (esp. video games) is
intellectually lazy, such play may enhance a range of
cognitive skills such as spatial navigation, reasoning,
memory and perception, and especially critical thinking.
If used carefully and properly, parents can take
advantage of the kind of cognitively agile and creatively
playful mindset fostered by gameplay to promote
critical thinking among kids.
Children learn better when they have fun!
Empirical studies have suggested critical thinking comes
more naturally in some states of mind (e.g., fluid,
free, playful, curious, and confident) than in others What if my children spend too much time
(e.g., pressured, directed, assessed, or evaluated). playing games?
When used effectively, games often promote the Some parents may agree increasingly difficult puzzles
development of critical thinking tremendously. make for cognitively powerful playtime; but there are
concerns some games take too long or are tedious to
Puzzle games, like the classic Zoombinis, help kids complete, even after a solution is found or a pattern
to solve problems and think ahead, and story-based is discovered. If you have the same concern about
games such as Storymatic Kids can help students using Devil’s Advocate, you are not alone! However,
understand and unpack local and global issues. parents can help kids to set up schedules (and visual
According to a long-term study published in 2013, schedules for younger kids) and timers to empower
playing video games, especially role-playing games, time management and self-regulation. Opportunity to
was suggested to have a positive impact on students’ shoot two birds with one stone!
problem-solving and school grades.COUNSELOR CONNECTION 17
Worry about too much screen time? come to clean and cook at our home. So, excellent opportunity for kids to tap into
We can talk about games instead! strictly legally speaking you don’t have to their collective intelligence, acknowledging
Almost every child has one or two games pay her. At the same time, her income is that the smartest people are not in the
of their favorite, and they love talking the critical source of her family income room. Children will also develop more
about “their” games. Parents can use and her husband is a kuai-di (i.e., delivery tolerance for ambiguity.
this as a perfect opportunity to ask kids guy). We are probably less financially
why they prefer this game to others. Our affected than them. Also, we need to Revisit the operational definition of
children wouldn’t be able to answer such consider factors like, whether our Ayi is in critical thinking
questions without critical thinking. Children lockdown and not able to work, our family I am sure you have heard of critical
usually would start contrasting, analyzing, is forced into lockdown and we don’t wish thinking numerous times in life and people
and comparing different games. The for the Ayi to come to our house during use it in different contexts with different
conversation can become richer and more the lockdown. connotations. Critical thinking is the
intense when parents intentionally guide process of analyzing facts to understand
kids to put down more thoughts on the We can then guide children to have a a problem or topic thoroughly. The
game developers, competitors, and target “dragonfly eye” view of the world, to critical thinking process typically includes
audiences by researching video reviews, see through multiple lenses. Parents can steps such as collecting information and
feature articles, tweets, their related art, fan help children to picture the life of an Ayi, data, asking thoughtful questions and
fiction, or even cosplay. her husband, and her children. If an Ayi analyzing viable solutions. Critical thinking
doesn’t work, theoretically it is ok not to is a mindset instead of a “skill,” and it can
Beyond games: Debate pay her. However, is not working a choice become a habit through many practices
Another useful tip for parents is to made by the Ayi herself or a decision by parents can facilitate at home.
debate with kids. Parents can intentionally the CDC and authorities? Is her husband
challenge kids with a different point of view supporting the supply chain for every
about a particular game, games in general, community member in Shanghai? Do we,
or any interesting topic, especially real- as employers, have enough budget to give
life scenarios. Most of our children start her a full week's pay? Would the Ayi feel
practicing “show and tell” at an early age, embarrassed if we paid her for a non-
and storytelling is a universal foundation for working week? Should we pay her 50% (or
an in-depth conversation. It helps children 20%, 70%) instead?
to stay curious about every element of By Dr. Catherine Kang,
a problem. Children will feel the need to look at and School Counselor &
understand alternative explanations. They Carolyne Pang,
For example, do we need to pay the Ayi also need to figure out a logically powerful Learning Support Teacher
during a week of lockdown? She did not way to convince parents. And it opens an at SCIS Hongqiao18 COUNSELOR CONNECTION
Fostering the
Home-School Relationship
F rom early years to upper school,
children learn best when the significant
adults in their lives, such as parents,
take on tasks but is not given the chance to
put the skills they have learned into practice.
3. Allow mistakes to happen and own
up to them
Mistakes are very much a part of the
teachers, and other family members, work “Unnecessary help is a hindrance learning process, and a child will often not
together to support them. to the development of the child” realize it is a ‘mistake’ until it is pointed
– Maria Montessori out to them by adults, which is often
A good home-school relationship is unnecessary. Trial and error are valid ways
much more than just reporting about a 2. Develop fine motor and social- of developing problem-solving skills. When
child’s academic performance or behavior emotional skills kids are trying to solve a puzzle or fit Lego
in class. Ideally, it is a partnership that Allowing children to independently take pieces together, for example, letting them
provides mutual understanding about on physical tasks enables the development explore and figure things out on their own
a child’s learning and social-emotional of motor skills. Returning to our previous are wonderful opportunities for learning
development both in the classroom and example, young children develop and growth.
at home. certain muscle groups and strengths
when undertaking physical tasks, such The same applies to older children when
The following tips aim to highlight ways in as getting dressed. Movements such as they come and ask for help. With a math
which parents can start their relationship- pinching, pulling, pushing, and grasping are problem, for example, it is important to
building efforts with the school on the developed. These same fine motor skills make yourself available to be there to help
right foot. are directly involved in the development if necessary, but just as equally important,
of writing. allow your child to try solving the problem
1. Close the gap and strive on their own.
for continuity Additionally, these physical functions are
Inside the classrooms, teachers work closely related to brain development. Sometimes a child may not be ready to
diligently to foster and encourage Take self-feeding for example, this activity realize a mistake and correct it, while other
children’s independence. Starting in the involves eye-hand coordination as well times they may not be mature enough. On
early years, this is done in every sense as focus and concentration. Insufficient both occasions, it is recommended to allow
of the way with children encouraged development of these skills can lead to them to explore and allow that freedom of
to tackle everyday tasks independently. a lack of concentration and attention discovery, instead of pointing out that their
They get dressed, feed themselves, and disorders later in a child’s life. current way of doing things is incorrect.
aim to solve problems on their own. It Pointing out wrongdoings will only frustrate
is important to strive for a continuation Lastly, we recommend involving children your child and withdraw their interest from
of this when the child returns home in the natural consequences and the task at hand.
from school. responsibilities of activities, for example:
tidying up after playtime. To prevent any Sometimes parents also make mistakes,
A disconnect may happenat home if future developmental struggle or delay, it is and they must admit when they do to
the child is no longer allowed to be important to allow opportunities for these model this behavior to their child. Showing
independent. The child may be eager to skills to develop at an early age. vulnerability and openness are twoCOUNSELOR CONNECTION 19
important and valuable skills, especially in Another way to give children a sense of 6. Reach out for support
today’s world, for families to develop and responsibility and belonging in the family Bringing up children is not always an easy
have together. is by inviting them to participate in daily task and can present some struggles for
tasks, such as household chores, meal families along the way. As the saying
4. Give children a sense of belonging preparation, or setting the table. This goes “it takes a village”! Educators and
and responsibility creates connection opportunities and counselors can always collaborate and
Children yearn to be included and family time, where you can ask your child work in partnership with families and vice-
participate in all aspects of family life. about their day, their school, and social versa. The responsibility to strengthen the
Giving children a voice and the ability to life. Simultaneously, this gives them a break home-school relationship should come
express their opinions, share their ideas, from being in front of digital devices all day from both sides. As a school, we are not
and be heard is extremely important. and allows them more hands-on, sensorial only working with students but with the
This promotes a sense of unity and real-world exploration. whole family.
belonging within their own home, where
they feel connected with their family and 5. Build a three-way Parents are encouraged to reach out,
comfortable enough to open up and talk communication bridge connect and ask for help whenever the
about their struggles and share other Just as important as it is for teachers to need arises. SCIS teachers and counselors
aspects of their lives. let parents in on what is going on inside are available to discuss struggles, learning
the classroom, parents need to inform difficulties, strategies, and enable
Teenagers, especially, tend to withdraw the school about what is happening conversation possibilities.
because they may have differing views on their side of the spectrum. When
from their parents, which may cause we are fostering relationships between Both parents and the school play a vital
conflicts. At this age, they may find home and school, this open channel of role in influencing students’ lives. Though
common views and more understanding communication is invaluable. it may seem challenging to find the
amongst their peers. As a family, try to time, energy, or skills to build trusting
be understanding of this particular phase Relaying observations about your children’s relationships with your student’s parents or
of their development, by giving them the behavior at home to your teacher or caregivers, it is well worth the effort.
necessary space but also being open to counselor will ensure everyone is on
them when they need you. the same page. When teachers and
counselors are aware of what is going
Involving children in family conversations on with a student’s life outside of school,
and the family decision-making process they can better understand behavior or
are great opportunities for connection academic changes.
and bonding. Involve them in open
conversations about, for example, travel At the end of the day, parents know their
plans, where the family might relocate to child best. Having constant and proactive
next, etc. Additionally, try to remain open contact between the child, parent, and By Mirian Bonomi, Upper School Counselor
about choices your child would want to teacher or counselor is important as it at SCIS Hongqiao & Mikael Masson Perez,
make regarding their personal interests and allows us to have different perspectives Communications Manager at SCIS
future aspirations (hobbies, extra-curricular about the child in a time of need and make
activities, career, and university plans). accommodations when necessary. 20 COUNSELOR CONNECTION
The of Mind
Power Mapping
“SEE what you think.”
– Lois Farfel Stark, The Telling Image:
Shapes of Changing TimesCOUNSELOR CONNECTION 21
What is Mind Mapping?
Have you ever tried solving a complex
problem, learning a new subject, or
brainstorming ideas only to find yourself
drowning in pieces of information that
are seemingly unconnected? Well then,
Mind Mapping might be a useful solution
to managing complexity in learning and
life. A Mind Map is a form of Concept
Mapping also known as Spray Diagrams
and Spider Diagrams.
Developed as a personal development
tool in the 1960s by author and consultant,
Tony Buzan, a Mind Map is a diagram used
to generate, organize, connect, and explain
information in an alternative way. This Dr. Myers worked with members of the Lower School Student Leadership Team to make a Mind Map
of what the International Baccalaureate (IB) Learner Profile “Communicators” looks like when hosting
two-dimensional note-taking technique an Assembly.
shows the relationship between relevant
knowledge about a specific subject by using
words, symbols, and imagery. institutions but remains relatively obscure • Step 4: Continue repeating the process
in the mental health literature” (Pillay, Huan until you have expanded your idea into
By creating a Mind Map information and Tang, & Funk, 2020). a beautiful web of connections.
ideas are easier to remember because they
are organizing by relative importance. By Mind Maps are especially helpful for A completed Mind Map is a beautiful thing.
clustering individual ideas in relation to the personal development. As a counselor, I Your Mind Map may end up looking like
overall concept, you can easily add to Mind use Mind Maps to help students process a simple wheel with subtopics radiating
Maps you have already drawn to help you emotions, solve problems, and develop from a central spoke, or like an ancient tree
to make associations, connections, and self-awareness. Mind Maps can help people with sub-topics forking off like branches
generate ideas. discover their potential, understand who and twigs from the trunk of a tree. You
they are, and overcome obstacles. Below don't need to worry about the structure
How are Mind Maps used? is an example of a completed Mind Map you produce – this will evolve to suit
Mind Maps are useful tools that can help I use when young students are struggling your creation.
students for taking notes, brainstorming, with anxiety. By giving children the power
researching, problem-solving, and personal to create an image of what they are Tips for making Mind Maps:
development. By utilizing both the left experiencing and what support they have,
brain (creative) and right brain (logical), the they can develop confidence in their ability • Use single words or short phrases
capacity for synthesizing information and to shape their responses to experiences. • Use color to separate ideas and make
expanding critical thinking, and learning is Mind Maps give people the chance to connections
enhanced. Mind Maps have the capacity to see what they are thinking in ways that • Use symbols or images to support the
help students apply critical thinking skills to shape understanding and behavior. This words.
social-emotional learning. “Mind Mapping simple visualization tool has the power to • Use lines and arrows to show
is a creative modality that is recognized and transform learning and self-awareness. connections
adopted internationally by governments,
major corporations, and academic How to create a Mind Map? There are many digital tools and Mind
It is easy to create a Mind Map. Follow Mapping software applications available.
these simple steps.
www.canva.com
• Step 1: Write the idea, topic, or project https://www.mindmup.com/
that you're exploring in the center of a https://venngage.com/features/
page and draw a circle around it. mind-map-maker
mind- map-maker
• Step 2: As you think of facts, tasks, https://www.thebrain.com/
concepts, etc. related to the main topic,
draw lines out from the circle, write
your subheadings and connect them
back to the center circle (main idea). By Dr. Molly Myers,
• Step 3: Continue expanding your ideas Lower School Counselor
Grade 5 students worked with Dr. Myers
to create a Mind Map visualizing what to uncover the next level of information. at SCIS Pudong
Collaboration looks like in the Then, link these to the relevant
Primary Years Programme (PYP) Exhibition.
subheadings.22 CHINA HOST CULTURE
Building Connections to
our Host CultureCHINA HOST CULTURE 23
W hen we say host culture, what do
we mean? Is host culture a static
object that can be approached, or, rather,
have been circulating the Millennium.
At the same time, the curriculum also
provides students with many chances to
on this concept and support students to
better situate themselves within their host
country. These enlightenments consist of
is it a living thing that every one of us is celebrate various Chinese festivals and moments, both big and small. It can be a
breathing in and out 24/7? holidays. On these occasions, students quick talk during a morning meeting about
participate in hands-on activities such as a popular hashtag on social media and
While we are not here to define this
making paper lanterns, dragon dance, and from there, students can connect their
concept through a sociological lens,
holiday recipes cooking. When students thoughts and feelings with the current
our role as Chinese educators is one
share out their thoughts after reading or events that are happening in the Greater
of helping bridge connections between
peek at why a holiday is celebrated in this Shanghai Area. Also, the connection can be
our host culture and the classroom. At
way, they are taking the initiative to build developed in a class project that is inquiry-
Shanghai Community International School
a connection between themselves and based and invites students to engage
(SCIS) students are not only guided by
the culture they are researching about. In in more in-depth arguments about any
their Mandarin teachers, but also by their
this context, Chinese culture is perceived chosen topic from their local community.
immediate community to build their own
in a tangible way for everyone to observe
connection to the Chinese culture that In this context, will students get a clear
and understand.
exists all around them. answer of yes or no? Hard to say. But
No matter how reliable the first they are undoubtedly approaching the
Chinese culture resides in every literary
connection could be, students are living host culture in a more meaningful and
novel and book that students read in
in the Chinese culture every minute of authentic way.
their Mandarin class. Students have the
their everyday lives. The way they interact
opportunity to explore essential and
with their host culture must be more
traditional Chinese values such as the By Yan Yan, Lower School
than just reading about facts and stories.
concepts of harmony, benevolence, Mandarin Coordinator
However, students need guidance to
righteousness, courtesy, wisdom, honesty, at SCIS Pudong
reveal the connection and as teachers,
loyalty, and filial piety through reading
it is our responsibility to shed the light
either Mandarin or bilingual folktales that24 CAMPUS SPOTLIGHTS
The Foundational Levels
of CommunityCAMPUS SPOTLIGHTS 25
C onnections play a critical role in the
development of all children within
our Early Childhood Education (ECE)
programs and provide the foundations for
students to join and contribute to their
classroom and school community. As
students transition from Nursery through
Kindergarten, they are making physical,
emotional, and cognitive connections in
new ways each day. Each year, students
build on the foundations of the previous
year and expand their thinking in new
ways. Community is the cornerstone of
Shanghai Community International School
(SCIS) and it is at the foundation of what
we believe within our early years program.
The ability to connect to a community
provides us with purposeful and meaningful
relationships throughout our lives, giving us awareness for those around them and foundational skills through experiential
a sense of belonging. All adults within the begin to desire and seek out others. There learning and begin to connect and apply
early years community: parents, teachers, is a shift from parallel play, two students foundational skills with more consistency as
bus drivers, guards, chefs, and ayis play a playing with Lego alongside each other, they accept active roles and responsibilities
critical role as co-constructors of learning to cooperative play, students building a within their communities.
in modeling, facilitating, and nurturing Lego tower with each other. Through
these connections. play, students are beginning to mimic and The connections, or synapses, that are
make connections to the roles or jobs happening in a child’s brain correlate
When Nursery and Preschool students they witness within their community such to developmental milestones. Children
begin school, they often encounter a as chef, police officer, family member, and experience exponential growth in their
community outside of their family nucleus teacher. Play helps children to experiment ability to complete a task or accomplish
for the first time. These earliest years and learn about roles and relationships something previously unattainable due
are very internally focused, filled with within a community. The adults around to the cognitive growth directly related
many firsts as children begin to discover, these early learners work hard to provide to this brain development. Environments
create, and reinforce internal connections safe and inviting spaces for this exploration within the ECE are crafted with these
while simultaneously building identity by to occur so these children have a diverse individual neural milestones in mind, while
exploring personal interests, developing repertoire of experiences to reflect on also keeping in mind how developmental
skills, and literally finding their voice. Their helping them form an understanding of the levels impact participation in a greater
world transitions from egocentric as greater world. classroom community. The classroom
they develop empathy, compassion, and community is at the heart of all early years
A child’s transition into Pre-Kindergarten learning because it, in essence, is a direct
and Kindergarten provides opportunities representation of our larger communities.
for even more connections and for their The early years classrooms are where
community to expand outside of the people connect through the sharing of
students and teachers in their homeroom ideas, artwork, emotions, and empathy.
class. With the addition of single-subject It is exciting to watch ECE students grow
teachers in the daily schedule, these within the program, as educators, we know
additional classes are in their own right, the impact students will have on the larger
separate communities with specific goals, SCIS community. Instilling the values of a
norms, and expectations. In these larger strong community at an early age ensures
communities, students begin to play these values will continue within the SCIS
collaboratively by incorporating the ideas and global community for years to come
of those involved in their play. With the in courtrooms, board rooms, laboratories,
emerging ability to recall past experiences and households all around the world.
and connect the interests and preferences
of their friends and teachers, play
scenarios and friendships evolve quickly
By Andrew Bissonnette,
and extensively. Teachers in these age
Early Childhood Education
groups create experiences for children to
Co-Coordinator at
independently and successfully negotiate,
SCIS Hongqiao
problem solve, and cope with adversity.
Children at this age continue to build their26 CAMPUS SPOTLIGHTS
Interdisciplinarity –
Connecting Learning
O ne of the downsides of progressing
through education is an increasing
tendency towards the siloing of knowledge
As such, the IB Middle Years Programme
(MYP) makes schools responsible
for engaging students in at least one
current or future style of leadership by
making connections between Physical and
Health Education (PHE) (leadership) and
and skills into different disciplines and collaboratively planned unit – a so-called Individuals and Societies (historical leaders).
subjects. In fact, the word “subject” comes Interdisciplinary Unit or IDU – that involves
from the Latin word of “bring under”, in at least two subjects, in each of the five In Grade 9, students arranged service-
essence constructing an umbrella under years of the program. oriented interdisciplinary learning between
which we sometimes arbitrarily place IAS and the Arts, engaging with JEDI
certain approaches, knowledge, and ways As you may know, every year we carve out (Justice, Diversity, Equity, and Inclusion)
of thinking. a very valuable week of instructional time Issues and creating a graphic novel/comic
to have students engage in interdisciplinary to share their message.
If you think back to when you were learning. These are often project-based
younger, you might remember a more and involve really interesting subject
holistic approach to learning where you connections as the disciplinary grounding
were able to explore and find all kinds of for interdisciplinary learning.
connections naturally between things you
were learning. Students are then assessed against a set of
IDU Rubrics (scaled up, as with all subjects,
The International Baccalaureate (IB) in expectations and depth from Y1 to Y5)
recognizes the power of making and this appears on a student’s report card
connections between ideas and at the end of the final reporting period
concepts across different disciplines and in June.
students who learn this way can take
the knowledge and skills they’ve learned But these IDUs wouldn’t be anything
in one discipline and connect it to their without the weeks and months of
learning in other subjects. They see how preparation that goes into planning them.
this approach can not only deepen the Teachers work in subject and grade-level
impact of the learning experience but can teams to support and foster connections
have the effect of creating new knowledge and interdisciplinary learning.
– something that could not be achieved by
looking at a problem or an idea from only In Grade 10 students inquired into the
one frame of disciplinary reference. nature of leadership to create a Website
to consolidate their understanding of theirCAMPUS SPOTLIGHTS 27
Grade 8 students experienced a Science/
PHE IDU that analyzed sports performance
using the scientific method and created
videos to coach and improve their skills.
Math and Design students in Grade 7
focused on the testing of logic puzzles
using mathematical knowledge and skills
in design.
And finally, Grade 6s inquired into the
concept of identity by reading children’s
books in their mother tongue along with an
artistic interpretation of the book to lower
school students as a means of sharing their
culture and highlighting the importance of
the books.
Middle Years Programme (MYP) Week
and the IDUs that were carried out were
highly successful, and it cemented our belief
in the power of interdisciplinary learning in
encouraging mental flexibility, collaboration
and communication, problem-solving skills,
deeper understanding, and the cultivation
of interdisciplinary thinking habits.
It also prepares our students for graduate
and professional studies and for inspiring
careers in new and emerging fields.
By Barclay Lelievre,
Upper School Principal
at SCIS Hongqiao28 CAMPUS SPOTLIGHTS
W
Self-Directed
hen we got the word on March
11 that Shanghai schools would be
closed for an indefinite period, we were
startled. At the same time, we knew we
Learners:
were prepared. As self-directed learners,
Shanghai Community International School
(SCIS) Dragons know how to keep the
teaching and learning going wherever they
are--on campus, at home, or wherever
they may find themselves. We look
forward to being face to face again, but
Working
we are incredibly proud of the agency and
connection our students maintain through
their own will and effort, effective use of
tools, and creative scheduling.
When we are together on campus, the
standard seven-hour school day makes
Home
sense. Our long block class sessions are
from
utilized by teachers to include time for
direct instruction, guided practice, and
independent practice, frequently within
a single class period. While students
have daily opportunities to apply andCAMPUS SPOTLIGHTS 29
experiment with their learning, the at least some of the time is used offline, positively to their family’s productivity
structure of class time and its utilization is in ways that include physical exercise and during the lockdown experience.
largely teacher-driven. time outside whenever possible. This, along
with making time to prepare and enjoy a Feedback from students and families has
In developing our Virtual Learning nutritious lunch, is essential to the balanced been overwhelmingly positive. As a grade
philosophy, program, and timetable over and healthy lifestyle that is the hallmark 8 student, Gunit, stated, “I feel like I have
the last two years, the SCIS-Pudong of the self-directed learner. But Flex-time more time to do my individual work
Upper School Team looked at the latest is not only a lunch break or a recess. It is because we have a 2-hour period of time
in educational research, learning about also a time for students to pursue learning where we can work on things we need
best practices for online delivery from at their own pace in their own style. to.” Nicolas, Grade 10, appreciates “the
experience from across the international Workgroups to meet outside of class for abundance of independent time because
education community. Over the last group projects. Some students value the it encourages discipline.” Humans are self-
two years, we have gained a LOT of independent time to review their notes directed learners by nature. Virtual learning
experience! We knew that we needed from the morning and prepare for the and flex-time are allowing us to practice
to limit screen time for the physical and afternoon. Others set individual or small those capacities, and we will take them
mental health and well-being of our group appointments with their teachers with us back to campuses as soon as health
students, but more importantly, we saw for focused and specific feedback which and safety allow!
the opportunity to create space for student they can take on board to immediately
initiative and individualization. That space, a enhance their work. Perhaps most exciting
two-hour block in the middle of the day, is is the opportunity students have, within the
our Virtual Learning Flex-time. school day, to practice agency and initiative, By Naomi Shanks,
and apply the knowledge, understandings, Upper School Principal
Virtual Learning Flex-time is used in a and skills of academics to their home-based at SCIS Pudong
variety of ways. Students make sure that projects, pursuing interests and contributingYou can also read
