Transcend --> Transit --> Transfer --> Transform
In the Twitter #MYPChat, we discussed different ways to provide smooth transitions between programmes. I quickly related my children's fish keeping experience to the programme transitions. Transitions as points of change can make students (or any of us as an adult!) feel excited and anxious simultaneously. It requires students to adapt to their new physical, social, emotion and human environment. It's more than just entering to a new programme, and moving between campus, buildings or classrooms. Lots of stress and pressure can not be overlooked. Just like setting up a new aquarium and avoiding new fish die of new tank syndrome, we need to understand the process and ensure the transition is smooth for students, the family and any adult involved.
How can we reduce students' anxiety and develop their confidence when they move from one programme to the other? As a school, we need to zoom out and involve all stakeholders to develop a holistic view of the ultimate purpose of schooling before we discuss specific action items for transitions. I reflected on the work that we are currently developing at KIS International School and made connections with the programme transitions.
As illustrated in the infographic below. IB mission, school mission and school's own definition of global citizenship underpin teaching and learning. In order to help the KIS community understand what KIS aims to achieve, we have developed three quality learning statements:
- strive for understanding;
- take action ethically;
- nurture passion in self and other.
The three learning quality statements will be referenced and unpacked by all teachers in all three IB programmes at KIS in the next academic school year of 2018-19. I took one step further and identified aspects that we, as a school, can all work on to allow us to move from smooth transition to effective transformation. In this process, we should aim to help students build experiences, foster self awareness, enhance international mindedness, and last but not least to expand empathy potential. After clarifying the WHY, we can then decide what action to take in the following areas:
- approaches to learning;
- approaches to teaching;
- curriculum alignment;
- professional dialogue;
- TOK thinking;
- pastoral care;
- contextual learning;
- action & service.
I believe developing a holistic view will help us provide smooth transitions for students, families and teachers. Understanding the process and the learning cycle, we can promote positive emotions which will contribute significantly to learning relationship building.