Category Archives: Good Reads

Starting School

Starting school is an exciting time for children and families. There is a lot to get used to and some children will adapt more easily than others. There are things you can do to prepare your child for school and to support them in their first few weeks. First of all, it is important for you as parents to model a sense of confidence and calm to your child. Children are very perceptive and will sense how you feel.
Children will generally be less fearful when they know what to expect. In the week leading up to starting, casually talk to your child about;
• what he/she will be doing during his/her time in the Early Years Center
• the teachers,
• the other children,
• his/her uniform, drink bottle and school bag.
• When it comes to dropping your child off at the Early Years Center;
• Take advantage of the opportunity to go into the classroom to settle your child to an activity.
• When it is time to go, do not tell your child that you are leaving and then hang around as this has the potential to prolong the period of anxiety for your child.
• Resist the urge to sneak away without saying goodbye.

• Say goodbye and tell your child when you will be back to pick him/her up

• If your child is upset, leave them with a teacher who is trained in a myriad of techniques for supporting them through their anxiety once you are gone. 

Children need to attend regularly to have the opportunity to form the relationships necessary to help them overcome their separation anxiety. While it might seem easier to keep them home on occasion, this may also extend the amount of time a child takes to settle into the new environment.

If your child is worried about starting school, ask him/her what would help, e.g. who should take him/her to school, where he/she wants to say goodbye, what he/she wants to do after school. Having some control over what happens, helps with fears. You might tell your child what you will be doing while he/she is at school.

Some children, when they first start school, find it stressful and may notwant to go. They may get tummy aches or be very tearful in the mornings. If this happens to your child listen to his/her fears. Try not to let them see that you are worried. Let them know that you believe that they can manage to go to school and you will help your child. Ask them what they think would help, eg sometimes going with another parent instead of you is a help. For another child having something small of yours to mind while he/she is at school will help. If the worries don’t get better soon, talk to the teacher or Principal about the best way to help your child. 
Please remember:
• Starting school is a big step for children and it takes time to get used to. 
• Children do best at school when their parents and teachers work together to support them. 
• Let the teacher know if anything is happening in your family that might continue to upset your child at school. 
• Tell the teacher when you are pleased with what is happening at school and when you are concerned. 

Student agency

When students have a say in what is going on around them, they begin to develop the sense that their ideas and opinions matter.

At IEYC we encourage children’s sense of agency by welcoming and responding thoughtfully and respectfully to their wonderings, questions and ideas.

By allowing students to have a voice promotes a positive, open and trusting relationship between the students and teachers. By embracing student’s input and encouraging their voice and involvement, we also enrich our work as teachers.

Every day we see teachers promoting student agency. They are collaborating with their students. The teachers are ‘showing our students that their thoughts matter’. They quote the students, they display their words, they ‘listen’ to their thinking. The teachers use the students’ thinking to shape the next steps of learning.

Independence contributes to the development of self-esteem, identity, wellbeing and a sense of belonging. Allowing students to make choices for themselves is an important step towards encouraging independence and agency.

The teachers provide students with opportunities to provoke and develop the confidence to wonder, to explore their world, to ask questions, to express ideas, to create and empower students to make connections.

How to build the most magnificent thing

Can creativity, innovation and talents be taught?  How is school responsible for students’ success?

Study after study has shown the incredible capacity of brains to grow and change in a really short time. When we talk about early years education this capacity is significantly increased. At this developmental stage the plasticity of the human brain allows students to learn much easier and be very creative. Every student possesses talents; with the right support of the environment and with experience they will shape the type of personality that will allow them to be successful in their lives. The key in this process is the development of a specific type of mindset. A type of mindset that values obstacles and sees mistakes as a learning opportunity.

Anyone who needs advice on how to build magnificent things should visit a school that promotes creativity and embraces the culture of making. Being creative, being a maker is a mindset. The learning process, especially in Early years, offers great insight on the concept of creativity  and how grown-ups have abolished it for fear of failure. At some point we all have failed at something; for most people failure is a dead end, yet for others it is a guide that shows the way.

Developing a Growth Mindset 

Last week I took part in a teachers’ workshop with the title “Teaching with 21st century skills in mind”, led by Lance G. King. The facilitator has made an impact on education with his book “The importance of failing well”. In this book the author, based on his research, claims that, among other qualities, the successful students demonstrated acceptance of failure, while the underachievers tended to deny that failure existed for them or took steps to avoid the possibility of failure in their lives. Lance G King, claims that students with a growth mindset see failure as an opportunity for feedback, that they believe that personality and intelligence can change and grow, and that they also believe in continual improvement through adaptation. In other words, the mindset of successful students does not let failure get in their way to success!
Psychologist and Stanford Professor Carol Dweck, in her book: “Mindset:The New Psychology of Success” summarized the key findings from her research on the nature and impact of mindsets. Her decades long research showed that students with a growth mindset, who believe that intelligence and “smartness” can be learned, go on to higher levels of achievement, engagement, and persistence.

Growth Mindset VS. Fixed Mindset

Mathematician John Mason from the University of Oxford claims that all students have “natural powers” in problem solving. He claims that these powers are integral to human intelligence and are used across fields of human activity. When it comes to being a successful problem solver, it is really about learning to use these powers within the right context. Cognitive psychologist Lev Vygotsky used the example of mathematics to argue that learning is a scientific endeavour and that students need to be in the presence of a teacher, who will scaffold the process of learning. It is within that process that students make meaning and they eventually become aware of how  fundamental  is to human intelligence to follow that process.

Another influential educator and mathematician Jo Boaler,  in her book “The elephant in the classroom” claims that ” one of the most damaging mathematics myths propagated in classrooms and homes is that maths is a gift, that some people are naturally good at maths and some are not”

It is not only academics and mathematicians who are making the point that success is something you learn. Writers and artists as well are argue that what most people refer to as talent is the result of perseverance, resilience, self-awareness and systematic work, qualities that are at the core of 21st Century learning skills.

So, if we all have the power to be creative what’s getting in our way? Here lays the importance of  Early years education. It is at this developmental stage that kids shape their mindset and it is really vital to make positive connections about their abilities and build trust on themselves.

Problem solving in the life of young learners

As an early years teacher I see examples of pure creativity in my classroom every day and my role is to support the students’ “natural powers” . A book that I love to use as a reference when I  talk with my students about the beauty of making and the power of  perseverance and resilience is  “The Most Amazing Thing”.

Author and illustrator Ashley Spires in this book  writes about a little girl who, alongside her best friend, her lovely dog, has this wonderful idea of making the “most MAGNIFICENT thing!”.  The little girl starts with enthusiasm.

but when things don’t go as she has planned she feels such a disappointment that she decides to “QUIT”.   

The little girl didn’t know back then that this is a phase of problem solving which is called “Being STUCK”.  

If you are a maker you sure know how it feels! Writers and artists call this stage “creative block”. John Mason claims that “being STUCK” is a honorable and positive state from which much can be learned. There is a major physiological impact when we are creating something. Stress comes with creativity and creativity as well as stress are  physical, a matter of hormone secretion that produces that special feeling. In that stage, positive reinforcement is crucial.

And this is what our little heroine did.  After a long walk with her best friend and after she treats herself with a muffin, the mad gets pushed out of her head. It might take some time but, as all teachers know, with the right support makers will go back to work. It is that time where reflection turns “Stuck” into “AHA!”.

Dr. Ken Atchity, whose work is part of very prestigious creative writing curriculums in universities around the world, claims that in that stage of creative block our mind is testing us to see how serious we are about our desire to be disciplined and to get the best from reflection.

Understanding how the process works is what converts anxiety to elation. As a learner and a maker, the challenge of  been successful in pursuing your passion is not to avoid anxiety but to cope with it and turn it in positive energy.  

Back to our story, the girl, who is now calmer, starts ” to work carefully and slowly, tinkering, hammering, gluing and painting”, or in the problem solving language, she entered the ATTACK phase,

and in the end :  

The little girl in the story is a maker, she had the growth mindset to see the opportunity where others would have “failed bad”.

Her early failures enable her to gain control over her mood or the effective skill of emotional management. She also demonstrated perseverance and resilience. All these are part of the 21st century skills that modern education sets at the core of the teaching practice.

Once the environment supports the cognitive and physical growth of every child and learning is designed to scaffold learners capacity to be creative and develop their super powers Innovation happens in the classroom every day.We can see it as long as we know where to look and how to support it. If we don’t recognize it, we are the ones that are failing, not out students.









Good Read: Comparing an IB Education

Good Read: Comparing an IB Education

A Student’s Perspective

In this edition of “ORIGINS Good Reads” we recommend an article for parents looking at international schools, which should help better understand the International Baccalaureate (IB) programme. In the form of an interview, we hear from Devon Hsiao, a student with experience studying in Taiwan, the United States, and Beijing, now an undergraduate student in the US at the University of Texas at Austin. In her interview, Devon shares her experience in the three different educational models and also her insights and understanding of different learning styles.

This article is shared from the official “We only talk about K12” WeChat account, founded  by two well-known and respected international school teachers, with experience as IB DP / MYP Examiners, School Certification Officers, Teacher Trainers, as well as serving as certification officers for CIS (Council of International Schools), WASC  (Western Association of Schools and Colleges, NEASC (New England Association of Schools and Colleges), NCCT (National Center for School Curriculum and Textbook Development). As international school parents, their experience is valuable for those considering international schools.



Curiosity Comes First: 3 Rules to Spark Learning

Curiosity Comes First: 3 Rules to Spark Learning

ORIGINS Video Inspiration: Ramsey Musallam

In this week’s ORIGINS Video Inspiration message we hear, from a teacher’s perspective, about the importance of fostering curiosity in the classroom. His message is clear: if we want students to be passionate learners they must be truly engaged.

“Questions can be windows  to great instruction, but not the other way around.”

– Ramsey Musallam Introduction:

It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of “pseudo-teaching” to understand the true role of the educator: to cultivate curiosity. In a fun and personal talk, Musallam gives 3 rules to spark imagination and learning, and get students excited about how the world works.