Practical guide for the year 2019/2020 - Ecole Internationale ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Practical guide for the year 2019/2020
Unless otherwise specified, the rights, texts and other elements appearing in this publication belong to the International School of Mondorf-les-Bains. Use in a context other than that established by this publication is permitted only under the following conditions: You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Notices: You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation. No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
A word of welcome at the start of term
Dear pupil,
You start a new school year in a new school. From this start of term, you are part of the "big ones".
This implies new responsibilities and above all a greater personal responsibility, but at the same
time, of course, many more opportunities, with new friends, to discover the world and life, to find
your place in society – at school as well as beyond.
All members of our school community will accompany you, together with your parents, to support
you and advise you during your journey here at school. Nevertheless it belongs to you alone to
learn and make your decisions; no one can take away this responsibility from you. On the other
hand, the whole school community is committed to giving you all the possibilities and setting the
framework that will allow you to grow in order that one day not that far away, when you have arrived at the age of
maturity and acquired the knowledge, the skills and abilities needed, you will leave school full of self-confidence and
succeed in life, professionally, socially and as a human being.
Dear parents,
You entrust your child in the care of our school. That is the place where it will spend five days a
week and a good thirty hours at least. This is why it is obvious that we have the obligation not only
to supervise and provide a quality education but also to do everything in our possibilities to see that
it can learn with confidence, bring its ideas and personality to fruition, feel appreciated as member
a big family and that it can discover its talents and wishes which will lead it to the choice of its
school subjects and options and finally to the activity of which it may likely its profession afterwards.
As a public school, we are also engaged on a human and social level. Your child is unique to us and
we will respect it in its personality. On the social level, we will show it the functioning and values of our society. It will
be able to participate actively in the development of our school community at class level as well as in the school
parliament. To us, learning and being allowed to live democratic values is one major commitment of our school in order
to guide your child towards an emancipated, courageous and confident life as a citizen.
Table of Contents
The School.................................................................................................................................. 7
School Coordinates............................................................................................................................. 7
Our principles..................................................................................................................................... 7
Addresses .......................................................................................................................................... 9
Teachers in Primary ................................................................................................................................................... 9
Teachers in Secondary ............................................................................................................................................... 9
MESA educational service .......................................................................................................................................... 9
Secretariat .................................................................................................................................................................. 9
Direction................................................................................................................................................................... 10
Staff’s phone numbers ............................................................................................................................................. 10
Email addresses of the various services and representative organs ....................................................................... 11
Consultations ................................................................................................................................... 11
Meetings with parents ............................................................................................................................................. 11
Consultations between teachers and parents ......................................................................................................... 11
Consultations between teachers and students........................................................................................................ 12
Consultations between MEAS carers and learners .................................................................................................. 12
Internal rules.................................................................................................................................... 13
Secretariat ....................................................................................................................................... 13
Opening hours of the secretariat to the public ........................................................................................................ 13
Official information by email ................................................................................................................................... 13
Rules in case of absence .......................................................................................................................................... 13
The day itself ....................................................................................................................................................... 13
Absence less than or equal to 3 days .................................................................................................................. 14
Absence longer than 3 days ................................................................................................................................. 14
After 5 days (for Secondary) ................................................................................................................................ 14
Authorization of exceptional absence ..................................................................................................................... 14
Students dropped off at school by parents.............................................................................................................. 14
Pharmaceuticals ....................................................................................................................................................... 15
Technical service .............................................................................................................................. 16
IAM - Identity and Access Management (Secondaire) ............................................................................................. 16
Office365 (Secondary).............................................................................................................................................. 16
Eduroam (Secondaire) ............................................................................................................................................. 17
myCard ..................................................................................................................................................................... 18
The pedagogy of the EIMLB ...................................................................................................... 19
The Dalton Plan ................................................................................................................................ 19
A bit of history.......................................................................................................................................................... 19
Principles and aims of DALTON pedagogy ............................................................................................................... 19
Functioning of the Dalton hours .............................................................................................................................. 20
The Dalton agenda ................................................................................................................................................... 21
Learning at School ............................................................................................................................ 23
Official curricula ....................................................................................................................................................... 23
Declination of programs .......................................................................................................................................... 23
Learning plans (in Secondary) .................................................................................................................................. 23
Assignments (Secondary) ......................................................................................................................................... 24
Principles and terms of the assignments ................................................................................................................. 24
Structure of an assignment ...................................................................................................................................... 25
Support measures .................................................................................................................................................... 26
Integrated remediation ....................................................................................................................................... 26
Support lessons (cours d’appui) .......................................................................................................................... 26
Methodological support ...................................................................................................................................... 27
School trips .............................................................................................................................................................. 27
School library ........................................................................................................................................................... 27
Assessment of learning ..................................................................................................................... 29
Principles of evaluation ............................................................................................................................................ 29
Marking scale in Primary .......................................................................................................................................... 29
General criteria for validation of objectives by subject ....................................................................................... 29
Criteria – cross-curricular learning areas ............................................................................................................. 30
Marking scale in Secondary) .................................................................................................................................... 32
Official school reports .............................................................................................................................................. 33
Diagnostic evaluation ............................................................................................................................................... 34
Purposes of the diagnostic evaluation ................................................................................................................ 34
Consequences of the diagnostic evaluation ........................................................................................................ 34
Formative evaluation and formative supervision .................................................................................................... 35
The personal tutor ............................................................................................................................................... 35
Objectives of tutoring .......................................................................................................................................... 35
Tutor – parents relationship ................................................................................................................................ 36
The disciplinary portfolio ..................................................................................................................................... 36
The transversal portfolio ..................................................................................................................................... 36
School time booklet ............................................................................................................................................. 37
Summative evaluation ............................................................................................................................................. 38
Certification of performances.............................................................................................................................. 38
Long tests ................................................................................................................................................................. 38
Evaluation by Confidence Contract - Évaluation par contrat de confiance (EPCC) .................................................. 38
First step: the announcement of the interrogation program .............................................................................. 39
Second step: the session of questions and answers............................................................................................ 39
Third step: the choice and composition of the exercises in the long test ........................................................... 39
Promotion........................................................................................................................................ 40
Extracurricular activities ................................................................................................................... 42
Primary school activities .......................................................................................................................................... 42
Secondary school activities ...................................................................................................................................... 42
Terms of registration ............................................................................................................................................... 44
Learn and live democracy ................................................................................................................. 45
The wall journal ........................................................................................................................................................ 45
The weekly class council .......................................................................................................................................... 45
The class delegates .................................................................................................................................................. 45
School parliament .................................................................................................................................................... 45
Service d’Éducation et d’Accueil - SEA-EIMLB asbl (Primaire) ............................................................. 47
Program of the SEA .................................................................................................................................................. 47
Opening hours and operation of the SEA-EIMLB ..................................................................................................... 47
SEA closing periods .................................................................................................................................................. 47
Inscriptions to the SEA ............................................................................................................................................. 48
Contact persons for the SEA-EIMLB asbl .................................................................................................................. 48
The MESA (Secondary)...................................................................................................................... 49
Mentoring of learners by the MESA......................................................................................................................... 49
Procedure in relation with learners qualified as "difficult" in class ......................................................................... 49
Everyday life at School ............................................................................................................. 51
School buses .................................................................................................................................... 51
Class hours ....................................................................................................................................... 54
Class hours in Primary .............................................................................................................................................. 54
Class hours in Secondary .......................................................................................................................................... 54
Weekly hours ....................................................................................................................................................... 54
Daily hours ........................................................................................................................................................... 54
Lunch break modalities..................................................................................................................... 55
Restopolis ........................................................................................................................................ 55
Extracurricular activities .......................................................................................................................................... 58
LASEP/LASEL ............................................................................................................................................................. 58
Partnerships with local associations ........................................................................................................................ 58
Music school ........................................................................................................................................................ 58
Tennis club Mondorf............................................................................................................................................ 58
After class study ............................................................................................................................... 59
School holidays 2019-2020................................................................................................................ 59
Practical advice ................................................................................................................................ 60
Wash your hands ..................................................................................................................................................... 60
Tap water ................................................................................................................................................................. 61
How to clean your gourd ......................................................................................................................................... 61
Stop microbes .......................................................................................................................................................... 63
The School School Coordinates Name of the School ECOLE INTERNATIONALE MONDORF-LES-BAINS Address 2, route de Burmerange Postal code and locality L-5659 Mondorf-les-Bains Telephone +352 281 288-1 Email Address secretariat@eimlb.lu Website URL www.eimlb.lu Facebook EIMLB Our principles Each one of us remembers an excellent teacher they had during their school time – someone who made learning exciting and stimulating, someone who really cared. One the other hand, few people remember an excellent school. Sir Ken Robinson, one of the world’s foremost arts an education expert and researcher, who taught in class, advised governments and compared educational theories from all around the world, finds this troubling. In his book Creative School! The Grassroots Revolution That’s Transforming Education, Robinson describes eight basic skills that all great schools foster in their students: CURIOSITY The ability to ask questions and explore how the world works For us, curiosity is the motor of the project culture and the spirit of initiative that we promote in our students. CREATIVITY The ability to generate new ideas and to apply them in practice. For us, creativity means respecting each individual’s personality and focussing on the multitude of possibilities of self-expression, especially in the arts. CRITICISM The ability to analyse information and ideas to form reasoned arguments and judgments. For us, the critical spirit develops through the capacity to argue choices and positions, to understand those of others and to adopt and defend a reasoned point of view. COMMUNICATION The ability to express thoughts and feelings clearly and confidently in a range of media and forms. For us, the freedom to think and verbalize one’s thoughts and projects is the driving force behind all learning. The choice of languages and a focus on oral expression create the preliminary conditions. COLLABORATION The ability to work constructively with others. For us, the community is at the centre of every learning. In a truly socio-constructivist spirit, mutual support and the reliance on the faculties of each one allow the group to progress better than the single individual. COMPASSION The ability to empathize with others and act accordingly. For us, personal success and development involve interaction with others. Human values are at the root of trust and lasting relationships on which the individual can build his personality and his life project. COMPOSURE
The ability to connect with the inner life of feeling and develop a sense of personal harmony and balance. For us, school should not be a place of stress and anxiety. While tackling personal challenges will never pass without some nervousness, our School will form a framework allowing everyone to find his calm and balance. CITIZENSHIP The ability to engage constructively with society and to participate in the processes that sustain it. For us, the democratic spirit is learned from an early age on. That’s why we put a specific emphasis on everyone’s participation in the processes and decisions that affect the School community. Values and the democratic approach are not taught but lived in everyday life at School.
Addresses
Teachers in Primary
Name Section @ address
JOSE Jean-Marc English/ French josje934@365.education.lu
MELLINGER Mathieu English /French melma319@365.education.lu
DURBIZE Anne-Sophie French
KRUTTI Virginie French
SKINNER Paula English
KIELTY Moira English taymo397@365.education.lu
PLICHTA Claire English / French
Teachers in Secondary
Name Topic or service @ address
AMBROSINI Carine French / Latin ambrosiniac@hotmail.fr
AZEVEDO Gisela Portuguese azegi589@365.education.lu
BOSSELER Valérie Arts bosva300@365.education.lu
BUBEL Sylvester German Sylvester.bubel@uni-saarland.de
DECKER Tom Human Sciences decto070@365.education.lu
FÉVRIER Sophie English fevso923@365.education.lu
FIORUCCI Andrea French fioan237@365.education.lu
HARRIS Robert Mathematics rharris@eeba.be
KIEFER Claude Integrated Sciences / kiecl671@365.education.lu
Mathematics
KREMER Sally Human Sciences kresa101@365.education.lu
MEDERNACH Elodie French medel144@365.education.lu
MENEGUZ Patrick Sports menpa154@365.education.lu
POLLASTRO David Integrated Sciences d_pollastro@yahoo.fr
SCHANTZEN Chris Integrated Sciences / schch118@365.education.lu
Mathematics
SCHMIT-ROCK Désirée Human Sciences / English desi3003@gmx.de
SCHÜR Maria German schma606@365.education.lu
SIGARAY Nicole Music sigaray@orange.fr
TREMONT Nathalie German trena021@365.education.lu
ANTONY Maurice Life and Society mauriceantony@hotmail.de
MESA educational service
Name Topic or service @ address
BICHLER Marc MESA / KiVa responsible marc.bichler@education.lu
BRAUN Yves MESA yves.braun@education.lu
FRIDEN Désirée MESA desiree.friden@education.lu
Secretariat
Name Topic or service @ address SCHMIT Li SEA secretariat li.schmit@eimlb.lu SCHÜR Anja Accounting secretariat anja.schuer@eimlb.lu WAGNER Anne Direction’s secretariat anne.wagner@eimlb.lu WILTZ Annick Learners’ secretariat annick.wiltz@eimlb.lu Direction Name Topic or service @ address DUMANGE Stephan Directeur adjoint stephan.dumange@eimlb.lu WEYRICH Camille Directeur camille.weyrich@eimlb.lu Staff’s phone numbers The official phone numbers of the direction, the secretariat and other services are available on the internet site of the school (www.eimlb.lu). The mobile numbers of the staff are available on request at the secretariat.
Email addresses of the various services and representative organs
Service or organ @ address
The direction direction@eimlb.lu
The secretariat secretariat@eimlb.lu
The school development cell cds@eimlb.lu
The school inclusion cell cis@eimlb.lu
The MESAeducational service mesa@eimlb.lu
The parents’ committee in Primary cpp@eimlb.lu
The parents’ committee in Secondary cps@eimlb.lu
The education council ce@eimlb.lu
The day care service (service d’encadrement et d’accueil – SEA) sea.team@eimlb.lu
Consultations
Meetings with parents
Teachers are free to request an interview with the parents of one of their students. Conversely, parents can
request an interview with the form tutor, tutor or one of their child's teachers.
For each class, two joint meetings of all teachers with parents are scheduled. The meetings are supposed to
provide general information and are followed by separate interviews with the teachers. Separate interviews
are by appointment. Attendance at these meetings is mandatory for teachers.
For the year 2019/20, meetings are scheduled on the following dates:
For P1
October 3rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the
respective teachers;
April 23rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective
teachers;
For P2
November 7th at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the
respective teachers;
April 23rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective
teachers;
For S1
October 2nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the
respective teachers;
April 22nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective
teachers;
For S2
October 2nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the
respective teachers;
April 22nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective
teachers.
Consultations between teachers and parentsEach teacher has scheduled a period per week for interviews with parents. These periods are either during the lunch
break or after the end of classes. The exact hours and email addresses of teachers are posted on the School’s website
under "Consultations".
If parents would like to talk to a teacher, they should, if possible, contact the teacher one week in advance. In the
impossibility of meeting at the provided time, they address the teacher to find an alternative time for the appointment.
Consultations between teachers and students
In principle, all teachers are at the disposal of the learners to answer their questions or to consult them on school
matters.
For more general questions, learners can always trustfully ask their form teacher.
If learners want to know when which teachers are present at School, they can
always consult the free application UNTIS MOBILE on their tablet or smartphone.
After downloading the application, please configure the following coordinates:
School EIMLB – Mondorf-les-Bains
User Your IAM user name
Keay Your IAM password
Consultations between MEAS carers and learners
For personal questions or concerns, we suggest talking to one of the educators. Our educators offer two consultation
periods per week. The details can be found on the School’s website under "Consultations". Ideally, learners would
announce their visit, either by email or by leaving a note in the MESA’s letterbox indicating when they would like to
come by and - if desired - what they would like to talk about.
Please note that educators are not teachers. They cannot change grades, but they can help to better understand the
different contexts of school situations and, if so wished, help teachers to better understand their learners.Internal rules
The functioning of our School is based on the school legislation regarding internal order and discipline in force in
Luxembourg.
Beyond this regulation, it is important to state some principles essential to the smooth running of everyday school life.
The secretariat is open to pupils during the two morning breaks.
Each pupil must have his Dalton agenda with him.
If a learner got the permission to go to another room during a Dalton period, he makes sure that the teacher
present in this room signs his agenda to confirm his presence.
During a Dalton period, learners can change rooms once.
In case of late arrival, learners go straight to their class. If the door is closed, they knock and wait until someone
opens, then they go to their place in silence.
Every early departure, no matter if it was previously announced or not, is to be reported to the secretariat.
Every injury or discomfort that requires consultation by a physician is reported to 112. The learner concerned
has the right to go to hospital or to a physician only by ambulance or if he is taken by one of his parents / legal
representatives.
Neither the janitor nor the secretariat has the right to give even the most inoffensive medicine.
When learners arrive at School in the morning, their iPad is fully charged.
When arriving at School, learners put away their phone in their schoolbag at the risk of it being confiscated
otherwise. Phones and other electronic devices other than the school iPad are only allowed outside the school
building, that is during official breaks. Any confiscated phone or device can only be recovered by one of the
parents or legal representatives.
If learners need a photocopy, they ask the janitor or one of the secretaries. Please note that scans can easily
be made with an iPad or laptop.
In case of any doubt, learners ask. The School’s staff are all there to help, not to scold the learners.
Secretariat
Opening hours of the secretariat to the public
In the morning : from 7h45 to 12h00.
In the afternoon : from 13h30 to 16h30.
Official information by email
Any information from the EIMLB will be sent by email. That is why we kindly invite parents and legal
representatives to check their email inbox at least twice a week.
Rules in case of absence
The day itself
Contact the school as soon as possible by phone 281 288-1 or by email:
For Secondary: absence.secondaire@eimlb.lu
For Primary: absence.primaire@eimlb.luThe secretariat is open from 7.45 am. Absence less than or equal to 3 days In case of absence due to illness or force majeure, the parents or the legal representatives of the student or, if applicable, the adult student must inform the form teacher in writing (handwritten excuse or by email), within three calendar days, of the reasons of the absence and the duration. If there is no valid excuse within three days, the absence is considered not excused. Absence longer than 3 days A medical certificate must be handed in to the EIMLB secretariat. After 5 days (for Secondary) After an unexcused absence of five consecutive school days, the parents or the legal representative will be informed, by registered letter, that a student of a full-time class having been absent for fifteen consecutive school days without excuse or valid reason is considered to have left the school definitively, with effect from the first day of his absence. Authorization of exceptional absence The director may grant to a student, on written request and in exceptional cases, a duly motivated leave of absence, not exceeding a full day. The same conditions are valid before the beginning of the holidays or the day of the return of the courses. Requests should be addressed to the email address secretariat@eimlb.lu. In case of illness for one of these two days a medical certificate must be given. Students dropped off at school by parents Our school has a "Kiss & go" where parents can drop off (not accompany) their child. Parents are kindly invited not to drive up with their car on the right side of the bus stops, nor to stop right in front of the school entrance. No parent will be allowed to come up with their child to the front or even inside the school; there are security issues to observe and there are not enough parking spaces for cars. Thank you for your understanding. An exception is made for the first day of the school year for the learners in P1. It's a great day for them and for their parents!
Pharmaceuticals
School is not authorized to administer medication to students without a formal medical prescription; this also applies
to simple headaches.
The only medicine we have the right to give to all children is an iodine tablet in case of a nuclear accident. In accordance
with the guidelines for Luxembourg public schools, we have a stock of Iodine tablets at the EIMLB Secretariat.
In the case of a specific medical indication however, an individualised support project (Projet d’Accueil individualisé –
PAI) may be established.
The PAI consists in a written protocol detailing the modalities and responsibilities of managing the medication for a child
or adolescent in school and in extracurricular contexts.
There are two situations to distinguish:
The administration of medication to a child with a chronic condition who needs it on a specific schedule or
through regular monitoring of metabolic parameters (diabetes) during the time of their stay in Primary school
or in the maison relais. With rare exceptions, the pupils in Secondary school are able to handle such a situation
on their own.
Medication administration in emergency situations, such as anaphylactic shock (shock of allergic origin): We
have permanently, and in case of extreme urgency, an Adrenaline Pen in the secretariat, and this, in the
situation where an allergic student would have forgotten his Anapen at home.
In both cases, the preliminary condition for a PAI is, on the one hand, the formal request signed by the parents, the
persons entrusted with the parental authority or, where appropriate, the major pupil, and on the other hand, a medical
prescription, dated and signed, specifying the medicine to be administered, the dosage, frequency of administration
and the actions to be applied repeatedly or in case of emergency. These documents are an integral part of the PAI,
which also specifies whether it is necessary to comply with specific conditions relating to certain activities or the diet.
PAI procedure in connection with a child or adolescent
relating to the regular administration of medicine or the administration of medicine in emergency situations.
Completion of the PAI document signed by the child’s physician and the parents:
The physician prescribes the PAI and has the parents (legal representative, adult pupil) sign the delegation of
assistance; he sends the PAI to the head of the Division of School Medicine.
The head of the Division of School Medicine sends the PAI to the medical school team and to the inspector or
director of the school concerned. He keeps a copy of the document and coordinates the accompaniment of
children and adolescents with specific health needs.
The inspector or director, or their delegate, organize a meeting with the parents, the medical school team and
the concerned personnel. The PAI is completed and a copy is given to the parents.
The PAI expires on the following 1st September but is renewed in case of chronic illness.Technical service IAM - Identity and Access Management (Secondaire) The management of IT identities and access rights (abbreviated as IAM - Identity and Access Management) enables users, pupils, teachers, and other education-related actors to connect to IT resources and applications with a single user name and password. The IAM provides access to school computer networks, the Education web portal, the Restopolis app, Office 365, the email mailbox and to the eduroam mobile internet access system. Each IAM account must be activated once. How to activate an IAM account? To activate their IAM account, learners enter their social security number, their IAM user name (login) and the activation code at the address http://iam.education.lu (rubric Activation du compte IAM). The login and activation code have been sent by post to the address of their home or registered at the local IAM office of the School. If the learner received a letter with an access code for IAM. If not, please go to the secretariat. What if there is no activation code? What if learners forgot their IAM username? If learners have forgotten or misplaced their activation code, they have to ask for a new activation code to (re)activate their IAM account at http://iam.education.lu (rubric Perte/oubli du mot de passe - demande nouveau code d'activation IAM). In this case, they tick the box "local counter", then go to the person responsible of the IT department. If learners have forgotten their password, they follow this link, provide the data, tick the box "local counter" and go to the responsible of the IT department. What if the IAM system does not recognise a learner? If the IAM system does not know the social security number of a learner, he needs to address the secretariat. Office365 (Secondary) Each pupil in a Luxembourgish secondary school has access to Office 365 and benefits for free from the latest generation of production, communication and collaboration tools hosted in the cloud. Office 365 offers tools such as Word, Excel, Powerpoint and many others, as well in an online version as in a version to download and install on 5 computers, tablets or smartphones. In addition, each learner has 1TB of personal online storage.
Connection to Office 365 is made via the portal http://portal.office.com/. Authentication must be done with the IAM ID in the following format: User name : IAMuserid@school.lu Password: IAM password This username is identical to the email address used in and by Office 365. Office 365 not only sends you portal notifications but you can use it for any other communication, internal or external. For further information go to https://portal.education.lu/dcl/Office-365-for-Education/Connect To install the Office365 applications on a tablet or smartphone, learners need to install them separately from the App Store. Once the installation is complete, they launch the application, enter their IAM coordinates and that is it. Eduroam (Secondaire) eduroam is a wireless network (WiFi) service that provides the members of the education and research communities with access to the Internet in scientific institutions around the world, without having to worry about their location, and without administrative hassle. With eduroam, learners will be able to connect their device in all other schools and institutions related to education and research in Luxembourg and in most of such institutions in Europe and around the world. How to configure my eduroam wireless access? In order to access the eduroam wifi network, learners first have to download (directly on the iPad) a profile from www.education.lu/services/eduroam.
They can then connect their iPad to eduroam. During the first connection to the eduroam network, they will have to
enter their IAM login and their password in the the following way : loginIAM@iam.education.lu (e.g.
schcl123@iam.education.lu) followed by the password. They will have to repeat this seizure 3 times in all.
Read the online eduroam guide
Automatic access configuration
myCard
All learners get their official school card called myCard that is their official identification
piece proving that they are enrolled in a Luxembourgish school.
Apart from its identification function, the card can host various electronic authentication
and payment functions. The card is the "go-anywhere" at school. You need it especially
for
borrowing books from the School library,
access and payment to the School’s photocopy service,
electronic payment at the School restaurant,
access to school transportation,
etc.The pedagogy of the EIMLB
The Dalton Plan
A bit of history
The Dalton pedagogy was developed by Helen Parkhurst (1887-1974). As a young teacher in an American rural school,
she faced the challenge of teaching a heterogeneous group of students aged 4 to 14 in one class. She quickly realized
that under such conditions she could not respond to the different demands of each individual if she remained in a mode
of traditional teaching. That is why she developed a course principle that allowed children to learn as independently
and individually as possible by working as much as possible in pairs, groups and individually.
The principles of the Dalton pedagogy resemble that of Montessori, but the latter mainly refers to primary education,
while Parkhurst developed a methodology particularly suited to individual learning in the age groups of secondary
school.
In New York, Parkhurst opened her own school, The Dalton School, which still exists today and is one of the most
prestigious schools in the United States. Many researchers, artists and other celebrities have emanated from it.
Parkhurst described her experiences in her main publication Education on the Dalton Plan.
A simple observation is that every one of us is most likely to remember what we have done by ourselves. "Doing it
yourself" nevertheless takes time. To do so it is thus necessary, within the limits of the school setting, to freely dispose
of that time and to spend it according to one’s needs. In fact, following one's interests and motivation has a huge
influence on the personal disposition and therefore the individual learning success of each person.
The educational concept presented here is currently being implemented in schools around the world, in Europe
especially in the Netherlands, the Scandinavian countries and in Germany. As we embrace the principles of Dalton
pedagogy, our school will nevertheless follow its own path and develop its own pedagogical design.
Our learners are systematically introduced to independent learning and cooperation with their classmates. At other
times, learning at our school also happens in traditional courses.
From the beginning, our goal was to make classes and learning again more engaging and rewarding for both students
and teachers.
We pursue this aim by taking the following steps:
reducing traditional classes or ex-cathedra instruction moments focusing on the teacher alone and promoting
individual work;
increasing the interest of each student in their own learning process;
increasing transparency in academic expectations and learning outcomes for students, parents and the whole
of the school community;
promoting the development of the teacher role, which be less one of disciplining rather than of consulting
students in their learning;
opening school to society and to the world;
creating a stimulating learning and work environment for all actors in the school community.
At the International School of Mondorf-les-Bains, we decided to pursue these goals by placing the principles that Helen
Parkhurst describes in Education on the Dalton Plan – freedom within the framing school setting, responsibility,
cooperation, autonomy – at the heart of our concept, our teaching and education.
Principles and aims of DALTON pedagogy
The Dalton pedagogy - also called the Dalton Plan - is based on four principles: liberty within a given frame - responsibility
- independence - cooperation.
The goals of Dalton pedagogy can be summarized as follows:
- favor learning over tuition- promote student work
- let those work, who progress well on their own
- assist those who need helping hand
- differentiate learning
- give the teacher time to observe the students
- enable students, who are doing well, to go beyond
- enable students in difficulty to develop essential knowledge and skills
- integrate remediation measures directly into the lessons
- align courses and course materials with the differentiated needs of students
- bring together teams of students who support each other in their learning
- allow flexible student learning according to their facilities or difficulties in the respective subjects
In summary, students work independently during a significant portion of their weekly lessons, i.e. 3-4 periods per day.
During these Dalton periods, they choose which topics they work on and with whom; they can also decide which teacher
they will consult if necessary to help them in their work.
Functioning of the Dalton hours
Alternating class courses and Dalton hours
Courses at the School are systematically organized in blocks of two periods. During the first period at most, teachers
can give a traditional course, while at least the second period is entirely dedicated to the free work of the learners. The
first period is used for the introduction of new subjects and lasts at most the time of this period.
First of all, this allows learners to actively work on the contents and skills they have seen just before; while actively
revising and training, they realise which aspects they can assimilate quickly, which ones are perhaps more problematic
and for which they will need a hand or additional exercises. They become able to plan their time accordingly.
Three times in the morning and once in the afternoon, during the Dalton hours, learners also have the opportunity to
leave their classroom to go to the teacher of another subject and work with him on specific aspects in his subject. Thus,
each learner who experiences difficulties in a specific subject can spend more time working on it, time that he can draw
from the topics where he progresses well. Dalton hours allow to adapt the courses in a very flexible way to the individual
needs of each learner, or on the other hand offer him individual challenges beyond the program.
During the Dalton hours, specific coaching measures can be put in place. Another possibility consists in the setup of
additionally challenging projects. Learners can freely organize their time, invest more time in topics they like and go to
the teachers they need to consult to solve a problem or to progress in their learning.
By the same means, the Dalton hours allow the implementation of practical or experimental, even interdisciplinary and
interclass projects, such as the School Parliament. Indeed, many forms of cooperative learning can be organized as part
of the Dalton hours and across all grade levels.
Practically speaking, learners plan their work and learning processes independently as part of the learning plan
requirements. This freedom within a set frame encourages independence and responsibility on the lerners’ part. Since
they can freely decide at more than one level, they determine their own pace of learning and progression.
Cadence of the Dalton hours
Every 2nd, 4th and 6th period of the school day as well as the 8th period on Mondays, Tuesdays and Wednesdays are
organized as Dalton hours. A Dalton hour, like any other period, lasts 45 minutes. Thus, for seventeen periods per week
learners have the opportunity to freely organize their learning, the subjects they want to work on, the form in which
they want to work (individually, with a partner or in a group) and the teacher that they want to consult.
What do the teachers do during the Dalton hours?
The role of the teacher has changed in a positive way. During the Dalton periods, teachers no longer actively and
uniformously lead the entire class group.
Unlike in traditional teaching methods commonly used in the classroom, each pupil can ask, during the Dalton periods,
as soon as he encounters a problem or has a question, the one he thinks can best provide him with the appropriate help
or answer: his classmates, the teachers or the teacher of another class. Often, students will go to see teachers they likeor because they know them from previous years. This is an advantage because a conflict-free atmosphere makes learning easier and more sustainable. Finally, there is an interesting observation: If a student asks a teacher for help in a subject where the latter is not an expert, they often go looking to find a solution together. The Dalton agenda Each learner in Secondary gets a special agenda from the School that serves as a planning and exchange tool with his teachers, his parents and his tutor. The learner is primarily responsible for the proper management of his Dalton agenda. The agenda helps him plan his individual learning process, formulate his development goals and reflect on his learning at the end of each six-week period. In this process, each learner is accompanied by a personal tutor whom he meets once each week. In order to help in their reflexive steps, the agenda provides the learner and his tutor with tools for diagnosing and planning the learning processes. The Dalton agenda is designed to involve all actors contributing to the learner's learning process. The learner consults with his teachers and especially his tutor; together they agree on their learning objectives and projects. The Dalton agenda creates responsibilities and obligations. Communication between teachers and educators on the one hand, the tutor on the other and finally the parents passes continuously through the Dalton agenda. It is an important document during parent interviews, discussions with the tutor, with teachers and with other members of the School community. The learner is responsible for keeping his Dalton agenda up-to-date. This applies in particular to evidence of attendance during Dalton hours, which is provided through the signature of the present teacher. How to use the Dalton agenda Manage presence and absence times All learners are supposed to keep record of the periods when they were absent, and even when they arrived late for class. For each delay, they make sure to present a formal excuse to their form teacher. Absence for an entire period or more can only be excused by the parents or the legal representative. Plan a project or a special commitment and implement it If learners participate in a specific project or course during the Dalton period, such as a remedial measure for example, they keep track of these activities in their Dalton agenda so that they always know where and when these activities take place. Look back and forth regularly At the end of the week, learners review it; they reflect on what they managed well and what they are maybe not completely satisfied with. This is the time to consider concrete steps to catch up or to work more efficiently. At the end of each learning phase, each learner and his tutor reflect together on the learning progress and note down any findings or resolutions. The parents complete these observations with their remarks, suggestions or congratulations. Exchanging with parents The Dalton agenda is also a document of regular exchange between the learner, his tutor, the form teacher and the parents or the legal representative. The learner submits his diary to his parents or his legal representative at least every weekend and ensures that it is countersigned by them. The Dalton agenda thus complements formal exchange opportunities such as parents' evenings or teacher interviews.
Make sure to get presence times certified
Whenever a learner leaves his class during a Dalton hour to go to work in another room, to a
remedial measure, to the School Parliament or to another teacher, they have to get their presence
confirmed by the teacher or the educator in charge. They will sign the Dalton agenda at the end of
the period.
Always have your Dalton agenda with you
Your Dalton agenda is an official school document provided by the School. Teachers, educators and
school management always have the right to ask you to show it to them.
Do not lose your Dalton agenda
At the beginning of the school year, the School provides each learner with his personal Dalton
agenda. If the learner loses it during the year, he will have to get a new one, which he can get at
the secretariat at the price of € 30,-; this amount is destined to cover the expenses incurred.You can also read
