VOLUME 22 – SPRING 2013
the tribune The Journal of the International School of Paris
Wellbeing is an integral part of ISP’s
statement, and we have a very practical,
spirit. A few years back we asked parents
hands-on and preventive approach to
an open question about what makes the
these – sometimes delicate – issues.
school special, and one of the most
Our goal is to ensure that each and
summary
Wellbeing at ISP – Caring for One and All From the Head of School ............................ 2 Admissions Team ............................................. 2 Wellbeing Structures at ISP ........................ 4 Questions for the School Counselor...... 5 Primary School Wellbeing ........................... 6
frequent replies was that ISP is friendly
every student’s wellbeing needs are met
and welcoming. The long tradition of
in the best possible way, while taking
caring about one another is also evident
into account the safety and interests of
in the many testimonials that our
the school community. This is a difficult
alumni write.
task, but thanks to the new structures,
PSPE in the PYP Curriculum..................... 11
increased training and growing expertise
Parent Testimonial...................................12
Recently, the spirit of wellbeing has been enhanced with structure. At ISP,
in this area, ISP continues to strike the
wellbeing is much more than a value
wellbeing balance.
The School Nurse ............................................. 6 Moving Up to the Big School ..................... 7 PSE in the Secondary School .................... 8 iPSE – Empowering the Individual ....... 10
Volume 22 – Spring 2013
1
From the Head of School
Admissions Team: Custodians of Wellbeing
Audrey Peverelli
Interview by Tuija Wallgren, Office of External Affairs
In my previous professional
needs that have to be considered.’
life, I had the privilege of working
the school, the ISP Admissions
The team achieves this through a
in family therapy. Later on, I
Team (Catherine Hard, James
thorough and rigorous application
worked as a School Counselor,
Cooper and Courtney Knight)
process. ‘It is our task to make sure
and was also tasked with teaching
gives students and families their
that each student we admit will
a ‘Social Skills’ program. Already
first experience of the school’s
be able to access support he or
then, being aware of potential
wellbeing support systems. As
she needs, while always remaining
personal issues and their dynam-
Catherine says: ‘Opening a new file
mindful of the wellbeing of
ics was an important part of
and meeting a family for the first
the ISP community as a whole,’
personal development. In this
time is like embarking on a new
says James.
sense, the world has not changed.
and exciting adventure. There are
What has changed, however, is
always new discoveries to be made,
often involves reading between
the diversity of issues and forums
most of them positive and each
the lines, which is where the
in which they can arise, especially
one unique. Families, especially
Admissions Team’s combined
via the internet and social media.
students, are often nervous at first,
experience of more than 20 years
I am very proud of the consider-
which is why empathy and the abil-
comes in. The final decision on any
able time and resources we have
ity to put people at ease are crucial
application is made after close
focused at ISP to help students
skills for an admissions officer.’
consultations with a number of
develop good life choices,
As with any new relation-
The application review process
other ISP colleagues and a dialogue
because these are essential for
ship, the one between a pro-
with the candidate’s parents and
the future, as well as at school.
spective family and ISP begins
previous school. In doing this, it is
ISP used to be small enough for
with getting acquainted. ‘It is a
usually possible to identify any rel-
a natural ‘high touch’ focus on
wonderful opportunity for us to
evant individual wellbeing issues,
student needs. As we have grown,
be introduced to so many amaz-
and to make sure that the school is
we have formalized support
ing and talented students with
well-informed and has strategies
structures, and named Vice-
interesting backgrounds and great
and resources available to success-
Principals of Wellbeing in both
potential,’ Catherine explains.
fully support the student.
Primary and Secondary Schools
The Admissions Team can become
who have teams that both gather
quite intimately involved with
the wellbeing of prospective
information, and make sure that
the lives of incoming families and
students and parents is a key part
the right people are there to
what they are going through at
of the story. However, it is also
support students appropriately
that particular moment. The emo-
important to do everything we
and in a timely fashion.
tional and relational dynamics of
can to safeguard the wellbeing
Just yesterday one of our
James continues: ‘Supporting
a family are always complex, and
of the existing ISP community.
graduating students came to me
these can be magnified in a period
While we do not exclusively look
spontaneously, to tell me how
of transition.
for students who are academic
wonderfully ISP had supported
2
As the first point of contact at
‘It is our job to distinguish
superstars, we are very careful to
her over the past seven years. To
between the immediate, short-
admit candidates who have the
me, that is a sure sign that our
term turbulence that the family
potential to bring something spe-
support systems and, indeed, all
might be experiencing and any
cial to the community. We review
our staff, are working well.
long-term issues or well-being
each application in depth, so that
the tribune — The Journal of the International School of Paris — www.isparis.edu
Admissions Coordinators Catherine Hard and James Cooper with their Assistant, Courtney Knight (center).
Catherine Hard gives a tour of the Primary School campus to a prospective student and his family.
we can develop an accurate idea
‘We get strong support from the
Parent Gathering, to see that for
of how that student’s presence in
wellbeing team and other col-
the vast majority of them the anxi-
the community is likely to influ-
leagues. Everyone takes admis-
eties have disappeared. Parents
ence its other members. In cases
sions decisions very seriously.
are generally happy and surprised
where we feel the influence on
Also, we feel that Ms. Peverelli, our
at how easy the transition has
the school community would be
Head of School, truly understands
proven to be’, Catherine says. ‘Our
primarily negative, we may not feel
and values the importance of our
teachers and supporting staff are
able to offer a place to the appli-
work, which may not be the case in
truly caring, and the atmosphere
cant in question.’ Sometimes it also
all schools. At ISP, we have a true
at ISP is warm and welcoming.
appears that ISP is not the best fit
collaboration.’
The best part is to witness how
for a family for other reasons, or
Once a student is accepted, it is
the children blossom. During my
there simply is no space available
time for the Admissions Team to
many admissions tours I often see
for the children. In those cases the
let go, and follow the results from
recently admitted students in their
team often assists the family in
the sidelines. ‘We often become
new environment, surrounded by
finding an alternative school.
very attached to the families
their new friends. Getting that big
during the sometimes lengthy
smile from a previously shy and
grateful for the support they
admissions process. It is great to
insecure student is the most
receive from their colleagues.
meet the parents again at the New
gratifying moment of this job!’
James and Catherine are very
Volume 22 – Spring 2013
3
Wellbeing Structures at ISP by Barry Mansfield, Secondary School Principal Wellbeing Team – in addition to the
begin to define their identity they
School Counselor and Secondary
seek autonomy, privacy and status
School Vice-Principal of Wellbeing,
outside the home and outside
it includes PSE teachers and men-
school. However, students cannot
tors. Considerable investment is
always be autonomous in a school
made in supporting each student’s
day almost entirely directed by
personal, social and emotional
others. It might also be difficult to
learning journey.
have a sense of status, or a sense of
Our Wellbeing Teams are guided
The raison d’être of schools
competence or achievement, espe-
by an understanding of the space
cially if academics are not really
that can divide the demands of
where the student excels. Schools
institutional education and the
are not private places – students
is to facilitate learning. Every
emotional needs of our students.
achieve (or not) in public, including
school’s institutional structures
Our young people are learning
the publication of diploma exami-
and expectations mirror the differ-
about how ‘to be in the world,’
nation results – so they might get
ent kinds of learning they value.
both as scholars and as individu-
attention, but not always in the
Like all schools, we at ISP value
als, and there are demands that are
way they need. This may sound like
the learning of different academic
sometimes challenging to recon-
a recipe for rebellion – but at ISP
literacies and their accompanying
cile. The Human Givens Institute
this is not the case.
skill sets, and this is clearly visible
outlines a number of emotional
in our daily routines, interactions
needs that we all have in order to
needs of our students. We do not
between students and teachers,
remain healthy. These are:
regulate against them. Our teach-
as well as in our investment in
• Security — a safe environment
ers do a great job because they
resources. However, we also nur-
which allows us to develop
know that learning about the self
ture each child’s personal, social
• Attention (to give and receive it)
is the hardest thing any of us ever
and emotional development. The
• Sense of autonomy and control to
do. Sometimes traditional aca-
personal nature of this practice
make responsible choices
demic structures do not meet the
may make it less obvious, but it
• Emotional intimacy — to know
emotional needs of students, and
is evident across our school. Both
that at least one other person
it takes careful support strategies,
sections of the school have their
accepts us totally for who we are
patience, courage and consider-
own Vice Principals of Wellbeing.
• Feeling part of a wider community
able personal skill to assist and
Their task is to ensure that we can
• Privacy to reflect and consolidate
advocate for students who may
provide a safe, healthy and har-
experience
be in the space between what
monious learning environment for
• Sense of status within social
school offers and what they need
each and every individual student.
groupings
emotionally. Our Wellbeing Team
The Primary School Wellbeing
4
We know that as teenagers
homeroom staff, Heads of Grades,
ISP acknowledges the emotional
• Sense of competence and
bridges that space, and offers a
Team consists of classroom teach-
achievement
secure framework for students to
ers, Grade Level Coordinators,
• Meaning and purpose — which
learn about themselves, providing
School Counselor and Vice-
come from being stretched in what
what may be the most valuable
Principal of Wellbeing. The
we do and think.
learning experience that happens
Secondary School has a bit larger
— www.hgi.org.uk
at ISP.
the tribune — The Journal of the International School of Paris — www.isparis.edu
Seven Questions for ISP’s Counselor, Régine Leclerc Interview by Tuija Wallgren, Office of External Affairs What are your qualifications and background?
to know that an adult can listen to them without being
I am a counseling psychologist with 22 years of
judgmental. Sometimes just one hour of discussion is
teaching experience, and I am currently preparing
enough to help. On the other hand, it is helpful for the
a doctorate in education, focusing on relationships
students to know that there is continuity in the support.
between home and school.
I also help the students in an indirect way by providing
How long have you been at ISP?
guidance to other ISP staff members in situations where
I have been here for seven years. Initially, I worked together with a specific anti-bullying committee to
their student may be going through a difficult period. What is your role in the wellbeing team?
create ISP’s anti-bullying policy and I also introduced
The counselor is one element of the team, and I
the PSE curriculum. The main long-term work has been
am informed of all wellbeing situations, whether I am
to develop a ‘counseling space’ for students.
directly involved or not. My role is to bring in my coun-
What does a school counselor do?
seling perspective, and to be available for guidance on
Being a school counselor is a very versatile and varied
behavior management, discipline, conflict resolution,
job. In addition to offering support and guidance, a school
support and so forth. As a whole school counselor, I am
counselor acts as a link between the support structures
also a link between the Primary and Secondary School
within the school and external agencies. The counse-
wellbeing actors. In Primary, I act more as a counseling
lor plays a key role in identifying possible wellbeing
consultant to teachers, parents and the wellbeing team,
issues, informing and working with families and giving
rather than someone who delivers actual counseling to
referrals to external specialists if necessary. Students
the students (although this also occasionally happens).
may walk in at any time, or be sent by the wellbeing
One difference between the counselor and the other
team or a teacher. I also work closely with families.
wellbeing staff is confidentiality. I give my counseling
Why is it important to have a counselor in school?
sessions in confidentiality, with only few exceptions, in
A big benefit is the availability of immediate support,
which cases I have a ‘duty to warn’ others (parents and
and quicker and more efficient crisis intervention. Early
administration). These exceptions are when students
interventions and therapeutic support are essential when
are in danger of hurting themselves or being hurt
dealing with school phobia, cultural adjustment, identity
by someone else, or if they are about to hurt others.
issues, eating disorders, and so forth. A trained coun-
Another difference is that a counselor uses therapeutic
selor seeks to read situations in a clinical way. A coun-
tools, and specific counseling skills.
selor is available for immediate consulting, short-term
What is your approach to counseling?
to longer-term support and guidance, and can refer to
My counseling approach is existential/relational and
external agencies if necessary. A counselor on campus
psycho-educational. The relationship between a coun-
can provide instant and accessible emotional support
selor and student is crucial to the process. Counseling
for everyone at the school, whether they need advice,
is about creating links, and I believe that the counse-
guidance or just a safe space in which to be heard.
lor’s role is to help a person repair and maintain those
What kind of help can students get from you?
links through relational role-modeling. Counseling is
My role is to respond to immediate and longer-term
also about helping the student to create meaning for
learning, developmental, socio-emotional and psychologi-
their life, which in turn creates personal fulfillment
cal needs of students. It can be done, for example, through
and motivation for personal growth. Having meaning in
individual or group counseling, coaching, support and
one’s life makes people happy, and happy children and
guidance to families. It is important for any adolescent
adolescents come to school! Volume 22 – Spring 2013
5
My Thoughts on Wellbeing by Fiona Symons, Primary School Teacher & Grade Level Coordinator As a class teacher at ISP, I think
class teachers help students gain
work closely with the PYP
that my most important role is to
a sense of identity and support
Coordinator and all teachers and
ensure that the students in my care
them in developing healthy and
assistants within their grade level
feel happy and comfortable in their
happy interactions and relation-
to ensure consistency and con-
classes. Happy students are the key
ships through Personal and Social
tinuation of learning between the
to effective learning. Class teachers
Education (PSE, see article about
different Grades within the school.
have a special role to play as they
PSPE in the Primary School on
This includes helping teachers
are responsible for their students
page 11). This can be in the form
develop scope and sequence docu-
for most of the school day. Through
of circle time sessions, whole class
ments, which ensure that children
discussions, class teachers help
discussions, role play or reading
build on their learning from one
children to understand the school
related books aloud in the class.
year to the next without any of
rules and routines, making sure
Class teachers are also responsible
the basic skills being missed. This
that students are able to follow
for communicating any concerns
ensures a smooth transition as chil-
these. Class teachers are there for
to parents so that we can work as a
dren move from one Grade to the
the children if they have any dif-
team to help the children. If neces-
next (including the important tran-
ficulty, if they are feeling unwell or
sary, class teachers will liaise with
sition from Primary to Secondary
if they need help to resolve conflict
the person in charge of wellbeing
School).
with a classmate.
to ensure children or families have
Through units of inquiry or by dealing with issues as they arise,
the required support. The Grade Level Coordinators
Within Grades and Grade levels, we also work very hard at the end of each year and over the summer
The School Nurse by Damian Kerr, Secondary School Vice Principal for Student Wellbeing At first glance, the school nurse
6
apart from the others in school.
is bound by medical ethics and
is present to deal with the inevi-
The school nurse also works
table cuts and bruises that come
within the wellbeing team to make
student safety. In addition, the
up on a daily basis. While this is
sure that any discussion regarding
nurse conducts sight and hearing
undoubtedly part of the role, in
students takes into account their
tests for younger students, contacts
reality our nurses do much more.
broader medical needs. She is an
parents when accidents happen,
legal constraints, and also ensures
When students go to the infirmary,
essential member of our team,
and is usually the person who
ISP’s school nurse
they find a sympathetic ear, a place
organising and coordinating our
would get in contact with emer-
Bénédicte Wetzel
where they won’t be judged, and
students’ medical information,
gency services, in those rare cases
attending a confer-
one where they can talk about
ensuring that their vaccinations are
where they are needed, either for
ence on anorexia and
choices they might be considering,
up to date, writing up Individual
advice by telephone as recom-
bulimia to broaden
or ones that they have made. They
Health Plans for students with par-
mended by SAMU (Service d’aide
her knowledge on
can talk freely and are able to get
ticular needs, and communicating
médicale urgente), or in person at
these topics.
the advice of a healthcare profes-
essential information to members
school.
sional, who is not a member of the
of staff in a way that respects the
teaching team and has a role a little
students’ confidentiality. The nurse
the tribune — The Journal of the International School of Paris — www.isparis.edu
Sometimes, when the nurse isn’t doing all of these things, and when
Moving Up to the Big School Fiona Symons makes
by Damian Kerr, Secondary School Vice Principal of Student Wellbeing
Every student in the Secondary School has a homeroom teacher who is the point of contact for parents who need to pass on information, ask questions, or simply check in on how their child is doing at any given time in the school year. The homeroom teachers – there are 23 homeroom groups this year – work in different grade level teams. They ensure that
her students comfort-
student concerns are passed on and make teachers
able in class, to ensure
aware of any difficulties that an individual student
effective learning.
may be going through, seeking extra support if and when it is needed. They make themselves available to parents and are involved in discussions about the
to decide on class lists for the
needs of the students in their groups, always look-
following year, in order to ensure
ing to be an advocate for their classes and the indi-
that all classes are as balanced
viduals in them. They lead assemblies about healthy
as possible. Teachers pay specific
eating, subject choices, community and service, man-
attention to having a balance of
aging stress, the extended essay or the personal pro-
genders, native English speakers,
ject, organising workload ... The list is endless.
children learning English as an
For the last two years, we have had Heads of
additional language, French speak-
Grades in the Secondary School to support the work
ers and different ability levels.
that we all, especially the homeroom teachers, do
Whenever possible, we also con-
with and for the students. Loretta Fox (Grades 6 –
sider friendships so that children
8), Raj Bolla (Grades 9 & 10), and Céline Babulaud
feel comfortable in their new class,
Mr. Kerr often takes
(Grades 11 & 12) have become very important mem-
and try to place students who are
the opportunity to
bers of the wellbeing team, fulfilling vital roles in the
learning English in a class where
chat with individual
school. They work with Homeroom Teachers, Heads
there is another child who speaks
students around the
of Department and Curriculum Coordinators to make
their mother tongue, so that they
campus.
sure that the expectations of students and the sup-
have somebody with whom they
port for them are clear, coordinated and consistent.
can initially communicate. This is
The Heads of Grades lead their respective homeroom
important in building children’s
teams, and are the homeroom teachers’ points of
confidence.
reference with regard to all of the different aspects of student life, all the while teaching an almost full timetable in their respective subjects. The Heads of Grades get to know all of the students in their grades and are involved in discussions about students within the wellbeing team, making sure that the whole
she knows that the first aid kits
school context is known when decisions are taken or
are up to date, that crutches bor-
plans are developed.
rowed have been returned, parents
Homeroom teachers have a genuine and special
have collected sick children, the
interest in the students in their homeroom classes.
sécurité civile has been organised
This relationship goes beyond the one that typically
for Sports Day, the First Aid Trained
builds up between subject teachers and students.
list has been updated from the
Although they usually spend only 15 minutes with
last training session, and the last
their group each day, the homeroom teachers actively
batch of sick letters from doctors
seek out the students in their class during breaks,
have been filed away, she might
congratulating them when they achieve something
have five free minutes for a cup
special or giving them encouragement when needed.
of coffee. But that’s when a staff
They may even raise an eyebrow when they notice
member, or even a parent, might
that a student is not achieving to the level they nor-
drop in because they have ‘a little
mally do, or if someone has stepped out of line. It is a
problem’ they’d like to talk about...
delicate balance, but it is one which the students and
Nursing at ISP – it never ends.
homeroom teachers understand and respect. Volume 22 – Spring 2013
7
Toby Cann gives Grade 12 students advice on how to cope with the pressure during revision and exam period.
Personal and Social Education – Honestly, Here and Now
father was a headmaster of a private school in Britain, and Toby himself began teaching
would be easier at ISP than it had been at
right after finishing his studies. ‘I’ve realized
the rough-end schools in England. He was
that I do need to work with young people.
wrong. ‘The way students speak and behave
They give me energy and I feel that I’m doing
at school may be different, but young peo-
something important. ISP students are amaz-
ple face similar issues and problems all over
ing! They are incredible, tolerant and open-
the world.’ At that time, ISP had recently
minded, and I feel that I’m working with kids
included PSE in its curriculum, and Toby was
who will grow up to make a difference in this
the first teacher who was hired to exclusively
world. It is truly rewarding.’
teach the subject. The program had just been
PSE is a very different class compared to
started and it has evolved a lot since then.
the other subjects. It is not part of the MYP.
The PSE curriculum that we have today is
Students are not given grades, and instead of
PSE gives students the knowledge
Everything you wished you
• Personal and Social Education
and confidence to cope with situ-
could’ve talked about in school,
• Taught in Grades 6 to 10
ations. It allows students to grow
but didn’t. PSE: a sharing of
three lessons per two weeks
together as a group and discuss
practical, supportive information
• Curriculum is specifically writ-
their opinions in a safe environ-
about age-appropriate life skills.
ment. — Raj Bolla, English, Theatre and PSE Teacher,
by Tuija Wallgren, Office of External Affairs
What is PSE? • One lesson per week, Grade 9
ten for the ISP community students in making informed
Grade Level Coordinator for Grades 9 and 10
—Thomas Ryan, Learning Support, PSE and Grade 6 Homeroom Teacher
choices
specifically written for the ISP community,
looking at different phenomena in the world
more or less by Toby.
around them, the students are looking at their
• Includes topics that support
The nine areas of focus are:
ISP is one of the few international schools
own lives. The goal is to give students facts
• Community
that have a PSE program. ‘It takes courage for
and information, evoke discussion and debate
• How to obtain privacy
a school to have this program. It’s so much
among them and give support to them during
• Control over one’s own life
easier for the school to claim that they don’t
this phase of enormous emotional and physi-
• Status
have any of the problems and, therefore,
ological change. Students make their own
• How to give and receive
there is no need to discuss the issues with
decisions based on the information they get
attention
the kids. The truth is that all schools have
from school and the values, morals and cul-
• Achievement
drugs, bullying and risky behaviour among
ture that they have learned from their family.
• Connection to others
the student body. The difference is whether
‘This is not about what I did 20 years ago,
• The dynamics of meaning and
the administrators are doing something
or what the students’ parents want them to
about it or burying their heads in the sand.’
be doing 20 years from now. This is about the
purpose • Sense of security 8
When Toby Cann came to ISP in 2008 to teach PSE, he was convinced that his work
Toby has been in schools all his life. His
the tribune — The Journal of the International School of Paris — www.isparis.edu
students’ lives right here and now. There is a
I heard a student say “I love com-
PSE is the most important of
ing to PSE- we talk about life
subjects. We do not all need to
and there is no stress” and I knew
learn about quantum physics
how precious this time with our
but we all need to learn about
students is. — Christina Burton, Geography,
life. — Paul Willson, Physics and PSE Teacher
Humanities and PSE Teacher
part of the curriculum where we go through choices in life, and talk about things like tobacco, drugs, alcohol and sex. I remember a student who, at the end of one of my weekly PSE lessons, came up and asked me if I had been spying on him, as he had been dealing with exactly those topics in his immediate life,’ Toby explains. PSE is about the kids, not the teacher. A PSE teacher cannot talk about himself. The most important skill is to be able to listen and understand. There needs to be an element of trust in the class before discussions on these From the left:
I asked the students about what they think PSE is, and these are some of the aspects they came up with: ‘PSE allows students to examine what is significant in their lives, gets the important facts out in the open and gives them a safe place to share their opinions and discuss
Mr. Willson, Ms. Bolla, Mr. James, Mr. Cann, Ms. Hindson and Mr. Ryan. Ms. Burton is missing from the photo.
the burning issues.’ I could not have said it better myself! —Jackie Hindson, Theatre, Music and PSE Teacher topics, many of which are sensitive, become
better. Says Toby: ‘These young people have
meaningful to the students. A PSE teacher
a full life ahead of them, and while we all
often hears things that other adults are not
wish them well, we know that everyone will
told, and like in all wellbeing issues, the
meet hardships and challenges as well. We
teacher will need to strike a balance between
have made the messed-up world, and now
institutional and individual needs. ‘Luckily,
we need to prepare the kids to survive in it.
we have a fabulous wellbeing team at ISP, and
And they will.’
everyone is always ready to be a supportive sounding board to others,’ Toby says. While making informed choices is a big part of discussions in PSE classes, that’s far from being all. The issues vary from social psychology and community patterns to learning how to meditate and concentrate
Perhaps you can’t teach people how to be happy, but you can certainly give it a good try. —Jonathan James, Approaches to Learning Coordinator, English, French, PSE and Grade 10 Homeroom Teacher Volume 19 – Spring 2011
9
iPSE - Empowering the Individual by Tuija Wallgren, Office of External Affairs
Jonathan James wears
adult. This important time
school community as well.
Having an individual
many hats at ISP, and sev-
for reflection can help the
Having a mentoring program
mentoring program
eral of those are closely
student to find better revi-
has raised the overall achieve-
is beneficial for the
related to wellbeing.
sion and homework strate-
ment level of the school.
whole school, not
Jonathan is a language and
gies, clarify the importance
It has improved students’
only for the indi-
PSE teacher, a homeroom
of good choices in activi-
attendance and punctuality,
vidual student, Mr.
teacher, MYP Approaches to
ties outside of the school
and made them generally bet-
James says.
Learning Coordinator and
environment, or reveal
ter at handing in their work by
Personal Project coordina-
some of the root causes of
the deadline. The results are
tor. He is also part of ISP’s
under achievement. While
acknowledged by everyone,
Individualized Personal and
the nature of iPSE support
illustrated by enhanced
Social Education (iPSE) pro-
varies enormously between
school spirit and close
gram as a mentor.
individual students, the com-
student-teacher relations.
mon thread is the listening.
The mentors work closely
vides individualized support
The students should feel
with curriculum coordinators,
to selected students who
that someone in the school
making sure that they are
might require extra help in
is clearly on their team.’
aware of any special needs of
The iPSE program pro-
reaching their full poten-
individual students as well.
tial. These students meet
30 ISP Secondary School
regularly with an adult, who
students are involved with
‘Mentoring is an important
can help them in identifying
iPSE, and with ISP’s increas-
tool for inclusion. The sup-
the things that might reduce
ing commitment to wellbeing
port can be incremental for
their chances of being
in general, the mentoring
a new student, who might be
successful. The aim is to
program continues to grow.
coming from another school
empower the young person
More and more staff mem-
system with completely
and help him or her make
bers are being trained for the
different expectations and
informed decisions. The
program, making it possible
methods of studying. It is
mentors are all ISP teachers,
for us to offer the support
also a good way of bringing
and have received specific
to more students each year.
in kids who are at a risk of
iPSE training.
‘The students’ needs are the
being marginalised. If a child
‘The benefits of the
Jonathan explains,
same as before. We are just
does not fit the mould, we
mentoring program are
better equipped to meet
can support them in becom-
manifold,’ Jonathan explains.
those needs with the mentor-
ing successful members of
‘It gives the student an
ing program,’ Jonathan
the community. In some
opportunity to discuss his
points out.
cases we can even help
or her learning with an 10
In its fourth year, about
the tribune — The Journal of the International School of Paris — www.isparis.edu
iPSE is important for the
them think about the way
Wellbeing in the PYP by PYP Coordinator, Sean Walker
they interact with teachers
collaboratively, behave at lunch
and their own peers, getting
and respect ideas that may be dif-
them to treat everyone at
In his role as the PYP
ferent than our own. All of this goes
school in a way that actu-
Coordinator, Sean
a long way in creating a culture of
ally makes them welcome
visits the classes
trust among students and teachers,
and supported by the
and gets to know the
within which students feel safe to
community.’
students he does
express themselves, take risks in
not have in his own
their learning and develop impor-
classroom.
tant social skills through coopera-
There is no confidentiality element in the mentoring program, and while the relationship is student-
tive activities. In the Primary School, PSPE
PSE is also an integral part to
centered, the goal is to keep
(Personal,
Physical
the units of inquiry explored in
everyone involved informed
Education) is actually a part of
each grade level. Many units allow
about the student’s situa-
our IB curriculum, Primary Years
students to make personal con-
tion. Parents are a natural
Programme (PYP). There are six
nections and consider big ideas
part of support structure,
subject areas within the PYP:
from different cultural perspectives.
and the mentor contacts
Language, Mathematics, Science,
Units allow students to inquire into
them weekly or fortnightly
Social Studies, Arts and PSPE.
a range of concepts such as beliefs
to report about the student’s
The two areas of PSPE (Personal
and values, relationships and per-
progress. The mentor also
& Social Education and Physical
sonal and cultural identities. In
keeps the other teachers
Education) have many connec-
doing so, they reflect on them-
abreast of any important
tions and are used to help stu-
selves as individuals and learn to
developments concerning
dents inquire into identity, active
respect and appreciate similarities
the student. ‘Like the name
living and interactions. Much of
and differences between them-
tells us, the individualized
the PSE curriculum is embedded
selves and others. Through inter-
PSE program is different for
into the daily routines and special
actions with others, they learn
each child and mentor. While
events at the school, which are
important skills in compromise,
it is important to inform the
part of what makes ISP have such
reaching consensus, negotiation
parents, teachers and other
a strong sense of community. This
and resolving conflict.
support people about the
includes the way we acknowledge
As with other curriculum areas,
specific needs or strengths
and celebrate diversity among our
PSE allows the school to model and
that students might have,
students, arrange for all classes to
foster attributes of the learner pro-
the most important goal is
have buddy classes to work with
file so that our students become
to empower the students
students of different ages, share
principled, caring, open-minded and
themselves. It is fabulous to
learning in assemblies and estab-
balanced, not only as learners but
witness that happen!’
lish expectations for how we play
as human beings.
Social
and
Volume 22 – Spring 2013
11
Wellbeing beyond ISP A testimonial from a former parent highlights the importance of wellbeing structures in a school ISP had a great deal of influence at a very difficult time in my daughter’s life. She recalls all the times a teacher pulled her aside and took the time to talk to her. Now that she is older, she realizes just how supportive ISP has been, and she is aware of the good influence it has had in her life. Today, she is a year away from University in one of the best schools in our area. She was lucky to be admitted there, and she works very hard and has her priorities straight. She loves music and loves to go dancing. She has a very good group of friends. She is turning out to be a fine young woman, and has quite strong opinions about drugs and alcohol. I think this might have been the influence of the wellbeing program at ISP. She is very outspoken about the subject, and rarely drinks and does not touch drugs. At the school we transferred to when we left Paris, I was surprised to find that there was no wellbeing program like the one at ISP. In many schools, there are a number of drug and alcohol related problems, but their policy is more based on immediate expulsion than prevention. It seems that nobody wants to deal with such problems, as the administration is afraid it might affect the reputation of the school. However, as you know, these problems exist everywhere. In most corners of the world, kids try drugs and abuse alcohol. I think that ISP is very progressive in addressing these issues head on. There is a lot of focus on prevention, and parents who are willing to participate have an opportunity to really get involved in their children’s lives. ISP gives second chances to the students who commit to solving their problems. It is not all or nothing. The school also has the tools to help teenagers in difficulty: Class discussions, individual therapy and meetings with wellbeing professionals or Head of School. The wellbeing program has been able to build a relationship of trust with the child while, at the same time, remaining very informative to parents. Overall, the wellbeing system at ISP has been a very positive influence on my children’s lives. It especially provided the best of support for my daughter at a very turbulent time in her life. We will always remember the support ISP gave us during our time in Paris.
Top: A thank you card from a student to a teacher. Bottom: Grade 5 students getting a little fresh air.
ISP - Secondary School - 6, rue Beethoven, 75016 Paris - Tel: 01 42 24 09 54 - Fax: 01 45 27 15 93 ISP - Primary School - 96 bis, rue du Ranelagh, 75016 Paris - Tel: 01 42 24 43 40 - Fax: 01 42 24 69 14 www.isparis.edu - reception@isparis.edu - admissions@isparis.edu
12
the tribune — The Journal of the International School of Paris — www.isparis.edu
Head of School: Audrey Peverelli Editors: Tuija Wallgren and Tasia Asakawa Photos except page 2 top and page 6 bottom: Des Harris (info@thepicturedesk.com.au) Design: A. Tunick (www.atunick.com)