For a yearbook (with comments on the writing process)

It caught me as a surprise again like every year that I had to submit a page for a yearbook as the PYP coordinator. The first year I collected ideas from other teachers. I wrote an initial draft and later we collectively improved it. The second year it was a collective effort again.  Last year we used parts of student writing to create the PYP page. This year everyone was so overwhelmed with their work that I felt it was unfair to burden them with something that was my obligation.
Using old yearbooks as mentor texts, catching fleeting thoughts, emotions, and phrases on the journal pages, walking and driving to sort my thoughts - that's how I spent the first week getting ready to write.

Piling e-mails, student work, and added lines to the  to-do-list buried the yearbook writing so deep in my head that I actually forgot it for almost a week. I kind of missed the first deadline. A gentle reminder got me back on track. 
I knew what I wanted on the page. I wanted the key words of PYP - action, reflection, inquiry. I wanted to mention the self-study. I also wanted to include appreciation and celebration. Little snippets started to from on the pages of my journal. I knew that one piece would be a poem by my former student. She grew a lot last year as a writer and I was thrilled this year when she started a blog. 
On Saturday I asked everyone to leave home, and they graciously did so. I sat down and didn't stop until the first draft was finished. Then I played around with the words and order of the text. When it sounded as good as I could get it at that moment, I sent it to my lovely colleagues for revision and editing.  One change was recommended. I had written some as "we" and some as "I" and the suggestion was to make it all "we." My friend edited for grammar and punctuation and then the text was finished. I'd like to share the piece of text with you too. I kind of feel it turned out well.

Yearbook 
PYP 2012

“Mom, batteries don’t belong in the trash. We have to take them to a battery box at school so they can be recycled,” Aarnav ( grade 1) instructed his mom when they were packing and cleaning. Several months ago Aarnav had learned about recycling during a unit of inquiry. Now, he used his knowledge and understanding to take action.

Taking action is one of the five essential elements of the PYP curriculum.  Action doesn’t have to be grandiose or happen during the unit. It can be something simple and often happens beyond the classroom walls.  ISE has a learning environment that supports children to grow into knowledgeable and responsible people who reflect on their learning before making choices and who make a difference in and to the world. 

Reflection is a natural element of the learning cycle.  The PYP students pause to look at what they know and they can do already, how they have grown, what they have learned, what they have created, what attitudes they have shown, and how they can become better. Reflection is a vital part of helping children grow into independent and self-directed learners.

This year the PYP teachers collectively reflected on the PYP at ISE. It took us half a year to conduct and complete the self-study. This half a year was filled with discussions, looking at classrooms and documents, critically analyzing our practices and survey answers, identifying our strengths and planning for the future. This preparation for the evaluation visit helped us to remember that learning is a process and there is always room for growth.

Understanding that learning is a process and anyone can take charge of their learning is a mind-set that empowers learners. This is one of the things the IBO evaluation team commended ISE for - creating a safe and supportive learning environment.  We encourage the students to ask questions, provide time for exploration and experimentation, give opportunities for students to express their opinions and see different points of view, allow them to learn from mistakes, and nudge them to think deeper and accept challenges.

All of the PYP teachers have been amazed and inspired by the knowledge, confidence, and creativity that we have witnessed in the talk, work, and presentations of the students inside and outside the classrooms.  We understand and appreciate the collaborative support parents give to the children. We believe that we can joyfully celebrate learning, and not only at the end of a year or when a big project is completed, but along the way for smaller steps and successes.

Finally, we would like to remind everyone that all learning sparks from curiosity and wondering.  Here is a gift to you from A. (grade 5):

How about opening up a window and wondering the wonders that have never been wondered before?

How about identifying a bird, each and every feather a different color, a different design?

How about looking at trees, seeing their shape, actions and expressions?

How about traveling around the whole world, meeting different cultures, looking at different colors?

Now, how about closing the window and still wondering the wonders that have never been wondered before?