Wellington College Festival of Education 2017
News from Laurianne Gidrol, Director Marketing: Following the success of last year’s Festival, we are delighted to announce that the Festival of Education 2017 will be held in Shanghai on Friday 20th and Saturday 21st October, after which it will move to Hangzhou, on Sunday 22nd October, before completing its journey in Tianjin on Monday 23rd October.
Here is a selection of topics you can expect to hear from our 20 international experts and speakers in Shanghai:
- Early Years focus: dedicated sessions for Early Years educators and parents
- Wellbeing: an inquiry into examination stress, body image and mental health
- A developing romance: aspects of the relationship between Chinese and British education
- Exploring education: sessions challenging accepted ideas and fundamental concepts of teaching
With two locations in Shanghai, the Festival will offer plenty of food for thought for all festival-goers:
- Two days filled with presentations and sessions at Wellington College International Shanghai
- An Early Years focus, with specific workshops and presentations given in Mandarin or bilingually, at Wellington College Bilingual Shanghai.
Get your tickets now and be a part of the journey!
Growth v’s Fixed mindset…………..allowing children to flourish
“Growth mindset” is the name given by psychologist Carol Dweck to the idea that intelligence can develop, and that effort leads to success.
https://www.theguardian.com/education/2016/may/10/growth-mindset-research-uk-schools-sats
It is the belief that intelligence can be developed through practise, hard work, dedication and motivation. The opposite, a fixed mindset centres on the notion that intelligence and talent alone will lead to success. People with a fixed mindset believe that these things are ‘fixed’ and cannot be developed or improved upon. They believe that you are either born with it or not, and nothing can change that.
For young learners, their mindset in childhood is heavily influenced by interactions with the environment and humans around them. As adults, we have the extraordinary power (I’m reminded of Spiderman here…..with great power comes great responsibility) of forming the minds, beliefs, values, emotions and mindsets of those children in our lives. Our hang-ups, personal ‘quirks’, self-confidence and self-esteem, motivations, inner voice and outer behaviour and reactions as adults were all borne from our experiences as children.
As I write this, I can reflect on times when I have watched the reactions of my own children from the words spoken by myself. Both positive and negative, the results were profound nonetheless. I have always tried to be the mum who has embraced the process of what my children are doing, rather than the result. Phrases like, “I am so proud of the way you faced that challenge and you didn’t give up” when my sporty older son lost the obstacle race at sports day, or “I really like the way you mix the colours together to create new colours” when my creative younger son produced one of his ‘unique’ pieces of art, don’t always come naturally and require
thinking before speaking. The conversations we have with our (and other people’s) children should focus on their efforts, their personal learning and reflections on the learning process rather than only on the outcome. It’s not all about achieving something, rather how it is achieved. If we only ever focus on the result, or what
we perceive the result
should be, we neglect the personal journey upon which a child endeavours. Children whose early education and childhood experiences are embedded in achieving targets set by those adults around them will usually grow and evolve in to adults with a fixed mindset. However, children who are surrounded by opportunity to seek challenge*, take risks*, be proud of how they accomplish something (not just the result*), show belief that more effort or a different approach will pay off* and find new ways to do things* will undoubtedly view the world, and their position and potential to achieve in it, differently. *Characteristics of Effective Learning, Development Matters in the Early Years Foundation Stage (EYFS), 2012.
Why is it important to have a growth mindset? Let’s look at why it is important
not to have a fixed mindset first. Children with fixed mindsets are more likely to:
- Fear failure
- Give up on tasks they feel are too difficult
- Ignore feedback
- Avoid challenges
- Feel threatened by the success of others
Children with growth mindsets are more likely to:
- Learn from the mistakes
- Be motivated to succeed
- Put forth more effort
- Face challenges head on
- Take risks
- Seek feedback
- Learn more
Learn faster Adapted from schoolhousedivas.blogspot.co.uk
Next time you have a conversation with your / a child about something they are, or have been doing, make a conscious note to reflect on the words you use to assess their impact – I think you’ll find it very enlightening and thought provoking. Upon becoming a parent and feeling the enormous responsibility of not only raising a child, but growing a human being in to what I hoped would become an inspired adult, I did. Now I relish that responsibility 278 times over every day!
Looking for contributions towards our musical kitchen – a message from Miss PeiHua and Miss Sarah
Do you have any old cookware at home? We are setting up music kitchens outside and need old pots, pans, chopsticks, spoons, spatulas, etc for sound play! A box will be in reception until September 20th to collect household items in good condition. Thank you for your support!
Classroom News for week beginning Monday 18th September 2017
EY1 – Erica Ni writes about the theme Brown bear, brown bear, what do you see?
EY1 children are settling much better and we hear less crying every day. Bumblebee and dragonfly are going to start our choir in the morning under our family tree every Tuesday and Thursday. We are going to listen to the sounds animals make, say the animals’ names, and imitate the sounds. Children will paint with cars and blocks on the paper, and teachers will help children to review the names of the colours and animals in English. We will read The Artist Who Painted a Blue Horse in Chinese and look at the animals in this book. Children are going to use their imagination and draw their favourite animals with paint, crayons and markers.
We are reading: 《我的后面是谁呀》、《画了一匹蓝马的画家》、《我爱红色》
Brown bear brown bear what do you see
We are singing: Pat your head, Big & Small, Twinkle twinkle little stars, rainbow song
早安歌、小星星、两只老虎、春雨沙沙
A note from the EY1 team: Children have been encouraged to do certain things like wash hands, open water bottles, put toys away by themselves, please give chances for our children to be more independent at home too. Please read wellington communication book or talk to teachers to see there is any item you probably need to prepare for your children.
EY2 – Vivian He writes about the theme 10 little fingers, 10 little toes
This week, we will learn to distinguish between left and right. Children will have the opportunity to make hand murals as well which they will be able to decorate with their favourite choice of colour. This week, we will also begin learning to count and we will review the concept of number and amount. We will engage in such activities as matching the correct number of objects on lily pads. In addition, we will practice grouping and sorting objects based on their correct number. Finally, on Tuesday will also dress up like Pirate, we will have a fun activities in the class.
We are reading: From Head to Toe, 10 Little Fingers and 10 Little Toes，《好饿，好饿的毛毛虫》、《小兔子识数字》、《数字在哪里》
We are singing: Good morning song, Hello song, Head, Shoulder’s, Knees and Toes, 5 Green Speckled Frogs, 五只鸭子、早上好、一二三四五
A note from the EY2 team: Parents please make sure your child dress up as a Pirate on Tuesday
EY3 – Even Chen writes about the theme All About Me
“Everyday in a hundred small ways our children ask, ‘Do you see me? Do you hear me? Do I matter?’ Their behaviour often reflects our response. – L.R. Knost
In English day, EY3 pupils will be practicing writing our names using different mediums. We will also continue to explore parts of our body by printing with hands, feet, fingers and elbows. The children will have the opportunity to practise their running, balancing, jumping, hopping and crawling as we investigate different ways to travel around the gym. We will begin to learn about our senses, what they are, what they do and how we use them. We will begin by investigating different scents of playdough. Finally the children will take a closer look at their emotions, considering how we look differs depending on how we feel. The children will use face templates to make faces that depict different emotions and create emotion puppets.
In Chinese day, the children will practice using scissors to cut paper into the stomach, large intestine and small intestine, etc. and splice the digestive system. We will also continue to explore parts of our body. Some children show interest in others’ bodies when they went to the bathroom. We will also learn self-protection skill and social skill through discussion and by labelling tag. The children will have the opportunity to practise their running, balancing, jumping, hopping and crawling as we investigate different ways to travel around the gym. Finally, we will also explore the feelings brought by different experiences and the ways to overcome negative feelings. Pupils will recognise their emotions by making facial expressions using playdough and emotion puppets.
We are reading:《三只熊和金发女孩》, Funnybones by Alan Ahlberg
We are singing: 我的身体、行为规范歌曲 All about me. Individual class routine songs.
A note from the EY3 team: Tuesday 19th September – Talk like a Pirate Day
EY4 – Emily Gu writes about the theme Me and My World
In English day, we will learn vocabulary relating to feelings and emotions, learn to express how we feel and to recognise what it looks like when people feel a certain emotion. In Chinese day, children will get to know what they are able to do by themselves through discussion and drawing activity. They will learn to do things by themselves. If not, they will learn how to do it. For example, pupils learn to sort out books, tie the show laces, etc. We will also encourage children to learn a new skill.
We are reading: 《阿立会穿裤子了》, Today I feel silly (Jamie Lee Curtis and Laura Cornell), Glad monster, sad monster (Ed Emberley) , The feelings book (Todd Parr)
We are singing: 《幸福拍手歌》、《我有一双勤劳的手》, If you’re happy and you know it (with children adding their own verses)
A note from the EY4 team: 19/9 Talk like a Pirate Day
Music and Movement – PeiHua and Sarah write about life in the music space
EY1 – After exploring the different instruments in the room, we’ll do a stop & go dance with recorded music to work on our inhibitory control skills. Steady beat and lots of singing will also be featured in this week’s activities, including new songs featuring Chinese instruments and traditional songs celebrating Mid Autumn Festival.
EY2 – The children will begin exploring Chinese traditional instruments and songs in preparation for the Mid Autumn Festival celebrations. We will continue to explore high and low sounds, and the timbre of different instruments during our activities.
EY3 – Last week the children were very excited to explore the guzheng with Ms. Wang. This week we will use guzheng music to explore legato (long, smooth sounds) and staccato (short, separate sounds) with movement. A singing poem about the moon, instrumental music featuring Chinese instruments and traditional songs about making mooncakes will also be introduced as we prepare for the National Day holidays and our Mid Autumn Festival celebrations.
EY4 – Self-expression and small group rhythm work will continue as we build rhythm skills in preparation for learning notation later in the year. Music from China will be featured over the next few weeks, including a traditional Chinese dance, an introduction to the guzheng, and a song we sing about the moon as we prepare to celebrate National Day and Mid Autumn Festival in the setting.
We are reading: Hands, Hands, Fingers, Thumbs by Al Perkins
We are singing:
EY1 – Teddy Bear, Teddy Bear Turn Around, 三只熊
EY2 – Aiken Drum，静夜思
EY3 – Lirum Larum, 爷爷为我打月饼
EY4 – All By Myself, 月亮粑粑，律动《月色美》
