On Tuesday, June 16, we had our first of several school visits, and since we are all teachers, I thought it might be more interesting to ask each of our CFI participants to write a short reflection about the visit, either writing generally or focusing on one issue of interest to them that they observed. As it happens, Tracy and Ping were adventurous and found time to go to the local kindergarten behind our inn in Kunming and see if they could observe what they were doing. Happily, they were welcomed in, so they provided a summary of that visit which is quite fascinating, and I think it would be interesting to anyone who works in our Early Childhood Division, so do scroll down to find their reflection, it is posted after everyone else’s. Since we’re a bilingual immersion school, it only seems appropriate to ask our participants to write reflections in the language they are most comfortable, so you will see reports in both Chinese and English below.
We visited the Pollard International School, a new school in Kunming that has only been in existence for three years. It iss currently only running classes for 2nd, 4th, 7th and 10th grades, with only 24 students enrolled, and only 2 students in grade 2, a boy and a girl - it's a good thing they reportedly get along well! However, the school will expand to offer a full K-12 academic program as they grow. There is some religious education, and Samuel Pollard, after whom the school was named, was a missionary who traveled to Yunnan, and was even responsible for inventing a written script for the Miao minority language. Their mission, like CAIS, is to provide bilingual education for their students, and to provide opportunities for students to study abroad in US schools during their high school years, as well as to apply to American and other international universities in the future. The use American textbooks for all English instruction, but use these textbooks only as a resource to design lesson units based on backward design principles. They also stress developing students’ creativity and critical thinking skills.
We visited the Pollard International School, a new school in Kunming that has only been in existence for three years. It iss currently only running classes for 2nd, 4th, 7th and 10th grades, with only 24 students enrolled, and only 2 students in grade 2, a boy and a girl - it's a good thing they reportedly get along well! However, the school will expand to offer a full K-12 academic program as they grow. There is some religious education, and Samuel Pollard, after whom the school was named, was a missionary who traveled to Yunnan, and was even responsible for inventing a written script for the Miao minority language. Their mission, like CAIS, is to provide bilingual education for their students, and to provide opportunities for students to study abroad in US schools during their high school years, as well as to apply to American and other international universities in the future. The use American textbooks for all English instruction, but use these textbooks only as a resource to design lesson units based on backward design principles. They also stress developing students’ creativity and critical thinking skills.
The school is pretty exclusive, given that yearly tuition runs about the equivalent of US$16,000 a year, which is pretty high by Chinese standards outside of major cities like Beijing and Shanghai. However, there has been a rush of interest on Chinese students and families to apply to foreign (mostly US) colleges in recent years, and hence there has been a sudden surge of new high schools all over the country to provide American-style education and English instruction to allow students to be more prepared and competitive for applying to and enrolling in US schools.
To prepare for our visit, as well as for all our visits, we divided into three groups by van and engaged in discussion on a number of topics in our groups, including the differences of pressure between Chinese and American students, differences between Chinese and American teaching styles, as well as our initial impressions of the urban/rural divide in Chinese education – more on what we discuss and will learn to come in future blogs! In the meantime, enjoy our participants’ reports and their often different perspectives on what we observed at Pollard. There is lots of food for thought for all of us as educators here.
- Adam Ross
Ya-ching Hsu-Kelkis 许雅菁
伯格理国际学校的每间教室皆充满着老师与学生共同创造的绘画作品。美术老师与学生一起设计教室壁画彩绘的主题,各个教室体现出学生和老师之间的合作与创意。这样的活动不仅能够引导学生体会到他们学习到的绘画技巧是有用的,有意义的,而且学生自己创造的作品更能够对自己的教室产生归属感。能够在这么温馨的教室中学习,这些孩子真是幸福。
然而,他们也付出相当的代价。相对于其他学校,伯格理国际学校的收费不菲。再则,目前全校学生人数仅有24人,学生的社交圈子相对也小。这一点是比较让人担忧的。毕竟,学校就是一个小型社会,如果学生能有机会跟更多人相处,他们的人际关系也会發展得更好。
即使如此,这些孩子相对比大多数的孩子有更多不同的学习机会,因为他们有机会接受与中国相当不同的西方教育。他们从西方教育中逐渐培养出发现自己的价值的能力,从而肯定自己。教育不应该只是知识教育,而是透过教育进一步认识自己。这是国际学校的教育使命。
Michele Douglass
I enjoyed visiting the Pollard School. I like their philosophy and vision for the students. I wonder if they have a vision statement. I inquired about their physical education program and like that they separate the boys and girls. I believe more learning can happen in physical education when genders are separated, specifically middle school. In addition, I asked about outdoor education and it became clear that the head of the school is unfamiliar with outdoor ed. Though this is not a required course in the US, it is a valuable part of education and is being offered at many schools. In order for the school to be successful they need to offer something unique for its students and they are successfully doing that. I liked that they also introduced us to alumni, which helps to reinforce the success and achievement of the education they are providing.
Sue Geng 耿秀
今天我们参观昆明伯格里教育学校。一进门就被墙上写给老师的一段话所吸引了。其中一句是:“只有孩子在具有人性的情况下,读书写字算数的能力才有价值。”怎样对学生进行人性的教育?怎样培养学生的人生价值观?就这个问题我请教了该校的一位老师。她简单的介绍说:“他们学校有一门课类似德育教育。采用的教材是美国的一套书,(具体的书名她不知道,教这门课的老师回新加坡了)大概的内容是通过对每个动物的性格特点的了解,从而学习人与人之间的关系”。这与我们学校所教的“ToolBox”的课程有点相似。等回去后对此教材再作进一步的研究。
总之,今天参观此校,得到了很多启发。也非常感谢两位老师的精心安排,和这几天来对我们的细心照顾。
Kimberly Reid
When we arrived at the Pollard International School, we were warmly welcomed by the entire staff. We gathered together in a meeting room and listened to the director and four students speak about the school and various education-related topics. The one that was the most memorable for me was the student who discussed the relationship between teachers and students in Chinese schools. She gave a unique perspective on teachers in China and their role in helping students prepare for the entrance exams. She described the teachers as being friendly and warm and understanding the pressures that the students face and how hard they worked to help their students achieve. It was interesting to hear her story and to see the beginning stages of how this school got started.
Kaicy MacLeod
Pollard School seems to have the hallmarks and goals to be a prominent English Independent School in China. I was most surprised to learn that the school started with three students, just like CAIS! Their students were confident and loved the “American” way of having less pressure in class and homework. Based on the student feedback and the number of their students currently studying abroad, I feel this school will be very successful.
Annie Liu 刘银珠
今天我们有幸参加了伯格理国际学校,学校安排了四位学生就教学方法、考试、功课、以及师生之间的关系这几方面跟我们分享了她们的学习生活,也从侧面反映出一些中西教学理论和系统的不同。我非常赞赏、赞同其中一个学生所说的“师生的良好关系是激发学生学习动机的关键”。 当那个学生深情回忆起她以前的老师,阐述她的老师如何教导他们,让我感动。通过这次访问,以及与其他老师的交流,使我对目前中国的教育状况有了更进一步的了解,这对我在美的教学也有一定的帮助!
Elena Vlad
Surrounded by incredible beautiful nature, in the midst of the '99 expo village, there is a tiny little school called Pollard International. Although small in size by the number of its students, this school has big aspirations for its participants in their ambitious curriculum. For the older students who already have been exposed to the Chinese educational system, the Pollard International School is like an oasis where they can breathe new air and replenish their senses while getting ready to face the Western World. As for the little ones, Pollard is a place where they can learn from the very beginning without being afraid that they make a mistake or they are being judged. Their carefully designed curriculum helps the students learn without prejudice and prepares them for challenges of a life abroad and hopefully to benefit their motherland, as well. I, personally, enjoyed my visit at the school immensely, and although, I know that only a limited, privileged number of children attend this school, it is still a great achievement that would hopefully bring change and inspiration towards the improvement of the current education system.
Wen Chang 张琼文
一走近昆明伯格理学校,就能看到一面大墙写着校长对老师们的叮咛,请老师们记住伯格理学校的教学理念不光是提供学生课业上的辅助,更重视学生人格上的发展。不同于一般中式学校着重于考试准备,伯格理学校的课程除着重辅助学生发展独立性思考的能力与创造力。然而,学校建校时间不长, 课程发展还不成熟,加上学生英文程度的参差不齐,伯格理还有很大的发展空间。好比说,针对引导学生发展创造力,他们目前没有具体的课程规划。或者,针对英文程度落后或有学习困难的学生,他们还没有这样的辅导部门。在参访过程中,我们有机会听到学生代表用英文介绍他们学校的考试及功课制度,老师授课方式,并且以他们的观点来比较伯格理和一般的中国公立学校的不同,让我们以此了解目前中国教育的状况。
Jill Rosenberg
I was impressed with the setting of Pollard School – such an unusual setting for an interesting school. What impressed me most was the combination of Western education and Eastern culture. Since my interests lie in educating students with learning challenges, I was most impressed with how they managed students who had difficulty. In a class size as small as theirs, with 2-6 students in a room, it would have become very obvious which student was in need of further assistance. In order to save pride, which is something that is very important in Chinese culture, the school psychologist decided the learning strategies that would effective to the one student in need could be helpful to all and insisted in a shift of teaching to all students to accommodate the needs of one. As a teacher who often goes in to classrooms and pulls one or a few students at a time, or stays in the room to provide extra assistance, I really liked that they were concerned over the feelings of one student enough to alter the educational plan for all. It is a concept I will try to employ more when I return to school in the fall.
Yanmei Yang 杨艳梅
跟随学校教师团来到了四季如春,美丽的春城昆明。我们走访的第一所学校是伯格理学校,这所学校坐落在风景秀丽的1999年昆明世博园区内的金殿名胜区入口旁,校舍不大,但麻雀虽小,五脏俱全,能利用的空间,都合理的运用了。我特别喜欢的是楼梯旁的墙上悬挂着很多名人的肖像和生平介绍,最后的一幅画上只有一个大问号和一行字。下一个是你吗?这种让学生在不知不觉中、潜移默化的鼓励着学生积极向上的方法非常有创意,值得借鉴。学校是培养人,多方面发展学生个性,让学生有足够发展空间的地方,而不是培养一个两耳不闻天下事,一心只读圣贤书的地方,感觉到这个学校目标比较明确,颇为与众不同。“充电”之旅就这样开始了...
Tiffany Long
The oral presentations given by the four Pollard students were the most tangible indicators of student outcomes at Pollard International School, a unique institution designed to prepare students for a smooth transition to schools in the United States. Stephanie, Raylene, Carrie and Joy each read off their personal reflections on the Chinese education system, which offered insights into Chinese teaching methods, examinations, homework and student-teacher relationships. These girls took center stage and gave English presentations to a room full of teachers from the U.S. at a relatively high level of proficiency. Their presentations also highlighted their ability to form and support their own opinions, an indicator that critical thinking is taught and encouraged in the classroom. Joy, a tenth grade student, shared personal anecdotes to explain the complexities of student-teacher relationships in China and reminded us that we cannot seek to truly understand the Chinese education system without considering context. The level of analysis and the consideration of multiple perspectives in her piece was impressive. However, I also noted that the students had to read off their presentations and required the support of a translator to respond to questions posed by CFI participants. Their listening comprehension seems to be weaker than the other literacy domains. Finally, Pollard's teaching model requires students to forego their Chinese education in preparation for a permanent transition abroad. Pollard students do not take general Chinese classes and do not take the high school and college entrance exams. In this way, Pollard does not offer a strong model for reforming the Chinese education system because their students exit it altogether.
Ying Wang 王颖
这是一群幸运的孩子,在父母的经济支持下,可以摆脱中国教育的压力,在Pollard国际学校享受自由、轻松的教育。很欣赏Pollard的一位学生Joy的报告,她很客观地评价了中国学校的师生关系,她的老师在校内校外的表现是不一样的,严厉与和蔼的矛盾和统一。中国的老师和我们的老师相比要承受很多的压力,真期盼在中国有更多的老师能在这种高压力下,还能坚守自己的信仰,—“教书育人”。
Tracy Rackham and Ping Xue 薛萍 – Additional School Visit
Tuesday June 16th 2015
圆通幼儿园 (Yuantong you’eryuan – Yuantong Kindergarten). Yunnan Province Government Worker School
From our hotel room Ping and I noticed a line of parent with one child, on one side of the small alley and on the other side parents were briskly walking away with no children. Our curiosity piqued, we decided to look to see if there was a school close to us. Later in the day we found the school and asked a parent about it. He told us it was a school for children ages 3-6. The next morning we were free so we decided to see if we could visit. Ping used her amazing skills of negotiation to convince the staff that we were people they could trust to visit the school. We were escorted by Wang Laoshi. As we entered the school we had no idea what to expect, all we knew was that it had children ages 3-6. The school has 400 students in 12 mixed aged classes. The children are served 3 cooked meals a day. It is a government school and the students who attend are all students of government workers. They admit students all year round depending on availability. This makes it much easier for new students to adapt to their school, as they have many other peers to help them settle down. They pay 400 RBM per month. I have to admit that I had stereotypical thoughts of a Chinese school. Even in this age I expected to see rows of children I school uniforms participating in teacher directed drill exercises. Wow was I wrong for this school!
We were asked not to take any pictures inside the school, and my words will not do much to describe the school, but I will do my best. The school campus is surprisingly large once you are inside the complex. Most of the buildings face a grassy courtyard where the children play and exercise. As I glanced into a classroom I did a double take as I saw the Montessori Land and Water globe and I rudely blurted put "it's a Montessori School!" Wang Laoshi, luckily, was not offended, but pleasantly surprised, that I was a Montessori teacher. She told us that the school started out with just 3 classes teaching the Montessori Method but the parents loved the method so much that now all 12 classes are Montessori. The teachers are trained every summer by teachers who come from Taiwan to train them. All the materials they get are from Taiwan.
We toured around the classroom which were very spacious and full of light. All the children were engaged in their self chosen, meaningful activities of arranging flowers, washing clothes, making Botany booklets and scrubbing tables. Some children were working in small groups with a teacher doing math activities such as adding 1,000's, 100's, 10's and units. As I watched the children comfortably working with these western designed materials I was stuck by how appropriate these materials designed by Maria Montessori over 100 years ago for Italian children, are for children all over the world. Does this mean that with my knowledge of Montessori education and materials that I could teach in a Chinese Montessori school in China? (Don't worry I'm not thinking of moving to China yet!)
In this school there are 36, 3-6 year old children in each class and 3 teachers. (Very typical for a Montessori class) for most of the morning the half of the class is outside playing and the other half is inside the class. The children outside were riding tricycles, running, playing on the structure and participating in teacher led exercise. I was surprised at how fun the exercises looked; skipping, crawling commando style on a mat and jumping jacks. Also outside was a shallow wading pool which the children play in during the summer, and which in the winter is drained to allow students to play various other games.
Many of the children greeted us politely and were also very curious about the visitors, especially the one who did not speak Chinese (how did they guess that!). They happily practiced their English " hello" and "good morning". After greeting us they happily went back to their play. After watching the children play we visited the multi-purpose building. This is a whole building dedicated to different areas of play. They have dedicated one whole floor to dramatic play, with areas set up as a hospital, shops, house, bank etc. In order to buy anything for the shops they have to visit the bank first and if they want something for the shops they have to go to the "factory" to have them made. Many of the rooms were dedicated to creative play, which was another pleasant surprise for me. They have a well-stocked clay room and found art room. The also have a Chinese painting and traditional crafts room. Art is also reflected throughout the campus as children are allowed to paint on the white tiles which the then wash off themselves.
They choose the projects (units) based on the seasons, but they follow the children's interests as to what content they actually study. There is no timeline for the study - when the children are done, the study is done. The topics chosen for the study is reflected I all the areas of the children's learning; In the classrooms, all the activity rooms and outside.
We feel so lucky to have had the opportunity to see this wonderful school. Our only regret is that we did not open this invitation up to more of the teachers on the trip. Our expectations of being invited in were so low that we didn't think it worth spreading the word. How wrong we were! We were welcomed with open arms by admin staff, teachers and children alike. We did not see any rows of children being drilled with facts. We saw happy, engaged children who were allowed to direct their own learning and loved their teachers…and teachers who obviously cared for the children and had a deep understanding of the needs of the child. I feel ashamed for thinking I would find anything less!