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  • International School of Dongguan joins EdEvents!

    EdEvents welcomes the International School of Dongguan to our community! The school has vacancies available for the new school year... 🌟 Primary Teacher 🌟 IBDP Biology + Middle School Science 🌟 Primary Art Teacher (Visual Arts) 🌟 DP Chemistry + Middle School Science Teacher 🌟 Special Education Coordinator (K-12) 💡 Learn more about ISD here 👉 https://zurl.co/vyhc

  • Korea International School, Jeju Campus

    The EdEvents Community welcomes Korea International School, Jeju Campus (KISJ)! This outstanding school will be sharing professional learning opportunities open to all educators on the EdEvents listings, as well as job opportunities on the jobs board. You can connect with the school’s profile school’s section to catch other announcements. KISJ is a co-educational boarding and day school, located on the picturesque Jeju Island. The school offers an exceptional educational journey from Junior-Kindergarten through Grade 12. KISJ is committed to fostering a diverse and intercultural environment where students develop critical competencies and academic leadership skills. Accredited and offering a rigorous US college preparatory program, including the prestigious AP Capstone program, KISJ’s experienced and diverse faculty ensures a well-rounded education. The school’s unique DRAGON values – Respect, Responsibility, Collaboration, and Communication – underpin all learning experiences. Nestled in a UNESCO-designated location, Jeju Island provides a stunning natural backdrop that enriches the learning experience. KISJ is dedicated to preparing students for success in university and life, making it a valuable addition to the EdEvents Community. Welcome, KISJ!

  • In The News: Monday 7 Aug, 2023

    In this compilation of news items, we delve into pressing issues concerning children’s mental health in Australia, Indigenous recognition in Victoria’s education system, the importance of teaching children to adapt to the impact of AI, teacher strikes in England coming to an end, a tuition centre closure in Hong Kong leading to parental concerns, and the overwhelming response to Singapore’s MOE engineering and tech scholarship program. These stories shed light on the various challenges and developments in the education sector across different regions. Children’s mental health is worsening. Where is the minister for primary kids? Natassia Chrysanthos highlights in this article the urgent need for a comprehensive and coordinated approach to address the growing mental health challenges faced by young children in Australia. – The Guardian Fourteen new Victorian schools to be given First Nations names to ‘prioritise’ Indigenous recognition Victoria’s state government has fast tracked a school name policy change to ensure that 14 new schools set to open next year will be given Indigenous-language names. – Sydney Morning Herald How we can teach children so they survive AI – and cope with whatever comes next As various industries start dealing with the current and ever-growing impact of AI, it is important in education that we create a more adaptable and resilient generation. This opinion piece from George Monbiot in the Guardian addresses the issue. – The Guardian Teacher strikes in England end as all four unions accept pay deal Members of England’s National Education Union have voted to accept a 6.5% pay rise. UK inflation sits at 7.9% for June 2023. – BBC News Hundreds of Hong Kong parents demand money back after tutoring group Brilliant Education abruptly closes doors According to the South China Morning post, a tuition centre in Hong Kong closed its doors surprising parents, as they attempt to get their money back. Brilliant Education, which operated five centres across HK, announced its “historical mission [had] been fulfilled” and all of its branches closed on Saturday. – South China Morning Post MOE’s engineering and tech scholarship attracts more than 500 applicants in first year “Science and engineering will be fundamental to our quality of life and our livelihoods, now and forever. We hope that you will always retain the strong fundamentals that you have built up, be bold to tinker and explore, be bold to collaborate beyond the conventional disciplines,” said Singapore’s education minister Chan Chun Sing in a recent speech. – The Straits Times #Asia #Europe #Oceania

  • Going Further with AI: towards the new year and beyond

    The edEVENTS Community invites educators to explore the transformative power of artificial intelligence (A.I.) in schools. In the event “Going Further with A.I. in Education,” educator and A.I. expert Ryan Tannenbaum will share insights and reflections, going beyond basic A.I. use to uncover broader applications in education. Ryan Tannenbaum, owner of For.Education and experienced educator, brings a wealth of knowledge in A.I. technology and its integration in schools. During the event, Ryan will present his findings, followed by an interactive dialogue with attendees. Key areas covered in the session include leveraging A.I. tools for student learning, improving efficiency through professional use, and developing A.I. curriculum. The event is free for members of the edEVENTS Community. Register here on this event link on edEVENTS to secure your spot and receive the video conference meeting details. Join us to tap into the vast potential of A.I. in education. RSVP now and be part of this exciting discussion led by Ryan Tannenbaum.

  • Teaching Vacancies: Tokyo, Japan

    UIA International School of Japan have two advertised vacancies for the start of the 2023/24 year. The school is one of the few Cambridge-certified international schools with students from kindergarten to grade 12 in Japan. They are a rapidly growing school with over 500 students and are welcoming dedicated and highly motivated teachers, who will engage and inspire UIA students. The advertised positions can be viewed in the job listings. Grade 1 Homeroom Teacher (Until March 31st, 2024) Tokyo is one of the most amazing cities in the world. For those who’ve always wanted to live and work in Japan, this might be the opportunity you’ve been waiting for. #Asia

  • Belonging – Marley and Me

    What I have learned about my understanding of belonging with my dog, Marley. I hadn’t had Marley, my rescue dog from Romania, for very long and as a first-time dog owner, I was still getting to grips with where to walk, how long to walk him, training him to walk ‘properly’ – the list of things to think about was endless! Every time we went out for a walk I was ‘full’ of things to remember/do/say/demonstrate – and that was just to Marley! If any other human beings spoke to me, I would welcome the interaction as a sign that I was ‘doing it’ – being a responsible dog owner – properly. Any interaction with people/dog owners on my walks also made me feel as if I belonged, which seems strange, but with hindsight, I think that in a similar way when you are a new parent, and specifically a new mother, when you are pushing your pram, you are ‘wearing’ a badge of honour – you have ‘made’ it. You are now a grown-up, although I recognise how superficial this may appear. Nevertheless, these feelings are valid and real – and they drive our behaviours. During one particular December morning, I was grappling with the list of expectations that were waiting for me to fulfil…. And I had made the decision to walk to the local park. Marley’s recall is ropey, and it was, back in December 2021, a ‘work in progress’. I was keen to stretch him and give him new opportunities to sniff out new spaces that we were discovering. So, off we walked to the park. When we arrived at the park, I was keen to let Marley sniff where he wanted to be, but, being the exuberant and highly sociable dog that he is, he gravitated towards the other dogs that were in the park. There was a variety of dogs and their owners, all talking together, and their dogs were playing. One of the dog owners gestured to me to join them and encouraged me to release Marley from his lead so that he could play with the other dogs. This was a milestone of success for me, and it became heightened (in a good way) as I engaged in conversations of dog-related topics with the other dog owners. I was ‘in’. I am a ‘proper’ dog owner. I asked someone in the dog owners’ group how often they met during the week and at what time, and I was told the time and the days. I was making a mental note of ensuring that I would be there – work permitting. Good for me, good for Marley. I walked home with Marley, feeling pretty euphoric. Not only had I successfully walked my dog to the park without incident, but we had BOTH made friends! Winner winner, chicken dinner! The day arrived when my fellow dog owners were going to meet at the park. Marley and I set off, expecting to meet our ‘friends’ that we had made a couple of days earlier. We got to the park at the time that I had been told most dog owners would arrive. No one was there. We hung around for a little while, but no one turned up – so we continued our walk and went home. These things happen, right? I didn’t think too much of it until a few days later when we were at the park, and I could see the dog owners’ group and the dogs that Marley had played with before. He was keen to be re-acquainted with his friends, and I felt pretty confident that I was going to be able to re-acquaint myself with the group, but unknown to me, the group had other ideas. I was ignored as I approached the group. I said hello to the same dog owner that I had spoken to a few days earlier. Ignored. Blanked. I let Marley off the lead so that he could play with his new friends. Within what felt like a minute of releasing Marley from his lead, I was asked if I could retrieve Marley as one of the dog owners felt that Marley’s playing was a little ‘rough’. Marley had been fine with the same group of dogs a few days earlier. I couldn’t understand it. The warm welcome was absent. It was as if they had never met me or Marley before. I collected Marley and we left the park and went home. As I walked home, I couldn’t piece together what I had just experienced. What had gone wrong? Did I offend someone? Was Marley anti-social with another dog? Did I miss something? Did I misunderstand what was said? Had the group had second thoughts about me? None of it made sense – and it still doesn’t. I clearly was made to feel unwelcome and I certain didn’t belong. So – what is belonging? Maslow’s Hierarchy of Needs shows us that belonging and social connection is part of what makes us human and drives our desires to thrive. Cambridge Dictionary’s definition is as follows: “a feeling of being happy or comfortable as part of a particular group and having a good relationship with the other members of the group because they welcome you and accept you.” Errrr – don’t think that that was the case here. In the days following ‘DogParkGate’, I was reflecting on the feelings that it generated within me – and the feelings shocked me. I was not expecting to feel so hurt, so rejected. Interestingly, I could accept that the dog owners didn’t want to talk to me – and I recognised, as I have done all my life, that my ethnicity – I am a black British female – may have played a part. I was FAR more upset that my dog had been rejected! Marley looks different to many dogs in our area and often generates reactions which are overwhelmingly positive (he’s a lovely looking dog – ok ok – I am biased 😉) but it felt that his difference was not required. I know it sounds silly, and there could be some really clear and understandable reasons why the situation played out as it did, but that is how it felt and how it left me wondering how he/we could have done more to have made a successful and sustained connection. I have not been back to the park since that incident. My dog story was an illustration of how belonging – when it is not successfully applied – lands with the receiving party. The feelings of bewilderment, confusion, anxiety are real. I won’t ever really know if my dog felt these emotions at the time, but they have had a lasting impression on me. If we change the scenario and we apply them to the workplace, our learning establishments, the cost of exclusion is high. Exclusion can cause significant financial losses for companies. When employees feel excluded, they may become disengaged, demotivated, and less productive, which can result in decreased organisational performance. Also, we know that employees who feel excluded may experience higher levels of stress, anxiety, and depression, which can lead to increased absenteeism and costs related to replacing staff on a temporary basis if we are thinking about schools. In addition, workplace exclusion can also lead to increased turnover rates, as employees who feel excluded may seek employment elsewhere. In addition, workplace exclusion can also lead to increased turnover rates, as employees who feel excluded may seek employment elsewhere. High turnover rates can be costly for organisations, as they require time and resources to recruit, train, and onboard new employees. Moreover, turnover can also impact team dynamics, as new employees may take time to integrate into the team, which can further decrease productivity and cohesiveness. Overall, workplace belonging is critical for organisational success and individual well-being. Having reflected on my ‘DogParkGate’ experience – and one that I am sure most of us have had at one time or another at some point – organisations must prioritise creating inclusive environments that foster a sense of belonging among employees. This can include measures such as promoting diversity and equity, providing opportunities for social connection and team building, and ensuring that all employees feel valued and respected. How can we practically increase our sense of belonging? I found this from the Very Well Mind website article by Kendra Cherry A Sense of Belonging: What It Is and How to Feel It (verywellmind.com) and she suggested three key strategies that can help. They are: Make an effort: Creating a sense of belonging takes effort, to put yourself out there, seek out activities and groups of people with whom you have common interests, and engage with others. Be patient: It might take time to gain acceptance, attention, and support from members of the group. Practice acceptance: Focus on the similarities, not the differences, that connects you to others, and remain open to new ways of thinking It would have been lovely if the dog owners in the park could have consistently applied some or all of these strategies. What can you do to increase your contribution to a stronger sense of belonging in your organisation? Do you welcome and embrace difference? Are you part of the problem, or part of the cure? Audrey Pantelis is the founder of Elevation Coaching and Consulting and is presenting a workshop The Importance of Belonging here on edEVENTS, June 7, 2023 at 3:30pm Singapore time.

  • edEVENTS Workshop: The Importance of Belonging

    This is an exciting opportunity to participate in an active workshop with two outstanding educational leaders and coaches, in this first edEVENTS Workshop ‘The Importance of Belonging’. Presented by Audrey Pantelis and Jolene Lockwood, the workshop offers participants the chance to go deep with the presenters as we explore belonging, how to recognise when individuals don’t feel included, and what steps can be taken to create a more welcoming and supportive environment for all. Belonging is essential to creating a sense of connection and community, particularly in school environments. Unfortunately, not all individuals feel included or heard within their school communities. Be empowered to make a difference in your school community and connect with other participants in this workshop for all school staff. The format will see opening talks from both Audrey and Jolene followed by focused sessions led by each presenter. Participants will also have access to an exclusive ‘The Importance of Belonging’ edEVENTS Group, which will allow for ongoing participation, sharing and collaboration with registered participants. Tickets are $97 USD and the workshop will last two and half hours. Tickets can be purchased here on the edEVENTS site. If you have any questions about this professional learning opportunity, please comment below or email us.

  • Alex Atherton – Understanding Generation Z

    Alex Atherton is a leadership coach for senior leaders and CEOs. He is also an accomplished public speaker, focused on the challenges of leadership and recognising the differences and strengths of Generation Z. Alex worked in schools for many years, mostly in London, becoming an assistant head at 27, a deputy at 30 and a head of school at 33. His consultancy work now allows him to utilise his knowledge and skills across many schools and industries. Links from the discussion: www.alexatherton.com https://www.linkedin.com/in/alex-atherton/ https://www.alexatherton.com/blog/gen-z-who-are-they

  • How do you start a hard conversation? Jolene Lockwood shares her strategies

    Starting a hard conversation can be one of the most difficult things to do, whether it’s at work or in our personal lives. It’s natural to feel uncomfortable about bringing up a tough topic, but it’s important to have these conversations in order to build stronger relationships and foster trust. Jolene Lockwood’s recent webinar on the edEVENTS Community, “How to Start a Hard Conversation”, provides valuable insights and strategies for those who struggle with initiating difficult conversations. In the webinar, Jolene Lockwood discusses how important it is to set the stage before starting a hard conversation. She uses the phrase “clear is kind, unclear is unkind” to emphasise the fact that being honest and direct is ultimately the kindest thing we can do for ourselves and others. By avoiding difficult conversations, we’re only delaying the inevitable and potentially making the situation worse. Jolene also emphasises the importance of checking in with ourselves before starting a difficult conversation. She suggests taking a deep breath and pausing to reflect on our feelings, and then checking the accuracy of those feelings before deciding whether to have the conversation or not. By taking this step, we can approach the conversation with a clearer head and a better understanding of our own emotions. Another important strategy that Jolene suggests is to focus on “shared values and goals” when starting a difficult conversation. By emphasising common goals or values, we can help to create a shared sense of purpose and avoid making the conversation feel like a personal attack. Jolene’s webinar provides valuable insights and practical strategies for anyone who struggles with initiating difficult conversations. By setting the stage, checking in with ourselves, and focusing on shared values and goals, we can approach these conversations with more confidence and create stronger, more authentic relationships. Whether you’re a manager, a team member, or just looking to improve your communication skills, this webinar is definitely worth a watch.

  • Latest job posts – April 23, 2023

    The latest job postings in the edEVENTS Community include schools in Indonesia, China and Rwanda. Visual Arts Teacher Learning Support Teacher Japanese Language Teacher (Early Years/Primary) Secondary Social Studies MS Science and STEM French and Spanish Teacher Interested in adding your job postings to the edEVENTS Community? Contact us and let’s make it happen. #Africa #Asia

  • Elizabeth Scott – Language, Literature and Locals

    Elizabeth Scott is a Language and Literature teacher and Head of Department at an international school in Singapore. As a local working in an international school, she provides interesting insight into the importance of international schools connecting with their local communities. Elizabeth is also involved in a DEIJ collaborative involving teachers from different international schools in Singapore. You can connect with Liz on LinkedIn here: https://www.linkedin.com/in/elizabethscott82/ One of the tools used to make this video is Streamyard. Follow the link below to sign up and get $10 in credit! https://streamyard.com/pal/5994072830115840 Thank you for watching this episode of Education Talks. If you’re interested in appearing on the program, or would simply like to get in touch, please email: talks@ed.events

  • Questioning in the classroom can be scary

    Does questioning stimulate thinking leading to students taking responsibility for their own learning? Although questioning by the teacher can prompt good thinking and responses, it may also be the reason for students not becoming more independent… Not all students think the same way. Teacher questioning does challenge students, many of who find it hard to find the right words, to explain. Highly effective questioning We speak of highly effective questioning being about quality rather than quantity and that asking questions elicit deep thinking and provide useful insights to the teacher about students’ thinking … right? How about the non-verbal child who just cannot articulate the answer, or the child whose language skills are very weak…. what happens to their confidence? Should we be speaking about highly personalised questioning with a dash of empathy? If the aim is to promote and thinking – is deep questioning always effective? Questioning as an assessment tool Questioning could be used as an assessment tool to elicit student thinking, about knowledge and to provide the teacher evidence on whether the students have grasped how to apply the acquired knowledge, providing them an opportunity to clarify ambiguity or indeed providing challenge for further research. Great teachers elicit information from responses from of all students using tempered and meaningful questions that are specifically targeted at the student, empathetically. There is no doubt that questioning as a tool can promote deep, connected and elaborated thinking. Questions can prompt students to give explanations and justifications for their answers, or to improve an initial response, to describe their thinking processes, to elaborate on their answers, to exploring implications, ‘what-if’s and connections with other ideas and knowledge. This is true assessment by outcome. This is also an opportunity – or the first step – which really motivates students to engage in further independent learning and enquiry. Oracy and dialogue Although we have used the word ‘questioning’ there are a range of activities that teachers can use to promote oracy and dialogue inspiring the learner to generate explanations and it is this inspiration that really facilitates deep learning because this encourages the learner to connect new knowledge to existing personal knowledge and work independently. Asking meaningful and appropriate questions that target essential learning is a start point, and should be followed by inspiring subsequent actions leading to students producing evidence of learning. It’s this motivated independence that follows that makes questioning a useful tool and distinguishes it from a test or exam approach to learning.

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