In our current Unit of Inquiry (UOI) one of our main focuses is on the self-management skills. Before jumping in to discuss this skill, pause for a second and try to define what is self-management. Is it only the personal application of behavior change tactics that produces a desired change in behavior? Or is it only about becoming independent regarding personal hygiene and tasks?
This past Tuesday, October 11th, Trust & Caring class hosted their Term 1 Open House. The purpose behind this lovely ‘morning meeting’ was to give more insight to our families about the learning journey that will take place in the next couple of months.
First of all, thank you moms and dads for taking the time to visit us. Open Houses are a great opportunity for our teaching team to communicate with parents about upcoming events and our education program. For those who would like a refresh, please continue on for our presentation review.
We connect and interact with our surroundings to better understand our world.
A very warm welcome to all of our families in the Trust & Caring Class! Our team is delighted to have you and your wonderful little ones in our class.
The last couple of weeks we started our first Unit of Inquiry that defines our primary focus in Term 1.
|Central Idea:||We connect and interact with our surroundings to better understand our world|
|Transdisciplinary theme:||How we express ourselves|
|Inquiry into:||Our social, emotional & physical environment (families, friends, adults, routines)
Interactions in our home and school environment
How our separation journey unfolds
As this unit of inquiry unfolds throughout the term, our little ones will gain a deeper understanding about their social, emotional and physical environment and will start to learn strategies of: dealing with feelings; interact with their social and physical environment; and to build relationships outside their comfort zone.
- How does our environment at school function?
- How does our social interactions at home work?
- How does it work at school and what are the similarities and differences comparing to home?
- How does my separation journey support me in the school environment?
- How does it support me outside the school?
- What strategies can I use to overcome my separation anxiety?
- How do I build a relationship based on trust?
|Learner Profiles||Inquier, Knowledgeable, Communicator|
|Attitudes||Confidence, Curiosity, Independence|
The carefully set up activities in the classrooms, on the veranda and in the special classes not only develop fine motor skills and improve eye-hand coordination. They also begin to foster valuable self-management and social skills as well as encourage communication, curiosity and confidence as each child moves around in their new environment making independent choices.
During Back to School Night activities, we introduced you to some of the important documents which form the basis of the MYIS curriculum and our upcoming academic year. Please use the links below to view these useful documents in their entirety.
The MYIS Assessment Policy: The Assessment Policy describes the philosophies and practices that inform how MYIS students are assessed throughout their time here.
The MYIS Language Policy: The Language Policy explains MYIS’ beliefs and policies regarding Mother Tongue languages, the language of instruction, support for Thai language learning and English language learners.
The MYIS Separation Policy: This document outlines the stages each child and their caretaker pass through to ensure that each child is ready to attend school on their own and be successful.
The MYIS Skills Continuum: The Skills Continuum outlines what each of the Transdisciplinary Skills looks like at each grade level. It is divided into 5 skill sets: Thinking Skills, Social Skills, Research Skills, Communication Skills and Self-Management Skills.
The Trust & Caring Class Community Overview: This handbook has general information about the IB Primary Years Program and specific information about the standards we will be assessing in the Knowledge Areas (Math, Language Arts, Personal Social and Physical Education, Art, Science and Social Studies). This includes what students will be learning in both the homeroom and their specials classes.
If you have any questions or comments about these documents, please feel free to contact us at firstname.lastname@example.org.
The little ones favorite spots in our learning environment have always been the centers offering sensory activities: the long, deep table filled with rice/pasta/corn/flour and so many more; the playdough centre; the tubs and different sized containers filled with water; our little clay area; the light table…we could continue all day.
A very warm welcome back to our old families and a warm welcome to our new families! Our team is delighted to have you and your wonderful little ones in our class.
The last couple of weeks we started our second Unit of Inquiry.
|Unit of Inquiry #2:||Myself, Yourself and Ourselves|
|Central Idea:||We understand more about ourselves every day|
|Transdisciplinary theme:||Who we are|
|Inquiry into:||Our physical, spiritual, social and emotional self
How our interest and abilities inform our play choices
How we choose to interact with others
As this unit of inquiry unfolds throughout the term, our little ones will gain a deeper understanding about their body, feelings, relationships and how those affect their play choices. What are our bodies, attitudes, relationships and feelings like? What are our actions when we feel comfortable with our surroundings? What can we do when we feel sad or frustrated? How else can we express our feelings and make ourselves happy? How do we choose to interact with others? How do we feel when we play with others? How do we want others to play with us? What factors influence our play choices? How do we know that we are balanced in your choices?
|Learner Profiles||Balanced, Risk-Taker, Caring|
|Attitudes||Respect, Cooperation, Independence|
In the ‘Tuning In’ phase of our inquiry the Trust & Caring children enthusiastically inquired into engaging activities and materials provided within their learning environment. They also reflected on their prior knowledge choosing activities they felt more comfortable with. Assessing your children’s preferences plays a crucial part in planning our unit to support them making more balanced choices and being more risk-takers.
The carefully set up activities in the classrooms and on the veranda not only develop fine motor skills and improve eye-hand coordination. They also begin to foster valuable self-management and communication skills as well as encourage tolerance, respect and cooperation as each child moves around in their new environment independently making connections with each other and sharing resources.
We already know the importance for children, specially during the early years, of the discovery learning, and what better way to discover than touching, smelling and feeling.
It is because of this that during the last week we added new sensory activities in the class like cut, dig and stick objects into this watermelon. The fact is that we can work the senses with things than simple as this one.
We encourage to all the parents to try this at home. You will just need an old shower curtain on the floor (optional), a piece of fruit and some plastic utensils to dig on it and some other resources to stick into it, and a mop close to you to clean up after the mess. You and your children will have lot of fun.
Please feel free to visit our classroom to experience our sensory activities, or provide us your thoughts on additional sensory experience.
Halloween is one of the oldest holidays in the world and has had many influences from many cultures over the centuries, mostly Celtic and Western Christianity. Now a days, it has become a modern holiday celebrated mostly in English-Speaking countries as Canada, United States, Ireland or United Kingdom.
The mommy of one of our students came to our room during Friday morning to share with all of us one of the traditional activities of this holiday as it is the carving and decorating of pumpkins into jack o’lantern. We used a watermelon instead a pumpkin and the result was really amazing. All of us enjoyed watching the process of carving, touching the fruit and how the candle shined from inside. Thanks to this mommy for her visit and to share with us a part of Halloween.
What does math look like for nursery? Children are using early math skills throughout their daily routines and activities. Here are some great resources to help understand how little ones understand math and begin to build their skills.
Everyday Fun With Counting
Learn simple, fun tips that you can help young children build counting skills during everyday activities.
Below is an interesting article about how to work and support your little people in the math learning through play. This article is also available in the class if you would like to get a hard copy.
This morning we have had the pleasure to share with Families our first Unit of Inquiry “Our wonderful world”. We have presented the reasons why we have chosen this Unit, which ones are our goals for the children and which is the purpose of our actions in the classroom.
Here is the presentation that we showed as well as the list of the important dates to remember along this Term 1:
Thank you for attending and collaborating with us by writing the See-Think-Wonder document. Great job. We will talk about it after the October break.
Have a good mini-holidays!!