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TABLE OF CONTENTS 4 5 6 7 8 9 10 12 14 15 16 17 18 20 22 24 25 26 28 29 30
Message from the School Chaplain Father Travis Message from the Editor Sudha Maroli Dragon Dance Toni Boush Songkran: The first “bath” of the New Year J. Andrew Westerman Waves of Change Eric Monson Message from RIST Principal Sudarat Tanattanawin SENIA Conference Rob Conley College Acceptances Pascal Thomas Five RIS Students Accepted into Medical School Extensions: Interview with Alumnus Watana Chuttong (1996) RIS Model United Nations Vanessa Scully, Brian Benson High Ethical Standards School Dhra Dhirakaosal Surfing the Waves of Change: SEASAC Arts Festival Blythe Rennie, Darren Scully A-i-R: RIS Artist-in-Residence Program Blythe Rennie, Darren Scully RIS/RIST Classical Music and Ballet Miho Katsumata Teacher Appreciation Day Literacy Lab Sites in the ES Madeline Bystrom, Toni Boush Young Children Are Starting Smart at RIS Creative Academy Sharon Ronen Preschool Games Day ES Art: Tree of Life Andrea Marrinson ES Games Day Kevin Thomas
Games Day 32 MSKomson Penpoo, Jane Phillips American Mathematics 33 The Competitions Century Learning in 34 21st MS Thai Classes
Pongsatorn Kaewngam Scream, You Scream, Grade 7 36 IStudents Scream for Ice Cream Jessica Gadzinski Concert Orchestra 37 MSRobert Bauer and Julie 38 Romeo Blythe Rennie the year of the Dragon 40 Welcoming Vivian Wang 42 Grade 8 Advisement Trip 44 Grade 7 Advisement Trip Portfolio 45 Poetry Renee Sanow 47 MS Knowledge Bowl Awful Feeling: Thoughts on 48 That Bullying MS Counseling Involvement in International 49 Parental Schools J. Andrew Westerman the Elderly with 50 Comforting Traditional Thai Culture Narumon L’Huillier Club: Restoration in Ayutthaya 52 SOLNichapa Srisuk Coral Cultivation 53 SOL:Nichapa Srisuk Spirit Week 54 HSShirley Gamble 55 HS Knowledge Bowl Department Wrap-Up 56 Athletics Gerry Steiert for Humanity Soccer 58 Habitat Tournament Richard Kemp 59 The Residence at RIS
Publication Information: Our school newsletter is published four times a year or at the end of each school quarter. The objective of the publication is to report on and communicate happenings at Ruamrudee International School as well as at our sister school, Redeemer International School Thailand. At least 2,000 copies are printed per issue to send directly to all students and their families. Ad Astra is also distributed among our faculty and staff numbering over 500, and mailed to RIS alumni and friends. The RIS family is a large and growing community of international citizens.
Newsletter Team Editor: Sudha Maroli
Contributing Editors: Katharine Mitchell Dhra Dhirakaosal
Coordinator:
Tharatharn Kositanont
Graphics Design/Layout:
Sornchai Pongheamwattana
Printed by T.K. Printing Co., Ltd.
Ruamrudee International School
6 Ramkhamhaeng 184, Minburi, Bangkok 10510 Tel: +66 (0) 2518 0320 Fax: +66 (0) 2518 0334 RIS Website: www.rism.ac.th
AD Astra Volume 3 April 2012
Message from the School Chaplain
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nce again the publication of Ad Astra is in the hands of our readers at a beautiful time of the year! The accomplishments of our RIS/RIST students and the successes of the school year are becoming more and more evident at this period of the year. In this copy of Ad Astra you can read about some of these moments of this year’s happy school life. The brilliance, honest virtue, and good work reflect leadership of the excellent teaching staff of Ruamrudee and Redeemer International School! We are confident that members of our graduating class of 2012 have a firm hold on their convictions that will lead them to Ad Astra - To the Stars! We rejoice and are thankful for our total K-12 training, superb guidance flowing from our Motto “Union of Hearts through Caring.”
with His Son, Jesus Christ. We are writing this so that our joy may be complete.” Pope Benedict will listen to many conferences concerning this sacred “Fellowship with God.” The Holy Father will be praying for us during these days of his Retreat. Gaining some grasp on the meaning of Fellowship with God might come from our humble efforts of prayer during the season of Lent too.
I am always amazed at the depth of meaning to St. John’s writings in Sacred Scripture. In his authorship of the Book of Revelation, St. John indicates that Jesus visited the seven churches of Revelation. Jesus commented about the piety and also the difficulty among the people of the churches. This leads me to think that Jesus visits our churches and chapels around Minburi too, and would have comments and suggestions for our This publication also comes during the Religious consideration. season of Lent. We spend these few weeks of Lent meditating about the 40 days that Christ spent in We hope and pray that Jesus would be pleased prayer. The Holy Father, Pope Benedict XVl, will with our RIS/RIST families, blessing us as He enter a private Retreat for many of these 40 days, passes by !!! You and I can be anxious about that, anxious to receive inspiration that might come pledging our dedication to be honest and truthful from the words of St. John’s First Letter, Chapter to our duties as Caretakers. Perhaps our prayers one : “What we have seen and heard we proclaim during Lent will boost our confidence and give us now to you so that you too may have fellowship peace while walking in “fellowship with the Father with us; for our fellowship is with the Father and and with His Son, Jesus Christ.” God bless you, Father Leo Travis, C.Ss.R. School Chaplain
AD Astra Volume 3 April 2012
Message from the Editor By the time this message goes to print most of this will be and should be read in the past; the backdrop is about the ever-changing nature of things and life:
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Nothing in the world is permanent, and we’re foolish when we ask anything to last, but surely we’re still more foolish not to take delight in it while we have it. If change is of the essence of existence one would have thought it only sensible to make it the premise of our philosophy. W. Somerset Maugham (1874 - 1965)
write this sitting by my hotel room window, which frames a magnificent view of the famed Tower Bridge. The glorious architecture of London, and what it stands for, never fails to put me in a state of awe. However, it feels like things that are of great significance and meaning are losing their importance. The cityscape of modern buildings juxtaposed with centuries-old marvels begs the question whether this is progress or the harsh reality of a growing population. Is progress measured by efficiency, by what is grander, bigger and better? The presenter of a workshop I attended this morning asked of international schools a similar question: Do schools aim for bigger and better facilities for the purpose of image and marketing or for truly providing the best possible learning experience for their students? Are the most expensive schools seen as better choices? As I reflect on these curious paradoxes, I am preoccupied with some incipient thoughts on what really matters in improving human conditions. What works and what elevates our spirits are testaments to our legacy and should be preserved; yet we need to continue to take the paths that have not been explored—to have the courage to take risks and be engaged in innovations. The challenge is in balancing the two. Change is inevitable, but effective change must take into consideration our previous accomplishments and yet continuously seek revitalization. I am here, in London, to recruit teachers and administrators to fill positions that will become available next year. While it is sad to see people we have come to appreciate leave us, we are comforted in knowing that their journeys will lead them to newer paths, places and positions. As we consolidate what is learned from these professionals, we eagerly look forward to the varied and fresh experiences of those who are joining us. Collectively, we will continue on our own journey at RIS to educate, encourage and prepare our students for the global stage where they will rewrite history. Respectfully yours,
Sudha Maroli Deputy Head for School Affairs AD Astra Volume 3 April 2012
Dragon Dance Chinese New Year is the most important of the traditional Chinese holidays. Known as the “Spring Festival� in China, it marks the end of the winter season and welcomes the spring. It is a celebration with family and friends, good food, fireworks and gift giving.
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he Chinese New Year is based on a lunar year and cycles through a 12-year pattern. Each year is named after an animal. The simplest explanation is that Buddha invited all of the animals for a celebration but only 12 showed up. To give thanks to those animals that came, Buddha named a year after each one. Depending on the year in which you were born, you are believed to have the various character traits of that animal. This year is the Year of the Dragon, the Water Dragon to be exact! It is said to be the luckiest year as the dragon symbolizes good fortune and intense power. The Dragon is the fifth animal in the cycle. I was honored to be the Dragon this year for our School Assembly! I lead the Dragon Dance! The experience inspired me to do more research on what Chinese New Year means and the importance of the Animals and the Dragon Dance. I felt lucky to be an integral part of this school celebration and honored to be on a school campus filled with such bright young students, dedicated teachers and great parents. Ms. Toni Boush Elementary School Principal
AD Astra Volume 3 April 2012
Songkran The first “bath” of the New Year!
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ongkran is a special time of the year for our family as it was one of our first experiences with Thai culture before moving to Thailand to work at Ruamrudee. When our daughter, Lucy, was just 11 months old, we came for a holiday to Koh Samui. The weather was so hot that we pretty much spent all our time around the pool and beach - dipping into the refreshingly cool water between naps and beverages. It just so happened that Songkran was also taking place and what an experience! There were children laughing and spraying water from plastic guns at each other, pickup trucks driving by with heaps of people standing in the back dipping pots and pans into oil drums filled with water and dowsing anyone within range… and throngs of smiling, happy people walking along the street quite satisfied to be drenched with water and “powdered” as well. It seemed that the whole country was having a party! That experience has stuck with me and I reflect on it as we approach Songkran 2012. Songkran, I understand, has traditionally been a time of renewal; a time to honor our elders and to pay respect to others. The “blessed” water after being poured over Buddha statues was used to give others good fortune by pouring it on the shoulder. While this has evolved into a rather more energetic form of ritual, it nonetheless has seemed to bless our family. I was one of those tourists “blessed” by their enthusiastic efforts and feel fortunate to be a part of the Ruamrudee International School Family.
suk-san wan songkran
J. Andrew Westerman MS Principal
AD Astra Volume 3 April 2012
Waves of Change I
“Life belongs to the living, and he who lives must be prepared for changes.” Johann Wolfgang von Goethe
t has been said that the only constant is change. Recently, RIS hosted the weekend-long South East Asia Schools Activity Conference (SEASAC) Arts Festival whose theme was “Waves of Change.” In attendance were over 140 participants, representing seven of Southeast Asia’s international schools. The students took part in programs that included music, theatre, dance, sculpture, pottery, printmaking, video production, claymation, and more. Observing from the outside in, the most rewarding part of the weekend’s activities was seeing students given the opportunity to stand out in areas other than the standard school curriculum, and embrace the concept of change. Every day, seniors from RIS are updating their lists of acceptances received from universities all around the world. It is invigorating to see the level of excellence represented by our students being acknowledged by institutions of higher education. Along with the letters of acceptance, many students are also receiving financial incentives to choose one university over another. For these seniors, this time of year is the reward for twelve years of dedicated study and fastidious work. The end of Grade 12 also marks the beginning of a period of change for our seniors, many of whom will depart Thailand to study in universities around the globe. They will be on their own, living as strangers in a strange land, fashioning new friendships along the way. For these students, change will dominate the next few months. The key to success beyond high school stands in the ability to manage the changes that come with life. I am confident in our students’ ability to manage this change based on their success at RIS.
AD Astra Volume 3 April 2012
I am thankful for the programs offered by RIS like the SEASAC Arts Festival, which provides students the opportunity to experience change in a safe and secure environment. Through guided practice and preparation directed by our dedicated teachers and staff, students were allowed to “fail forward” as they took on new challenges. Coupled with the encouragement to persist in these endeavors, students eventually rose above the fear of failure to enjoy the feat of accomplishment.
These same opportunities are given to our students daily at RIS, yielding similar results. The evidence can be found in the list of universities our students attend, and the high academic achievement they continue to experience during university study. Change comes to each of us in waves and we must learn to adapt, embrace, and nurture new opportunities to succeed in life. Mr. Eric Monson High School Principal
Message from RIST Principal
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he 13th of April marks the beginning of the Thai New Year, and the celebration of the Songkran Festival. While many people associate Songkran with the splashing and throwing of water at each other, few know of the true meaning of this celebration. The word Songkran derives from Sanskrit meaning to move or step forward. Water is used as a means of expression to embrace goodwill, love, compassion and thankfulness. During this time, Thai people reflect on things past-of successes, hopes and dreams fulfilled and a promise of even brighter things to come. As RIST draws to a close, I would like to take the opportunity to thank individuals who have passed through the portals of RIST. I acknowledge with gratitude the efforts of those people who, in various capacities - as principals, faculty & staff, parents, and students who have thrown in their lot to help in the growth & success of RIST, a milestone in the history of a small institution. There will be some changes as can be expected when two schools merge into one, but it is my hope that we will take all the great things about each organization and combine them into an even better place for the students of RIS and RIST. We are fortunate to have very professional and dedicated faculty & staff, strong PTA and fantastic students to help with the unification of RIS & RIST. A school is only as good as the people within. It is important to work together to help make our school a great place to be! In closing, I wish you all Suksan Wan Songkran, a time to celebrate a mirror of the past and a vision for the future. Sudarat Tanattanawin RIST Principal
AD Astra Volume 3 April 2012
SENIA 1 S P E C I A L E D U C AT I O N N E T W O R K I N A S I A
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n February, Ruamrudee International School proudly hosted the 10th annual Special Education Network in Asia (SENIA) conference. The three-day event, held at the Grand Four Wings Convention Hotel and on campus, brought together over 150 professional educators and specialists from international schools across Asia. The theme of this year’s conference, “Models for the Future,” targeted international educators with professional interests in special needs students, English language learners and other struggling learners.
The theme of this year’s conference, “Models for the Future,” targeted international educators with professional interests in special needs students, English language learners and other struggling learners.
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AD Astra Volume 3 April 2012
SENIA was started by a group of international school educators in China in 2002. It has since grown into a network forum for all professionals working with children with special educational needs attending international schools in Asia. At this year’s conference in Bangkok, local pediatricians, child psychiatrists, speech therapists and family counselors who work with ‘international’ children and their families joined the conference, along with international educators from across Asia. This range of participants reflects the ideal model for success in special education, in which an individual’s special needs are met through a collaboration among those invested in the child’s success. The conference opened with a keynote address from Dr. Stephen Shore, who presented on autism and spoke about his own life on the autism spectrum. Dr. Shore is an assistant professor at Adelphi University (NY), where he teaches courses in special education and autism. The focus of his teaching and research is on matching best practices to the needs of people with autism. His message provided a compelling and truly rare insight into the lives of our students who are on the spectrum. Equally importantly, Dr. Shore instructed us against describing our special students as “a collection of deficits” to be corrected but rather to change our lens to reflect “an appreciation of (their) strengths.”
World-renowned educator, scientist and humanitarian Dr. Art-Ong Jumsai Na Ayudhya delivered the second keynote address. Dr. Art, who is also a former Thai Deputy Minister of Foreign Affairs, played an instrumental role with NASA in designing and developing the landing device that allowed the US to first successfully land on Mars with Viking I. At 70 years of age, he is currently a school director. He presented on the need for happiness and balance in our lives. The third day of the conference opened with Mr. Fin O’Regan, an associate lecturer in education at Leicester University (UK) and a much sought after presenter on special education. He is also currently the Chairperson of the European ADHD Awareness Taskforce. His stand-up comic’s style underscored extremely profound insights into child behavior and the special education learner. Fin had us laughing and nodding furiously with his instructive wisdom combined with his engaging sense of humor. Not too many presenters would want to follow Fin--except for a group of RIS High School students who receive educational support services. The students were featured in a video, presented by RIS teachers Jillian Nicholls and Alex Villasenor, in which the students shared honest and very brave personal anecdotes about their education and life experiences as people who receive support services. It was incredibly moving to hear their stories and vital in understanding how they transform the challenges they face into personal strengths--a lesson for all of us.
SENIA 10 provided a varied and rich choice of workshops and also provided an opportunity for educators from Ruamrudee to showcase their talents as specialists and presenters. In addition to Jillian and Alex, Dr. Melanie Shafaat and Dr. Andy Goodman also presented workshop. It is important here to thank our parents here at Ruamrudee. Three of our parents participated in the making of a video that addressed the concerns of parents of special needs students. They discussed many concerns ranging across a variety of topics, including: the acceptance that your child is ‘different,’ understanding your child’s needs, finding a school that can help, working with your child’s teachers, and ‘what comes next.’ I am most thankful and grateful to these parents who allowed me to present this video at a conference workshop. It really helps us gain an understanding of what it means to raise a child with special educational needs.
It is the mark of a truly successful conference that we all leave refreshed and energized and ready to go back to our schools to share what we have learned with our students and peers. SENIA 10 was one of these conferences. Such events are not accidental but rather the result of hard work and an attention to detail. In the case of SENIA 10 we are most grateful to Terry Shuster, Middle School Counselor, for his hard work and organizational talents in pulling it together.
AD Astra Volume 3 April 2012
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College Acceptances worked diligently over the years to develop a strong and comprehensive college counseling program that offers direction on the college search, college essay writing, SAT/ACT testing, managing application timelines, financial aid and other relevant topics. Every year we invite parents to learn about the college application process via our 11th and 12th grade parent town halls with educational representatives from the UK, Canada, Australia, Singapore, USA and Thailand.
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f you walk into the high school counseling office on any given day, you will find a dozen or more students hard at work either studying for an exam or meeting with one of the counselors to review college applications. The best part of our day is when a senior bursts into the office with a cheer of good news yelling “I got accepted to (insert college of choice)! And they are offering me a scholarship!” Every time I hear this news I get chills of happiness and can’t help but jump and cheer along with them. I left the name of the college blank because we have heard such great news already this year that picking just one to highlight now might dismiss the others. I can guarantee you that we are all extremely proud and excited for each offer we hear about. Wanting to acknowledge the hard work and accomplishments of all our seniors, there is a current list of college acceptances included in this article and I hope you are just as thrilled as I am to read it. This impressive list will only get longer as the year goes on since most college acceptance letters are disseminated in late March or early April. College counseling starts as early as the 9th grade, but intensifies during the second semester of 11th grade when we ask students to actively search for the colleges that fit their academic, emotional, geographical and financial needs. The high school counseling department at RIS has 12
AD Astra Volume 3 April 2012
We are also extremely proud of the fact that over 200 admissions representatives from universities around the world travel to RIS to meet our fine students each year. The purpose of their visits is to speak with students about particular colleges and to answer questions about the application process. The greatest aspect of these visits is that our students have the opportunity to develop a rapport with the admissions representatives who will most likely be reviewing their applications. We strongly encourage even our ninth graders to attend these college visits. We repeatedly hear high praises of how much the representatives enjoy meeting with our students. Comments such as “Your students ask such in-depth and mature questions,” and “RIS students are the greatest, we always like coming here” are common. Parents are always welcome and encouraged to attend university visits. Dates and times of upcoming visits are posted in the high school daily bulletin and on Naviance. If you have not already acquainted yourself with Naviance, and you are a parent of a high school student, you really should! Come meet with your child’s counselor for individualized consultation and to register with Naviance for access to an excellent database of RIS’ college application history for alumni dating back to 2007. We look forward to working with you!
Now for the more important news… below is our most up to date list of college acceptances for the RIS Class of 2012! Australia
University of Melbourne La Trobe University
USA
Allegheny College - scholarship The Art Institute of Boston at Lesley University Arcadia University Canada Augsburg College - scholarship Babson College Memorial University of Newfoundland University of British Columbia California College of the Arts - scholarship Hong Kong Carroll College (Montana) University of Cincinnati (Arts and Hong Kong University of Science Sciences) and Technology (Engineering) University of Colorado at Boulder - scholarship (College of Engineering) Columbia College South Korea Columbia College School of Fine and Performing Arts Hanyang Universtiy Concordia University at St. Paul Creighton University - World Scholar Switzerland Award DePaul University - scholarship Les Roches, School of Hotel Management Drexel University - scholarship - Presidential Scholarship Eastern University Eckerd College - scholarship Thailand Grinnell College - scholarship Guilford College SrinakharinWirot University & Hamline University Nottingham University Medical Program High Point University - scholarship Thammasat University Faculty of Hope College - scholarship Engineering University of Illinois at Urbana Twinning Engineering Programmes - Champaign and Thammasat English University of Illinois at Urbana Programme of Engineering - Champaign College of Engineering Illinios Institute of Technology United Kingdom - scholarship Ithaca College - scholarship University of Bath John Carroll University - scholarship University of Birmingham La Salle University University of Bristol Linfield College - scholarship Central Saint Martins College of Art Loyola Marymount University and Design University of La Verne University of Edinburgh Manhattan College University of Kent Marquette University - scholarship University College London Marymount College University of Leicester Massachusetts College of Pharmacy & University of Manchester Health Science - scholarship Newcastle University University of Massachusetts, Amherst University of St. Andrews (Scotland) - scholarship - Foundation in Medicine Michigan State University Eli Broad University for the Creative Arts at College of Business - scholarship Canterbury
University of Michigan (Engineering) University of Michigan (Literature, Science, and the Arts) Minneapolis College of Art and Design - scholarship University of Minnesota, Twin Cities University of Minnesota, Twin Cities (Math, Engineering & Science) Northeastern University - scholarships Oregon State University University of Oregon (College of Arts & Sciences) Pennsylvania State University Portland State University Purdue University Purdue University School of Engineering University of Redlands - Academic Achievement & Presidential Scholar Rider University Rochester Institute of Technology (College of Engineering) Rollins College - Deans Scholar Saint Joseph’s University - Achievement Award and United Scholars Award University of San Francisco Savannah College of Art and Design - Artistic and Honors Scholarship Seton Hall University St. John’s University - Presidential Scholarship Trinity University - International Student Scholarship University at Buffalo the State University of New York The University of the Arts - Presidential Scholarship & Academic Achievement Award College of Visual Arts Wesleyan University West Virginia University Wheaton College (Massachusetts) - scholarship The College of Wooster - International Student Scholarship Worcester Polytechnic Institute University of Wyoming - Rocky Mountain Scholar Award
Acceptance data is based on what students enter into our Naviance program. If they have not updated their application results we are unable to celebrate their acceptance in this article. AD Astra Volume 3 April 2012
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Five RIS Students Accepted into Medical School
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IS is proud to announce that four current Grade 12 students and one alumnus have been accepted into the Srinakarinwirot-Nottingham Medical Program. This prestigious program is a collaboration between Srinakarinwirot University, Thailand, and The University of Nottingham, UK. This highly competitive program requires applicants to have a cumulative Grade Point Average (GPA) of 3.00 or above in Grade 10 - 11 and an IELTS score of 7.0 or more. Each year, only 12 students are accepted. This year, over 160 students applied, and only 49 were selected to sit a written exam. Out of those, only 23 students qualified for an English language interview with faculty members. Congratulations to the five RIS students who excelled through the application process and gained acceptance into this internationally renowned program:
1. Natnicha Argardwipart (Pupee 12-1) 2. Phasawee Chiewhatpong (Pat 12-5) 3. Phakwan Laohathai (Panny 12-6) 4. Pattaratida Singhasenee (Owi 12-2) 5. Techasit Danjittrong (Big), RIS Alumni, Class of 2011, currently studying at International School of Engineering, Chulalongkorn University 14
AD Astra Volume 3 April 2012
From March - September 2012, the students will attend preparatory courses at Srinakarinwirot University before leaving for the UK. They will then study at The University of Nottingham for three years, followed by three years of study at Srinakarinwirot University. These students will be joining other RIS graduates, including a graduate and alumni who were selected last year, and an additional RIS students accepted in 2009. Congratulations again to these truly outstanding individuals.
Extensions Ad Astra recently interviewed RIS Alumnus (Class of 1996) Mr. Watana Chuttong (Louis) about how his education at RIS helped prepare him for a successful career in international diplomacy. Portions of that interview are shared below. AA: Tell us about your education and lives in a positive and meaningful way. Firstly, experiences after graduating from RIS. we were easily able to enter into an international
university environment after graduating from RIS. The commitment and passion that our teachers had in educating us at RIS paid off as we successfully completed undergraduate degrees at various universities. At the professional level, my siblings and I all work in environments where a strong command After completion of my undergraduate degree, I of the English language, as well as cultural awareness returned to Bangkok to complete my first graduate and sensitivity are necessities. I therefore believe RIS degree in International Relations at Thammasat has prepared us well for our careers. University. After that I was awarded a government scholarship to pursue another graduate degree in On a personal basis, being a career diplomat means African Studies at the Center of African Studies at extensive travelling and interaction with people from the University of Birmingham in England, where I different countries and backgrounds. On numerous completed my second graduate degree. occasions I used the foreign language skills I acquired as a student to interact with people from different In between my studies, I was also worked for a number countries. I recall using my Spanish skills learned in of organizations. Two my most rewarding experiences the 8th and 9th grade to communicate with Cuban include conducting research on child labor for the delegates at the Summit of the Non Aligned Movement UN International Labor Organization and working in Havana back in 2006. In 2007, I was assigned to with the Salvation Army in Nairobi, which helped to work at the Royal Thai Embassy in Dakar, Senegal, develop my interest in Africa. a former French colony, for two years. My French classes with Mrs. Beatrice at RIS began to pay off as AA: How has RIS prepared you for the I was able to effectively communicate in French with real world? (Life, career, relationships) government representatives and other diplomats. Louis: After graduating from RIS in 1996, I went on to pursue a bachelors degree in International Relations with a concentration on developing countries at the American University in Nairobi, Kenya.
How have you contributed to society?
I am currently posted at the Royal Thai Embassy in Louis: All four of my brothers and sisters are RIS Pretoria, South Africa, where I continue to interact at alumni. Undeniably, RIS has helped shape our the multinational level. AD Astra Volume 3 April 2012
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IS hosted over 90 student delegates for the Model United Nations (MUN) conference held on campus over the weekend of January 14. Delegates from both the RIS Middle and High School MUN teams were joined by students from four other area schools, including the first MUN team from Ramkhamhaeng Adventist School, as well as repeat visits from the International School of Eastern Seaboard (ISE) and the American School of Bangkok. The event marked the sixth MUN conference to be held at RIS. Smaller than previous RIS MUN conferences, the in March to participate in another “practice” MUN event was designed to facilitate learning and practicing conference, ISEMUN 2. for less experienced MUN students. According to the National Model United Nations website, “Our student executive committee were a particular the guiding principle of the program is to provide students credit to the school,” said HS Teacher and MUN advisor with hands-on, cooperative learning opportunities focused Vanesaa Scully. on an assigned country or organization. Through various MUN experiences, students “develop an appreciation of Earlier this school year, RIS hosted BKK MUN 19, with differing viewpoints, the frustration of negotiation, the around 400 students participating from international rewards of cooperation and a broader view of the human schools around Bangkok, Chiang Mai and Chonburi. side of international relations and diplomacy.” In February, a group of 23 RIS students participated in Congratulations to all participants, and special thanks to the SEASAC 5 MUN conference in Jakarta. In addition, RIS MUN advisors Vanessa Scully, Brian Benson and a group of around 30 RIS students traveled to Chonburi Judith Bynum. 16
AD Astra Volume 3 April 2012
High Ethical Standard School
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n January, Ruamrudee International School was honored by the Women for Women Association and Dr. Thiem Chokwatana Foundation as a 2012 recipient of the “High Ethical Standard School” award. RIS is among 84 schools nationwide to have been honored for the school’s exceptionally high ethical and moral standards. RIS is proud to have been recognized for creating a learning environment that adheres to high ethical and moral standards for students through modeling and instruction. In addition to academic excellence, the school strives to instill values in students to foster character development for the future of tomorrow’s leaders.
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Surfing the Waves of Change
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n the weekend of February 10-12, RIS and final performance/event all reflect this welcomed over 120 performing and fine dynamism. All workshops and MasterClasses arts students from across Southeast Asia for are designed to move towards the final showing the 2012 SEASAC Arts Festival. Attending schools on the Sunday. But we don’t want you to think included: GIS, Garden International School from it’s all predetermined. This will be a structured Malaysia; ISY, International School of Yangon from improvisation, a one-off, unique opportunity Myanmar; CDNIS, Canadian International School to harness your creative energies to the same of Hong Kong; SIS, Surabaya International School collective enterprise. from Indonesia; NIST, New International School of Thailand; BPS, Bangkok Patana School; and our own The weekend was full of workshops, ranging from RIS, Ruamrudee International School. Improv Theatre to Striking Sculpture (working with metal and welding), Claymation and Stopmotion to We began to plan around a theme some time ago. We Arkaos Digital Video software, the program that would knew we wanted the work of the festival to culminate ultimately drive the performance, 3D Plaster Casting in a performance that would be dynamic, integrative to Print-Making, Orchestra and Vocal ensembles to and innovative. We fleshed out the concept with Canon-style Dance. There were also several Master the following statement we included in the festival Classes offered, such as: ‘Can Cams’ (pin-hole camera program: work), led by Cindy Hopkins; Soundsonice Rap, led by Peter Baer; Funk the Junk, led by Robert Russell; Waves are always around us. So is change. Intro to Improv, led by Artist-in-Residence Kevin Sometimes we are overwhelmed by waves Gillese and Miss Blythe; Hands On Choreography, and sometimes by change. We think, on the led by Darren Scully; and even an art of Thai Cooking whole, change is good. We see change in terms class, led by Ms. Shirley’s chef at the Blue Monkey of waves, which is why the festival process restaurant, close to RIS. 18
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We had several in-house experts from our visual and performing arts departments who led workshops/ ensembles all weekend, in addition to outside experts who were brought in to share their talents with us and our visiting students. These workshops and master classes culminated in a final, 45-minute public performance on Sunday morning in the PAC. The Waves of Change theme was, as expected, interpreted in many different ways. The weekend kicked off on Friday morning with Gaz Mellen showing a video he made using the Arkaos software, which focused on the flooding in Bangkok from late 2011. The visual arts group took a boat trip down the Chao Phraya River during the day, where they took photographs and videos that became the inspiration for their work in their ensembles, such as printmaking, 3D sculpture, and plaster casting on Saturday and Sunday. Robert Russell used different cut-lengths of pipe, basketballs, and other such objects to create a rhythm, or wave, of sounds in his ‘Funk the Junk’ master class. Miss Blythe’s dance ensemble used a ‘canon style’ of urban ballet/creative movement to show the waves of movement from one row of dancers to the next. The final performance on Sunday was structured with the theme of ‘Waves of Change’, showcasing the work of the different ensembles in various combinations together, using a loose but cohesive narrative rather than showing individual ensembles’ work separately. Head of School, Peter Toscano, opened the festival with a few words containing a challenge: “Students may want to contemplate the nature of change and how it impacts people and take into account other social ‘waves’ that have transformed the world recently. I’m sure that they will come up with some outstanding work to reflect their feelings on these issues.” HS Principal Eric Monson noted in the festival program: “When we creatively and positively manage the changes we experience in life, we become stronger and more independent thinkers.” We think we rose to the challenge. In brief, the weekend was a great success as students, staff, and workshop leaders alike all commented on what a fun learning and creative experience it was. Our unique approach for the final performance will be a lasting memory for the participating schools and our own RIS students. RIS was proud to host such a fabulous international event, focused solely on the fine and performing arts. Blythe Rennie, Head of Performing Arts Darren Scully, Festival Coordinator and Artistic Director AD Astra Volume 3 April 2012
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A-i-R
The Performing Arts department at RIS is proud to be hosting the first ever Artist-in-Residence program (AiR).
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aunched this year after over a year’s planning, the program is designed to offer established and emerging artists opportunities to work on projects while engaging with our students and community in exciting and creative initiatives. Ranging from intensive 2-3 days workshops to longer one-month long residences, our program is looking to expand the creative options here at RIS and to consolidate it as a major Performing Arts hub in the region. Our first resident artist was Simão Cayatte, film director and actor, who joined us shortly after the Christmas break.
Having studied theatre at Goldsmiths University in London, UK, Simão went on to study his Masters in Film at the University of Columbia in New York after working intensively in Portugal as an actor. In 2010 he wrote and directed A Viagem, (The Trip), a short film inspired by a story by Sophia de Mello Breyner Andersen. The film was selected for the ASCAP (American Society of Composers, Authors and Publishers) workshop in collaboration with Columbia University for original soundtrack composing of the film and this past year was selected among 1600 short films for the Official Selection of the 64th Edition of Cannes Film Festival in the Cinéfondation competition. A Viagem won the National Board of Review Award Grant and was selected with Honors at the Columbia University Film Festival. While here at RIS, Simão taught a number of IB classes, looking critically at film and the creative decisions directors make and how audiences make sense of them. But his main focus was to teach a filmmaking class after school hours and on weekends. During his three week stay the class covered the basics of filmmaking, principally the areas of screenwriting and directing. Simão showed students how to tell stories visually and to understand the role of director as someone who orchestrates an illusion so that the audience can have an experience. Although the class also studies the stages of filmmaking from pre- to post-production, workshops focused on each student making an individual short film with the goal of screening at the RIS inaugural film festival held on 26th January. 20
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The latter event took place in the Performing Arts Centre and featured the screening of Simão’s film, A Viagem followed by a structured interview and a Q&A session. The main focus of the event was, of course, the work of the students. A dozen movies were shown and the audience was simply blown away by the quality of the filming, the shooting and editing and the dedication to getting a film made in little more than a fortnight. Films were punchy, cheeky, thought-provoking and always with a central protagonist exploring an idea or emotion. It was the simplicity (no dialogue allowed) that allowed for so much creativity and expression that struck a chord with the public. Throughout the workshops Simão had insisted that directors think about moments rather than complex storylines; that we relate principally to characters, not plot, in movies and that each student had a unique way of seeing the world. The job was to use film language to begin to communicate that vision. The directors certainly didn’t disappoint. After the screening the directors came up on the stage to take part in a Q&A. All students were proud of their achievements and grateful to Simão for providing them with the opportunity and skills to make a short.
As one of the young directors said, “To be up here, having written, directed and acted in my own movie! How cool is that?” The films will be screened around school and some will be available on the school website. Move over Mr. Scorcese, your time is up.
Kevin was also the Improv Ensemble Workshop leader during the SEASAC Fine Arts Festival weekend, February 10-12, hosted by RIS. Our own IB Theatre students performed an improv set as part of the evening entertainment that Friday night. Their hilarious performance was met by thunderous applause from the audience as the students were able to deftly jump from one improv game to the next, with excellent leadership from Kevin. As Kevin’s stay drew to a close, it was obvious that he left a lasting impact on students and teachers alike. Both Miss Blythe and Mr. Robert thoroughly enjoyed having Kevin work with our students as he brought new energy and ideas to their drama classes. Many students from other schools in SE Asia, and of course our own from RIS, were inspired to come out of their shells by Kevin’s contagious enthusiasm for improv and life in general. Shouts of “We love you, Kevin!” could be heard in the hallways as the SEASAC Festival came to an end that Sunday afternoon. Kevin’s own reflection on his two and a half week stay was as equally positive and touching:
Our second AiR, Kevin Gillese, arrived the morning of the RIS Film Festival. He is originally from Edmonton, Alberta, Canada, where he attended middle school with our very own Miss Blythe. Kevin’s specialty is theatre, improvisation (improv) in particular. He started improvising as a teenager with Rapid Fire Theatre in Edmonton, where he eventually became Artistic Director. He currently lives in Atlanta, Georgia, where he is the Artistic Director of a “What a wonderful experience it was for me to work with theatre company called Dad’s Garage. the drama students at RIS over the past few weeks. All of During his two and a half week stay in Bangkok, Kevin the kids were so smart and talented; I really was blown worked closely with Miss Blythe’s MS Drama classes, away by their development as it normally takes students as well as Mr. Robert Russell’s IB Theatre students. He in North America longer to make that kind of progress. taught us the three basic improv skills: Listen, Offer, and I was so proud of the high school IB Drama class when Say Yes! In short, these skills teach us to listen carefully they performed their improv set for the rest of the students to what’s being said, offer your own suggestions, and gathered at SEASAC. By far the most exciting moment of say yes to all ideas to keep the scene going. Kevin taught my entire trip to Thailand was at the end of the SEASAC our students drama games such as Go, Triangles, Make festival when all of my students surrounded me hugging a Plane, Freeze, Word Association and Word-at-a-Time me and saying that they didn’t want me to leave. Then Story that work with focus, concentration, group work, they tied my shoes together so that I could never leave.” listening, speaking, and quick-thinking skills. AD Astra Volume 3 April 2012
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RIS/RIST Classical Music and Ballet by Japanese Performing Artists & Bangkok City Ballet Miho Katsumata, RIST Counselor
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n February 3, 2012, RIS and RIST hosted the annual Classical Music and Ballet Concert by Japanese performing artists in the PAC. This is our seventh year to welcome the coordinator, Mrs. Michie Sato, the former executive of YAMAHA Music Institute, and her talented group of guest performing artists. This concert was initiated by Mrs. Sato’s nephew Mr. Yamada, a RIS alumnus. Mrs. Sato told us that when she retired, she was determined to live her second life to promote music and arts education, and coming to RIS/RIST annually is one of her contributions. Mrs. Sato was very happy to see our audience this year, which included Ms. Nui from the Redemptorist Center of Pattaya and the teachers and students from the Redemptorist School for the Blind. The 23 students from Pattaya joined RIST Middle School students for the concert, after having befriended them on a MS Advisement Trip to Pattaya in September 2011. After school, the three little ballerinas from Japan visited the Elementary School’s ballet class and interacted with Ms. Nimfa’s students. The three dancers from Bangkok City Ballet performed on this occasion as special guests as well. Mrs. Sato would like to continue to hold an annual concert at RIS. Our friendship with Japanese performing artists shall last forever!
Musicians and Dancers Electone: Ms. Junko Notoya Flute: Ms. Ami Ito Dance: Ms. Shoko Majima
Little Ballerinas: Ms. Hina Maeda (Inagi City Dairoku Middle School Grade 8) Ms. Kiri Ishida (Machida City Sakai Middle School Grade 7) Ms. Yume Noguchi (Tama City Suwa Middle School Grade 7) Bangkok City Ballet: Ruangyut Srakaew (Aun) Wasin Sonsaising (Tam) Sangtip Wareesangtip (May)
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Teacher Appreciation Day
Literacy Lab Sites in the ES
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IS teachers at the Elementary Section are firm believers of life-long learning. It was with this belief that an ES team set off for Shanghai American School in late September. What they found there far exceeded expectations. Together with other colleagues- ranging from literacy coaches, administrators, teachers and curriculum directors from all over South East Asia- they attended a hands-on workshop on best professional development for literacy. Full of ideas and enthusiasm, they returned to RIS ready to share their experience and learning. Over the past two months, the Elementary School has pioneered a new method of professional development called “literacy lab sites.” A lab site cycle is a group of 4-5 teachers, together with a literacy coach, that spend 5-6 weeks together planning lessons, fine tuning instruction and teaching as a team in a designated classroom. This approach is different in that the learning takes place during the day with the students, and it is where theory is put into practice. ES has been in the process of implementing readers and writers workshop over the past year and a half.
Ms. Christine in Grade 2 says, “For me the lab is perfect because I want to focus in on teaching and perfect the parts of Writer’s Workshop.”
The focus for this first lab cycle was to fine tune Writer’s Workshop in the classroom. This allows teachers to share their instruction and learn from one another, as well as to consolidate and solidify the Writer’s Workshop, which is best practice.
The Elementary School will continue to use this method of professional development knowing the benefits for student learning. It is our goal that every teacher will be a part of at least one cycle per academic school year. Lifelong learning at its best!
Mr. Randy, our Math and Science coach, writes “I knew very little about Writer’s Workshop, so it helped me tremendously in understanding the model. I was also interested in learning about the ‘lab sites model’ and seeing how it might apply to other disciplines. I can see how it could be applied to math and science.”
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Young Children Are Starting Smart at RIS Creative Academy by Sharon L. Ronen, M.Ed.
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n a bright, comfortable preschool classroom, a small group of students is gathered around a child-sized table. “I’m making a book!” exclaims Nina, as she shuffles and puts in order pages containing her own writing and illustrations. Her teacher sits beside her and says enthusiastically, “Tell me about your book, Nina!” As Nina launches into her description, her peers are busily working on projects of their own, some of them block architects making decisions on elaborate building designs, others delegating roles and negotiating about materials they need for their dramatic play scenario. An observer passing through might not immediately discern the sophisticated concepts being tackled by the brains of these earnest 4-year-olds. However, their classroom is designed based on research conducted over the past 20 years – revealing compelling evidence about how the brains of very young children can be stimulated for optimal growth and development. The human brain is the most immature of all organs at birth; however, when a child is born her brain typically contains trillions of neurons and synapses. The child’s brain development, which began in utero, continues with an ongoing process of wiring and rewiring the neural connections. New synapses between cells are constantly formed, while others are broken or pruned away. Studies of neuroplasticity demonstrate that new synapses can grow and existing connections are strengthened when a child is 26
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provided with a rich and stimulating social-emotional environment that fosters exploration and creativity from a very young age. It is crucial that developmentally appropriate experiences be provided to young children so that higher-level circuitry in their brains can expand, mature, and flourish. Learning communication skills and language lends a powerful example of how early experiences contribute to brain development. The brain is ravenous for language stimulation during early childhood, and very young children who are given repeated exposure to words and are spoken to frequently by their parents and caregivers are being set up for success – their brains are building neural circuitry that will enable them to learn more complex words and increase their vocabulary later on (Huttenlocher et al., 2002, also Hart & Risley, 1995). However, research does not suggest drilling children in alphabet chants or using flash cards to promote rote memorization of letters and words. Rather, it reinforces the principles of brainbased learning and developmentally appropriate practice: children learn language and concepts best in the context of meaningful, day-to-day interactions. For optimal learning children must have active conversations about
what they are experiencing – what they do, what they think, the ways in which they respond to the world, and the stimuli to which they decide to pay attention. The RIS Creative Academy puts this cutting-edge research into action – by providing brain-based teaching and learning through a holistic approach, one that takes into account the whole child and their developmental needs as an experiential learner. Instruction is not teacher-centered; rather, teachers help their young students seek, discover, and understand the meaning of new information. As a result, children who attend the RIS Creative Academy develop skills across a range of intelligences – logical/mathematical, interpersonal, intrapersonal, musical, linguistic, bodily/kinesthetic, spatial, and naturalist (Gardner & Moran, 2006). This strong and unique foundation will prepare Creative Academy students to successfully reason with, reflect on, and respond to the world around them – first as young scholars and ultimately as adults.
REFERENCES Gardner, H., & Moran, S. (2006). The science of Multiple Intelligences theory: A response to Lynn Waterhouse. Educational Psychologist, Volume 41, Issue 4, Fall 2006, pp. 227–232. Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374. AD Astra Volume 3 April 2012
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Pre-School Games Day
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Tree of M Life
s. Katie’s Grade 4 class collaborated with Ms. Andrea to make a large mural of Gustav Klimt’s Tree of Life after finishing their drawing unit inspired by artist Gustav Klimt. Each student painted and decorated one or two pieces of the mural, and then put them all together as a class. Stop by the bulletin board in the art hallway in the ES to view the mural!
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he 2012 Games Day, the most anticipated day of the year in the elementary school, was a surefire success. In all we had over 300 students from RIS, RIST, and the Swiss School participate in a morning full of fun and exciting games. Chicken Ball, Air Mail, and Zombie Dodgeball all proved to be popular games with our students. Screams, smiles, and friendly words of encouragement could be heard coming from the brand new and beautiful turf on Godbout Field. The ES students would agree the best part of Games Day was competing in sports with their friends and grade level peers. Games Day lasted for a little over three hours. Our final treat for the students was a visit to the air-conditioned Godbout Hall to watch our very own ES teachers take on ES parents in a friendly game of basketball shooting and the Thai traditional running contest of Wing Preaw. Both games did not disappoint, and neither did the athletes! As time wound down, we even had the students engage in a basketball contest,
which affirmed our physical education curriculum message of participation and sportsmanship, as students cheered for their team representative. When the bell rang for lunch, our tired but satisfied elementary school athletes left Godbout Hall wearing their Games Day 2012 ribbons with smiles and an aura of pride. The students hurried o f f t o lunch, alive w i t h chatter as they engaged in excited conversation about their favorite Games Day experiences.
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MS Games Day
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Friday, February 24, 2012
he Middle School Games Day was held on Phoenix Field. The Games Day had a wide range of events that let the students show their abilities. Games Day had events where students performed from each of the house teams. An example of these events is the IRON MAN. The four house teams were the Red Ninjas, Blue Hawaiians, WhiteEyed Peas, and the Black and Yellow Bumblebees. Through all the hard work, the Blue Hawaiians came out first! Drimik - Grade 7
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The American Mathematics
Competitions
AMC 8
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IS Middle School students excelled in the 2011 American Mathematics Competition, an examination in middle school mathematics designed to promote the development and enhancement of problem solving skills. Congratulations to Yang Joon Seo Daniel, who scored in the top 1%, internationally, with a score of 24 out of 25! congratulations also to Junmin Joo, Roni Bhattacharya, Pom Phongsopa, and Shashank Saravat, who scored in the top 5% with scores of 17 out of 25. The exam, which was administered shortly before Christmas break, provides an opportunity for students to apply mathematical concepts to problems ranging in level of difficulty, including problems that exceed middle school expectations. Calculators are not allowed. At RIS, we aim to have 20 sixth grade, 30 seventh grade, and 50 eighth grade students participate in the AMC 8 for a total of 100 MS students. All USA, USA embassy, Canadian and foreign school students in grade 8 or below are eligible to participate. In a comparison to last year’s RIS AMC 8 results, our students’ scores have improved! This is encouraging as we endeavor to measure the success of a modified Math curriculum.
2010 RIS AMC 8 School Results School Team Score (sum of top 3 scores): Average score for entire school: Average Score for Grade 8:
2011 RIS AMC 8 School Results 46.0 8.7 9.1
School Team Score (sum of top 3 scores): Average score for entire school: Average Score for Grade 8:
58.0 10.1 10.9
Average Score for Grade 7:
8.4
Average Score for Grade 7:
9.7
Average Score for Grade 6:
7.9
Average Score for Grade 6:
8.0
Further information about the AMC 8 can be found at http://amc.maa.org/ Compiled by: Andy Westerman - MS Principal
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21st Century Learning in MS Thai Classes
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he MS Thai Language and Culture curriculum has been integrated with 21st century learning, both in terms of 21st century interdisciplinary themes, innovative practices, and technology and life/ career skills. Across grade levels, recent projects have provided opportunities for students to deepen and expand their 21st century learning skills. Focusing on the themes of global awareness and environmental literacy, Grade 6 students have worked collaboratively to create Thailand’s Environmental Conservation Stories. Grade 7 students have been utilizing Glogster, an interactive online poster website, to create and promote Ecotourism Promotion Essays for the Association of Southeast Asian Nations (ASEAN). Meanwhile, Grade 8 students have focused on persuading readers to show concern for Asia’s natural and social environments through participation in the Asia Environmental Conservation Short Stories project.
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6th Grade Comments
We learned to appreciate and take pride of each corner of our country. In this session, we learned to communicate effectively and to organize the job between our team. We improvised a better plan when we faced problems. That’s why we are the 21st century learners: The pride of today, the future of tomorrow. (Poom 6-3, Best 6-1) We have learned about both the natural and social environment in Thailand. It is really sad that our environment has been destroyed a lot by us! So let us help conserve the environment and have a wonderful life with our great environment. (Gina 6-1, Jenny 6-4, Tong 6-4)
8th Grade Comments
The project helped us learn about different countries and how their social and natural environments are different from Thailand. Doing this project required cooperation, contribution, leadership, technology and being a life-long learner to accomplish our goal. It also helped us grow as complex thinkers who can apply analytic skills to help improve our environment and culture. (Pinky 8-1, Rita 8-3) We learned how to write descriptive writing in Thai short stories. We also developed our skills as a group. Natural and social environments of the many Asian countries also boosted our knowledge. (Charlie 8-4, Poom 8-6, Pro 8-4) What we learned from this quarter’s project was to work collaborative effectively with our friends in order to achieve our goal. Not only that, we felt we were true collaborators. We also learned about the different cultures and values of other countries in Asia. The world is big and we are so small. I have learned a lot, but wish to learn more. (Anwa 8-1, Kiawza 8-1, Mark 8-6)
7th Grade Comments
This project was a good opportunity to learn more about ASEAN and how to help save the environment. We learned that it is important to help conserve the environment in order for future generations to marvel at the beauty of the place. We learned about the cultures and ways of thinking of the other countries of ASEAN. In addition, we learned to use Glogster, which was fun to use in making an online poster. (Dnee 7-5, Baipor 7-5, Aor 7-3) We learned about the social and natural environments of 10 ASEAN countries as well as how to promote ecotourism, which is very helpful for our world now. (Ford 7-4, Palm 7-6, Game 7-1)
I Scream, You Scream Grade 7 Students Scream for Ice Cream
Ms. Jessica’s students describe the process of making ice cream in the science lab.
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o help us understand about heat energy and how it travels,” Jenny said, “Ms. Jessica prepared a fun activity for us in January. We were asked to bring in a small bottle of milk each because we would be making homemade ice cream!”
“We were learning about states of matter,” Toffy added, referring to solids, liquids and gasses. Game explained the process: “I opened the Meiji milk and poured one half cup into a plastic storage bag. Ms. Jessica poured one half tablespoon of vanilla and one tablespoon of sugar. I sealed the bag tightly and tried not to let in too much air.” Noo Pim continued: “We took another bag and put the milk-filled bag in it and pressed out the air.” “Before putting the small bag inside the big one,” Namwan said, “Ms. Jessica sprinkled salt on the ice. The salt makes the ice melt faster and speed up the process.” “Next we started massaging the bag to help the heat from the salt change the temperature of the ice and turn the milk into ice cream,” said Goody. “Everybody’s hands were numb,” King contributed. “Finally, we tried to recover from the numbness by eating the outcome. The ice cream looked good and smelled great but the taste was terrible. We hypothesized that some salt got inside the bag during the process.” Jenny had a better experience with her experiment. “To be honest,” she said, “the ice cream came out better tasting than I predicted. Not only was it soft, it had a sweet, fresh smell. It had the taste of chocolate with a touch of salt.” Chris would agree, for his ice cream “tasted better than a Magnum.” Ant pointed out how making ice cream relates to learning about the states of matter: “The ice and our finished ice cream were solid, the milk and vanilla were liquids and the water vapor was gas.”
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After the ice cream was eaten and the lab cleaned up, Ant smiled and summed up the class: “We got to laugh and have fun with our friends and learn about the different phases of matter at the same time!”
MS CONCERT BAND
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n Wednesday, February 8th our MS Band, under the direction of Mr. Robert Boer, performed a lunchtime concert in the MS courtyard. Their selections included Theme from “Jurassic Park,” Themes from “Harry Potter”, and “The Year of the Dragon.” Many students, parents, and faculty enjoyed their lunch in at the picnic tables while listening to a truly wonderful performance. The full, rich sound of the MS Band students sounded magnificent! There will be more Lunchtime performances to come - stay tuned!
Romeo and Julie Ms Drama Production - By Blythe Rennie, MS Drama Teacher
But, soft! What light through yonder window breaks? It is the PAC, and Julie is on stage!
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his year’s MS drama production was Romeo and Julie - a modern, comedy version of Shakespeare’s classic love story. The cast consisted of 14 fabulous middle school students from grades 7 and 8. These students worked incredibly hard – rehearsing in the drama room during lunch hours and after school for months. They memorized lines, learned three dance routines (including Beyoncé’s AD Astra Volume 3 April 2012
Single Ladies dance!), and prepared modern setting. As one cast member themselves for performing on the big noted, “I’m glad we didn’t have to stage in the PAC. memorize those lines!” The first performance, during the afternoon of February 23, was to a packed house consisting of the entire middle school student body and staff. Their performance was met by raucous laughter, enthusiastic applause, and lots of cheering. Postperformance, the cast gathered in Miss Blythe’s drama room to enjoy a pizza dinner and watch Baz Luhrmann’s 1996 version, Romeo + Juliet. The students enjoyed seeing “their character” come alive on screen in a different way and in a different, yet
That night, the students returned to the PAC for the one evening performance which was intended for the parents of the performers, other teachers and members of the community. Although the gathered crowd was considerably smaller from the afternoon, the performance was thoroughly appreciated by the parents who enjoyed seeing their son/ daughter on stage. Their presence was appreciated, as is their support and appreciation of the Performing Arts at RIS.
The following afternoon was the final performance, this time to a mixed audience of RIS/RIST faculty members, upper ES students, RIST middle school students, and a few HS teachers who brought their Grade 9 classes to watch the show. A perfect fit for the HS freshmen, as they just finished reading Shakespeare’s Romeo and
Juliet in their English classes, and a wonderful opportunity as well for the RIST students, as they will be integrated with the RIS students in the coming school year.
pleased with the outcome of the shows.
One cast member, when asked if she was glad it was all finally over, responded: “Actually, no. I miss it After months of rehearsal, several already!” dress rehearsals, and three successful performances, the students and Miss Don’t fret, there will be another Blythe were exhausted, but thoroughly fantastic production next school year!
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Welcoming the Year of the Dragon By Minnie and MiMi, Grade 8
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eat during break and lunch. It was all very yummy, especially the dumplings! Some Chinese classes shared a hotpot where they had to bring their own ingredients and combine it all together with the other students.
Like every other year, this January we had the chance to experience Chinese cultural activities, such as paper cutting. We all participated in cutting out sophisticated dragon shapes and Chinese Lanterns, which were hung all around the Middle School. Even though they were really hard to cut, we had tremendous fun facing that challenge. We also did Chinese calligraphy, which looks simple but is difficult. Chinese parents also prepared some Chinese New Year food for us to
During the whole school assembly, students from the elementary, middle, and high school all performed for the special Chinese New Year show. The elementary kids did a lantern dance and the middle school students were the MCs. The high school students performed a hand show, also known as sign language. Even though the assembly lasted only 15 minutes, we had a great time enjoying the shows. The whole celebration was a great way to welcome the Dragon Year and learn more about Chinese culture!
n January 23, our school celebrated Chinese New Year. January 25th is the official date for Chinese New Year this year. There are a total of 12 Chinese zodiacs- rat, cow, rabbit, tiger, dragon, snake, horse, sheep, monkey, chicken, dog, and pig. This year is known as the Dragon Year.
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Grade 8 Advisement Trip to Pattaya By Prem K.
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n Friday January 27, Grade 8 students went on an advisement trip to Father Ray’s Village in Pattaya. Students were divided into three groups to help the unfortunate kids at this foundation. One group visited a daycare to play with a group of kids, another did activities with the blind, and my group painted playground equipment at the Children’s Village.
Ia was excited to have chance to help these children renew their outdoor play area.
Father Ray’s Village was natural and peaceful; there were colorful drawings on the walls and an enormous field with some play equipment on it. The caretakers had prepared a brief introduction video for us. It was about the foundation’s history and background. We hastily watched the video 42
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hoping to get straight to work because we only had about two hours to finish the job. My duties were to sand off the old paint from the play equipment and paint it new. I started working as soon as I was ready. It was around 10 am, and the sun was blazing hot. I picked up sand paper and started rubbing enthusiastically on the slide, which was a challenging job. I started out working swiftly with all my might, but soon my endurance was gone. Sweat crawled down my cheek. It was a rough and tiring responsibility. The old paint wore off as dust and entered my respiratory system making it difficult for me to breathe. After I peeled off the old color, I painted the equipment with new shiny blue paint. The smell of the paint made me dizzy, but I didn’t give up. After the activity, my shirt and body was covered in paint. I tried rubbing my hands on the sandpaper just like I had sanded the play things, but that hurt.
After our community service, the whole grade enjoyed lunch together at a seaside restaurant. Even though I had eaten there many times with my family, I wasn’t bored and the food was splendid. Sitting on the bus on the way home, I imagined the expressions of the children when they saw their cheerful swings and slide. It gave me a warm feeling of happiness in my heart. Even though the kids didn’t have wealth or opportunity, they were happy. I realized that I was born very fortunate compared to the kids in Father Ray’s Village. I should be grateful for the things I have. I learned that happiness doesn’t come from wealth but from the secure feeling of having enough to share.
By Olin was very excited and nervous to meet the kids. I wasn’t sure whether or not they would like me because I’m not really that good with children. The lady led us to a playground, and asked us to wait. Everyone glanced around nervously at each other. Silence filled the air as we all stood there, unsure of what would happen next. A minute later, a herd of little kids came charging towards us.
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All of theand anxiety emotions I felt quickly disappeared when I saw how excited the kids were.
All of them had huge smiles plastered across their faces. I tried to get to know all of the kids, but soon it became obvious that there was a buddy system. All of us seemed to favor one or two kids above the others. I was no exception. As soon as I saw Nong Poom, I knew he was my buddy. He caught my attention with his midnight
hair and small Chinese eyes. Out of 50 kids, he was the only one to have small eyes like me. The more I got to know Poom, the more I fell in love with him. The way he spoke and acted showed too much wisdom for a boy only four years of age. I knew right away that he had something special in him. Every once in a while, Poom would quietly ask me, “When will mommy come back?” My heart dropped each time I heard those words. I can’t imagine the hardship that little boy had endured. I played with Poom for the whole two hours. I must have given him at least 20 piggyback rides but for some reason, I wasn’t tired at all. Seeing Poom happy was really the best part of the whole trip. Twenty piggyback rides was something I was happy to do in return for Poom’s happiness. This field trip really gave me a lot to think about. Seeing that the kids had so little made me start to appreciate all the things I have today. Before I left, I promised Poom that one day I would come back to visit him. That’s a promise I’d like to keep. AD Astra Volume 3 April 2012
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Grade7 Advisement Trip
All Grade 7 classes visited the Camillian Home on January 27, 2012 on an Advisement Trip. Following a full day of community service at the home for orphans, students reflected on their experiences. I really like helping other people, especially people around my age. Even though we are around the same age, I have advantages they don’t. That makes me think, “People cannot chose how they will be born.” --Lily
Every activity we did brought smiles to the children’s faces; however, I especially liked the Camillian Home’s talent show. The children all sang a Thai song together. As they sang, they looked at each other and smiled. It made me feel that we should be proud of what we have, when other people, with disabilities, are proud of what they have. The trip to the Camillian Home was touching, and it will always be in my heart. --Namwan
On January 27, I gained a new experience in a new kind of community service I have never done before. I had a lot more fun that I thought I would have. I was in charge of organizing the UNO cards and Connect 4 along with two of my friends. The 30 Camillian Home children were divided up to meet us to play the games and activities. One particular boy had a lot of fun challenging RIS students in a game of Connect 4 and won at least one game against each student he played. Time flies when you’re having fun, and soon it was time for the talent show. --Noopim “Some students volunteered to sing, dance and show their special talents, and other performed a skit that was a Snow White parody. The best part was that the actors switched their genders!”
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I am from‌ By Mithi, Grade 8
I am from a land of faith and devotion Where everyone worships God differently, A land of diversity in traditions and tongues, Much like Mozart’s ninth symphony. I am from the banks of the holy Ganges River Where thousands come to float away their prayers, From the icy peaks of the Himalayas, One of nature’s treasures, so precious and rare. I am from the scorching sun in the summer Marking the new harvest season, From the short but chilly winters, The best time for nostalgic bonfires. I am from ancient sculptures and temples Each, a different myth or deity The incomparable beauty of the Taj Mahal, And its dazzling white marble and fascinating history. I am from embroidered traditional saris Which evinces the feminine beauty, I am from chiming colorful bangles, Worn to add to the splendor of festivity. I am from the prominent vermillion bindi A symbol declaring the bond of marriage, I am from hands designed with Mehendi A custom always followed in any celebration I am from the turquoise feathers of a peacock Flapping to show off its bright and slender figure, From the roars of the royal Bengal tiger, The aristocrat king of the jungle. I am from the hot and spicy curries and crunchy samosas A popular delicacy craved by every age, From the measured classical rhythm of Kathak, A dance so graceful, yet sharp and strong. I am from saffron and green with the chakra in between Colors colonized for two centuries, I am from the great Mahatma Gandhi and Vivekananda, Freedom fighters who led us to independence through peace I am from the famous epics Ramayana and Mahabharata Moral tales passed down from generations. I am from a country with vibrant colors of life. I am from incredible India.
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D a n c i n g C o l o r s
Dancing can be as happy as orange, like a bright sun. It can be as hopeful as soft yellow, the glow of a light bulb. Dancing can be as lonely as grey, like an empty road no one walks along. It can be as mournful as black, a suit and tie at a funeral. Dancing can be as complex as white, like people’s minds. It can be as suspenseful as green, the vines that creep along the walls of an abandoned home. Dancing can be as romantic as ruby, like the roses lovers give one another. It can be as sweet as pink, the polka-dotted ribbon in a little girl’s hair.
By Nana, Grade 8
When I dance, I paint the floor with emotions and colors, weaving in space the essence of me.
Where I’m From I am from sacred white elephants native to the humid country they symbolize. I am from golden temples and orange-robed monks, from morning alms and repeated prayers.
I am from grandma’s exact measurements and her gentle hands, from age-old recipes I have yet to replicate.
I am from the branches of the Rucksajit and Lin, two trees that once stood alone. I am from the connected roots of Siam and Formosa.
I am from childhood memories shaped and crafted into a scrapbook, well-worn from handling on blue days, a way to re-center and rediscover who I was and who I now am.
I am from late Sunday mornings hiding under the bed sheets ‘til noon, From Disney princesses whose fairytale lives I envied.
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By Olin, Grade 8
MS Knowledge Bowl
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That Awful Feeling: Thoughts on Bullying
Photo by King, Grade 7
From a Middle School Student
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hat comes to mind when I think of the word bully is people being teased. I’ve seen several types of bullying and have faced it myself, too. Bullying is a behavior where people threaten another person or another group of people physically, mentally or both. Bullying can also result in different reactions, including depression, which can cause low self-esteem or, in certain serious situations, suicide. Bullying can happen online, through text messages or even face-to-face in public places. Bullies usually call other people names, say nasty things, joke about their appearance, punch or hurt them, ignore them, and more. When I first entered this school, I was a chubby girl. I quickly made new friends but they weren’t always nice. They called me bad words. As a 5-year-old girl, I was offended and cried often. I was worried about my 48
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appearance every day. However, my friends apologized afterwards and I willingly forgave them because I really wanted their friendship. Yet, I knew they didn’t mean it. The incident still remains in my head today. Every year I receive some negative comments about my body shape, but as years pass by and I grow older, I’m starting to get used to these sayings. Nowadays they don’t really bother me as much but nonetheless these killing words still offend me a little inside every time I hear them. I admit that I might have bullied some of my friends when I was a child, but I stopped after knowing how terrible it feels to be bullied. To me, bullying is never a good thing. I’ve felt that awful feeling several times and wished that every time it would be my last. I sometimes just wish that the term bully doesn’t even exist in this world.
Parental Involvement in International Schools J. Andrew Westerman, MS Principal
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arental expectations and involvement demonstrated in the decision making of international schools is a significant issue among school stakeholders. Governance and school leadership require clear understandings of the relationships among and between the stakeholders of the school. Anecdotal evidence and personal experience show that parental expectations vary among different cultural groups/nationalities represented in an international school. These differences may cause misunderstandings and a breakdown in communication among and between school stakeholders. A keen understanding of various cultural or national groups within the international school offers guidance for leaders when making decisions and correctly interpreting the actions and expectations of parents. As educational leaders from a different cultural and national background than a majority of the parent and student populations they serve, it is prudent to gain insights into expectations of parents for their involvement in the school. The importance of cultural understanding of the school community is paramount to being an effective communicator and positive community builder in an international school. International schools are becoming increasingly reliant upon serving the needs of diverse constituencies due to the impact of globalization on developing countries. Parent stakeholders play an important role in creating an environment conducive to teaching and learning. More successful international schools are shaped as their school leaders broaden professional experiences to build positive relationships with parents from different cultural and ethnic backgrounds. Recent research by Epstein, Galindo, and Sheldon revealed the importance of principal support in affecting the quality of school-based parent partnership programs. When different cultures have conflicting expectations regarding a topic as important as a child’s education, it is vital for all stakeholders to be able to work together to establish common ground. Indeed, parents who are involved with decision-making may serve as advocates for the school throughout the community. Moreover, parental involvement has been shown to have positive effects on student attitudes and behavior. These beneficial results take into account all student populations including special needs and English language learners. Furthermore, research findings indicated that schools with high achievement levels are more open to parent and community involvement. It is my belief and experience that parental involvement, especially in school decision making, leads to better communication between school staff and parents and better understanding of each other’s roles.
Understanding what parents from different cultures/ nationalities expect in regard to what encompasses an effective school is also a matter of interest. As parents have enrolled their children in international schools differing from their home country’s educational systems, concerns also emerge about whether their children will be able to transfer or attend tertiary institutions in their home countries. Taking every opportunity to get clarification on these parents’ expectations may garner a better relationship that supports growth and development of the school. Researchers also posit that parental participation is essential in effective schooling. Family structure provides cultural, social, and emotional validations that children need to perform well in school. Certainly, the relationships of the teachers, students, and parents, along with those in administration, are all intertwined. AD Astra Volume 3 April 2012
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Comforting the Elderly with Traditional Thai Culture
On February 5, Grade 11 Thai students combined their studies of traditional Thai culture with a community service project with 30 residents at the Thanyaburi Home for Female Destitutes. RIS students visited with the women and provided a relaxing Thai massage, using the traditional handmade herbal ball, or look-pra-kbo. The students have shared their reflections on their experiences.
As a student of RIS, I am really grateful to have the opportunity to visit the Elderly Shelter. I had the chance to observe how the seniors live; how do they eat, play, and have fun. After the trip, I am really happy to support the elders and I hope in the future, that I will have a chance like this again. By Pun
On the 5th of February, as one of the Thai 11A student from RIS, I am really grateful to have had the opportunity to visit the Elderly Shelter. We had the chance to pay our respects, gave them a massage, and buy them food with our money donation. It was a fieldtrip that all students could be proud of, and I hope that the students of RIS in the future could have this opportunity as I had. By Tutu As an honor member of Ruamrudee Thai A class I was able to have the opportunity to visit the Elderly Shelter down at Tanyaburi, Klong 6. For the first time I was able to see how the elder live, and from occurrence I realize something. I realized that in our lives we got a lot of choices. We always complain that getting out of bed in the morning to go to school is a chore, and we almost get everything we ever wanted. But when seeing those seniors make me know that those choices doesn’t come every day. This is one of that experiences that money can’t ever buy. By Punch
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I’m one of volunteers for Thai field trip. It was my pleasure to get a great opportunity to improve the quality of life for elder people. Before the trip, my Thai teacher, Kru Joy, taught me how to massage by using Thai herbal ball (look-pa-kob). At Thanyaburi home for female Destitute, it was my first experience giving them a nice treatment. By Patter
Going on this trip is the equivalent of seeing the world through a brand new pair of eyes. It’s full of emotions that simply can’t be expressed in words. That day I felt like I’ve stepped out of my own self and travelled through the lives of others. By Top The Thai field trip to the elderly home has been a pleasurable experience. We massage and serviced the elderly which felt like a very selfless act. It was a great way to spend Sunday morning. Overall it was a good experience which lifted everyone’s spirit. By Bhop
I am grateful to have visited the elderly home to massage the elders because it was not something I would have thought of before. When I first heard of the idea I was skeptical of the effect it would have on the elderly we were massaging, but when we proceeded to massage them we could see how much they had longed for something of this sort. By Prem
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SOL Club:
Flood Restoration in Ayutthaya By Nitchakan (Chung) & Pakjira (Aom), Grade 11
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he Symphony of Life Club (SOL) travelled to the “Baan Sorn Dee” school in Ayutthaya on Saturday, February 25. This trip has given each member a great opportunity to both renovate buildings as well as restore happiness among the flood victims. In this trip, we were able to help renovate one of the most important rooms of a school, the library. In the morning, it was an all hands on deck activity where we had to clean the walls and remove falling pieces of paint from the wall. Then we had to tape different borders such as the windows and doors in preparation of repainting the library. After all the hard work, each member seized the chance for some fun by painting the walls. The walls were painted light purple, and the poles of the room dark purple. After hours and hours of sweat and laughter, the library was finally restored. In addition to the renovation of the library, some club members also volunteered to teach and prepare the students at Barn Sorn Dee School for their English examination. The students were very keen to learn new vocabulary and gain more knowledge. We had a lot of fun teaching and explaining different reading passages through hilarious acts and mimes. By the end of the day we had created a bond with the students through hard work and smiles. Lastly, with the contribution from the RIS community, we were able to donate a huge number of novels, magazines and other materials for the library, which had lost its collection in the floods. From this trip the students gained new experiences, knowledge, and most importantly the chance to share their happiness with the flood victims.
“All those infinitesimal jobs we undermined are actually much harder than they look, it takes physical and mental stamina to keep up to such a task. But knowing the good we are doing, though only for one small school out of the other countless ones, it really gives us first-hand experience that changes must start from us.” – Pan, Grade 11 52
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SOL Coral Cultivation
By Kulit (Kaotok) Kiartsritara, Grade 12
“Symphony of Life,” also known as “SOL,” is a club designed to handle and assist various communities on issues involved with Thailand’s water resources.
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ymphony of Life (SOL) kicked off, once again, over a great winter break. A total of over 32 students and 3 teachers traveled south to Chonburi over two days in December. This group uniteed for a trip of a lifetime, seeding coral reefs slightly off the shore of Tambol Samaesarn, Amphur Sattahip. In co-operation with Asa Baan Din Thai Foundation and Vinythai Public Company, a total of 33 corals were seeded through the use of an artificial module constructed by PVC pipes. This module, according to professor Prasarn Sangpaiboon (Chairmain of the program), is strong enough to last for decades, until the corals fully grow and develop. It is ecofriendly, as the screws used to bolt the corals in place will disintegrate within a couple months’ time. Apart from gaining the ability to work collaboratively as a team, many members claimed the experience was new and exciting. “It was a really interesting process in observing how artificial reefs are planted. I would be interested to see how these lifeless corals will turn into a brilliant and vibrant system,” claimed Ooa, a junior. To many, this trip proves a valuable hands-on experience. Besides the hours of tireless work, a lifelong lesson was gained, and many of us have a new understanding of the word “preserving.”
“The earth has provided me with many things. I was brought up happy and healthy in this beautiful world. In today’s world, the earth is in trouble. It is time for my friends and I to save it. I have taken from the earth all my life, but it is my turn to give back to it,” stated a student. In summarizing the trip, Ms. Nichapa Srisuk, club advisor stated, “I am proud to see how the Symphony of Life Club has developed throughout the past two years. This trip serves as a reminder of both how far, together, we have come and how far we have left to go. It is great to see the smiles of the locals, but, at the same time, I am also very happy to see how members of the RIS community came together in the hopes of creating a better and more beautiful world.” Today, over 150 members are a part of the SOL family. We are proud to represent the RIS community and promise to deliver more in the future. This growing family is ready for another great year! Hello 2012 and thank you 2011! AD Astra Volume 3 April 2012
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HS Spirit Week
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HS Knowledge Bowl
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RIS Athletics W Gerry Steiert, Athletics Director
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ven though Season 2 began a couple weeks later than normal, our BISAC and SEASAC Championships were held without disruption amid very fine Bangkok weather. Many “firsts” have recently taken place in the RIS athletics department.
For starters, RIS has installed Asia’s first environmental friendly artificial turf to meet world-class FIFA standards. The new surface is a tremendous addition to an already healthy athletics program. It will be the center of great sporting events for years to come. The first scheduled event to take place on the field was a Habitat for Humanity Fundraiser for flood victims, organized by Richard Kemp; it was followed by two BISAC tournaments. On behalf of the RIS Athletics and Physical Education program I would like to thank the RIS administration and the Redemptorist Foundation for continuing their inspirational vision to make Ruamrudee not only the biggest but also the best Athletics Program in Southeast Asia. The first Spirit Rally took place during the High School assembly on February 8. An energetic group of cheerleaders entertained the crowd for a solid five minutes, all teams and coaches were recognized, and our Thai students sang the Royal Anthem. The first tournament of 2012 brought silver medals to both RIS Varsity Basketball teams at the Ekkamai International School Basketball Invitational on January 15. In addition, our JV boys and girls earned valuable playing experience competing against other teams.
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BISAC Wrap-up: January 14 – 15
• Seven boys and girls represented RIS at the U19 Open Singles Tennis tournament at BPS (Sorrachet Uayporn).
January 21
• RIS boys Team Tennis earned bronze medals at ISB; the girls finished 5th at BPS. • RIS U17 (Tomas Bohorquez) and U19 girls (Steve Williams) earned bronze medals in the first ever Touch Rugby tournament held on the new turf. • RIS hosted the U19 girls basketball tournament; our girls (David Herold) were upset by ISB in the bronze medal match, finishing 4th. U19 boys (Raha Mortel) placed 4th in the championships at NIST.
February 3 - 4
RIS hosted four tournaments over an epic weekend of wins and great teamwork. • U13 girls soccer team (Jillian Nichols) made RIS history by claiming both the Championship Plaque and medals by overcoming ICS during the finals, while U13 boys (Lynn Bantley) kept the bronze medals at home. • U17 girls basketball (Onsa Saleenuan) took 6th in the championships and the U17 boys (Tim Mitchell) finished 11th in a highly competitive division. • U11 boys football (Prapohj and Wittawat) took the championships at BPS with the A Team finishing 5th and the B team 7th in another pool. • U15 boys football (Komson) earned championship silver medals at SHB.
Wrap-up SEASAC Championships February 2 - 5
• The 14-member Girls Touch Rugby team (Steve Williams) finished 7th in a 2.5-day tournament at BIS Jakarta. • Girls Tennis earned silver medals in Singapore at UWC, and the boys (Guest coach Jay Sakolsatayatorn) finished 4th. • Boys Basketball brought home the bronze from NIST; the girls finished 4th. • RIS MUN (Brian Benson and Vannessa Scully) participated in the MUN conference at BIS Jakarta. • The RIS Fine Arts Department (Darren Scully) entertained 83 students from 5 different international schools for the 2012 Waves of Change Arts Festival at RIS. Schools from Hong Kong (CDNIS) Surabaya (SIS) Myanmar (ISY) & Malaysia (GIS) flew to Bangkok to join the festivities and extremely busy program. Local students from NIST and BPS also joined 48 of our very own RIS students for the event.
I would like to thank Cocotte Restaurant for their availability during our tournaments and the SEASAC Arts Festival, and JJ Restaurant for catering hospitality rooms for all tournaments as well as the banquet and lunches for the SEASAC Arts Festival.
Invitational Events
• RIS entered 14 boys and girls in the Shrewsbury Storm Relays in January (Sathit Hongtong, Kritsana Thanpisitsakon, Kevin Leinbach). Gold medals went to RIS 15+ boys and girls, the 11-12 boys and girls placed 5th, and the senior team finished in 4th. • The 10-member Golf team (Michael Wilson and Walter Koertge) took a silver finish at the ISAT
Tournament hosted by BIS at the Bangkok Golf Club on February 5. • RIS’s newly formed Cricket squad (Paul Robinson) earned the silver in a 2-day tournament at BPS.
Season 3 Sports: February 8 – May 26
Softball is quite popular again this year with lots of participation among the age groups: boys U19 (Shaun Edmonson), boys U17 (Brett Arnold), girls U19 (Richard Moore), girls U17 (Tommy Bohorquez), girls U13 (April Slagle), boys U13 (Marshall Williams). In addition, the boys U15 team (Kevin Curran) is hard at practice, awaiting other teams in Bangkok to join this new division. RIS will host the BISAC U13 Boys Championships on April 28 with 7 teams currently entered. Badminton is in full swing with U19 girls (Andrew Silvis) and boys (Chuan Feng Lee), U17 boys (Prapote) and girls (Joei). RIS will host the U19 boys and girls BISAC Championships on March 31. Other sports this season include: • T-Ball: U11 boys (Kevin Thomas, Ben Roth), U11 girls (Steve Williams) • U15 Volleyball (Noi and Komson) • U13 Volleyball (Richard Kemp, Onsa) • U15 Tennis (“Arm” Sorrachet Uayporn) • Cricket (Paul Robinson) We really enjoy seeing parents at the many events regularly happening on our campus. For current information on our sports program, please visit the Athletics link on the RIS home page. We include SEASAC and BISAC Schedules, games, tournaments, team photos and current events. Remember, if it’s not on the Website, then it’s probably not happening! www.rism.ac.th
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Habitat for Humanity Football Fundraiser Written by: Richard Kemp
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n January 14, 2012, over 70 soccer enthusiasts gathered on the new artificial turf for an athletic fundraiser to benefit Habitat for Humanity. A total of 12,500 baht was raised through this exciting 7-on7 soccer tournament to help send RIS and RIST students to Lopburi to rebuild the homes of families devastated by the floods. Players from around the world made this event absolutely special, with six teams representing Thailand, Germany, Switzerland, Canada, England, United States, India, Philippines, China, and Africa. The tournament included two pools with three teams playing in a round robin format. Each of the first place teams from the pools received byes into the semi finals. Team Kaya FC from Pool B and SWU PE Alumni in Pool A both received this honor. Team International, Swiss United, RIS Staff, and the Varsity All Stars were left to battle it out for the chance to meet them in the playoffs. The Varsity All Stars team had a poor showing and got crushed by RIS Staff in the first of the quarter final matches. Team International tied the Swiss United at the
end of regulation and pulled off a great victory with a 3 to 2 final in the shootout. This set the stage for a great showdown between Team International and SWU PE Alumni on Field 2 with team Kaya FC facing off against the RIS Staff on Field 1. Both games had plenty of action on both sides of the field. In the end it was the RIS Staff winning over Kaya FC and SWU PE Alumni pushing past team International to set up a brilliant final. The final game proved to be what we all were expecting: a great match between two competitive teams with a lot of heart and energy. In the first period RIS Staff took a quick lead with a beautiful shoot on goal from the top of the box. SWU quickly answered with a goal of its own. From one side of the field to the other, the sportsmanship between both teams was amazing. When the game ended and the dust settled it was SWU PE Alumni who pulled off a hard fought win over the RIS Staff with a score of 4 to 2. The day showed the true international spirit, which is what Ruamrudee International School is all about, a place where families can bring their children to enjoy a day of fun watching teachers, staff, parents, students, alumni, and good friends play an exciting game of football. The following people should be recognized for making this event a success. Mr. Praphoj Unpdsa did an outstanding job with preparing everything needed on the fields and refereeing some intense games. Janjira Khaosa-ard and Richard Kemp, in a joint effort, helped turn the idea of having the entire RIS family come together into what turned out to be a glorious event. Thanks to all players and supporters!
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The Residence @ RIS
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The Residence @ Ruamrudee International School offers an on-campus housing option for High School students. The program is grounded in the philosophy of care and the distinct ethos of familial spirit.
he Residence provides spacious, comfortable and cheerful surroundings conducive to the needs of young people. The fully supervised program complements RIS’s rigorous academic program and stresses a holistic education, with a distinctive focus on helping students responsibly balance academics and recreation, health and spirit, and individuality and a commitment to their community..
Throughout the week, students have access to RIS’s world-class facilities, including opportunities to participate in sports, and the extended day program, community service projects and other school sponsored extra-curricular activities. On weekends, residence advisors organize weekend outings to malls and supermarkets, as well as special cultural and recreational activities. Students have the option of attending mass on Sundays in the school chapel.
Trained and experienced residential advisors closely supervise students, and assist them in making smooth In addition to supporting students’ academic, and comfortable transitions into the residential life. recreational and social wellbeing, The Residence is concerned with student safety and privacy. Visitors Rooted in the belief that the world is held together are allowed only during supervised hours, and by connectedness, The Residence offers a caring, students may not leave campus unsupervised without nurturing, and supportive environment. A common prior permission from registered guardians. room offers students a shared space for socializing and group studying, as well as organized social An Annual fee of THB 198, 000, for students who events and special gatherings. choose to avail the facility 7 days of a week, includes all of the above mentioned with the exception of Students will receive daily food coupons for breakfast specially arranged EDP sessions. However, the and lunch, which can be redeemed among the wide fee for those who live in the facility only 5 days a range of options in the school canteens and coffee week will pay only THB150, 000. Please contact shops. Dinner is a shared time for residents, with a the admissions officer Ms. Aritayas for further hot meal served in a family-style setting. information at info@rism.ac.th. * Provisions can be made for Middle School students who wish to stay with their older siblings on a case-by-case basis.
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