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Here is some information, guidelines and reminders about this month's Happy Imagineers school event. Please read carefully and we will discuss further in the meeting on Wednesday. Thanks

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FYI. Here are the IPC assessment rubrics. Please refer to these to help you assess learning goals by subject.

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With pCloud Transfer you can send large files to anyone, no registration needed!

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Discover Final Test - skills extension P3 - P5

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Discover Final Test - skills extension P3 - P5

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To help make the 'Final Exam' for Discover a little more substantial this semester, we will include a listening, reading and writing part to add to the 2 page review section that makes up the regular progress test. I have added a file to the Term 1 folder for grade levels P3 to P5. The folder contains a skills test (Units 1 to 6), audio files, and answer keys. You do not have to do the speaking test, just the listening, reading and writing. The speaking test is the last part.

NOTE - download from the drive before printing as the format gets changed when you open the pre printed documents in Google Docs. Thanks

Download and print off the listening, reading and writing sections, add a cover sheet, and staple together.

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Nothing specific has been arranged but, as we discussed, it would be great to celebrate Reading Week with some relevant activities. In the meeting, we talked about some ideas:

student reading exchange - some sts go to another class to read a story while some sts from that class swap and read to the other class.

sts talk about/present their favourite story using relevant vocabulary (who - characters, where - setting, what happens). Could be videoed and sent in Line groups.

sts could cartoonify their favourite story - maybe just 4 or 5 frames maximum, and displayed in class ( or downstairs on board?)

sts dress up as their favourite character from a book - let me know and we could set this for a specific day next week. Sammy (P2/1) had a great Harry Potter outfit he wore for his birthday yesterday!

Book Recommendation Wall - we could have a board downstairs and sts could post a book recommendation, saying why they like it (obviously manageable for their grade level). Again, let me know and I'll organise a board if there at least a couple of classes that would like to do this.

Thanks.

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In our week 15 meeting, we did a mini PD session to look at how we approach reading skills with our learners using the Discover book. Here is a summary of what we discussed with a few more ideas thrown in.

Importance of pre-reading -

use pictures,

intro the topic

intro the characters

predict what happens

personalise - what's their experience of...?

the book provides some useful tasks but feel free to experiment with other ideas, too

During reading

have clear steps, for example - sts listen to teacher reading/audio and follow - teacher reads, sts repeat - small groups read to each other -

teacher reads, sts close eyes and don't look at any visual cues from the book. Then they draw a picture of anything they heard about

teacher reads, sts follow silently. Teacher stops at a random place and sts say the next word (combines listening and reading)

confident student reads to the class, sts follow silently

break up longer texts with younger students by going paragraph by paragraph - ask oral comprehension questions, ask students feelings about the character's situation - personalise, if possible.

get students to guess unknown words or tell them to not worry if not important - sts do not have to understand every word of what they read in a long text.

remember to refer to phonics with younger students when reading more difficult words - segment and blend, for example - a great habit for sts to use

Post reading

of course the book provides some comprehension questions, but feel free to ask more (simpler or more complex) questions depending on their grade level

older sts could write their own questions about the text to ask other groups

practice speed reading with older sts. Give a short time to scan a long text but with a manageable task - find the dates, names, or places, for example

Get sts to respond to what they read with a productive - speaking or writing task. What do they think? Imagine you are one of the characters. Think of a different ending, draw the story, act out part of the story...

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Library, iPad, science lab, computer lab booking

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Library, iPad, science lab, computer lab booking

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Here are the booking pages for the library, iPad room, computer room, science lab.

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Here is the schedule for the Rod Nam Preun Din meetings.

Group 1: 10-14 June 2024

K2/2, K3/2 and K3/3

P1/2, P1/3, P3/1 and P5/1

Group 2: 17-21 June 2024

K2/1, K2/3 and K3/1

P1/1, P2/1, P2/2 and P4/1

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School Calendar Term 2 AY 24/25 (Updated Oct 2024)

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School Calendar Term 2 AY 24/25 (Updated Oct 2024)

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Here is the school calendar for reference.

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Nurse Ben's working hours  and procedure for sick students

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Nurse Ben's working hours  and procedure for sick students

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📢 To all teachers @All

🕗 Nurse Ben's working hours:

07:15 - 09:00 - Stationed at Gate 1

09:00 - 11:00 - Nurse's Office under Building L

11:00 - 12:00 - Lunch Break (Elementary Cafeteria, Building L)

12:00 - 16:45 - Nurse's Office under Building L

🔴 During the morning from 07:15 to 09:00, Nurse Ben is not in the Nurse's Office. Homeroom or subject teachers, please escort students to the Nurse's Office for first aid. In case of emergency, contact the nurse immediately. (*Do not let students come alone, as some students have taken medications and supplies without permission.)

Note:

Students must wear their ID tags when coming to the Nurse's Office.

Ms. Ben

Nurse

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Please give this to the shop when you buy stuff for a refund from the school (300 baht per month, for example).

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Raz Kids Canva - students' account numbers

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Raz Kids Canva - students' account numbers

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Use this as a reference for students' account numbers for each class. N.B. Gaf has still to allot accounts for some students.

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Here is the Mood Tracker document that Ai has started using. It seems useful for student reflection and for teachers to keep an eye on how students are doing. This could be modified for higher grade levels? Leave any suggestions in the comments and we can talk again in week 4

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Here is the schedule for Saturday.

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This is the Term 2 timetable, updated 27 October 2024.

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Professional Development - Positive Classroom Management slides

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Professional Development - Positive Classroom Management slides

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Here are the slides from the Professional Development session on Classroom Management.

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Maintaining close communication with parents is very important to sustain the strong community and team spirit at the school. Teachers need to:

1. Weekly newsletter (every Monday) - post a brief outline of what your class will be doing in the forthcoming week, both in IPC, Discover and Maths in English in your class parent Line group. Template here: https://www.canva.com/design/DAFjPCckZa0/OXErIse3tgcUyBG6N8s_9A/edit

2. Weekly recap/summary (every Friday) - say briefly what students have done/learned this week. Add some positive comments about the effort they have put in - See the Good!

3. Post photos/videos of your students inside (or outside) class. These will accompany the weekly recap. Avoid pics of students just sitting with their heads down doing a worksheet - but choose ones where students are active, presenting etc. 8-10 maximum each time to avoid overload.

4. Keep an eye on your class Line group and look out for parents asking questions, requesting information in English. If this is straightforward, then just post a reply. If not, check if your Thai HRT has seen it and/or inform Rufus/Kate for follow up.

5. Avoid private communications with parents - they should not be able to contact you privately on Line Open Chat. Forward any issues to Kate/Rufus

6. Make sure you communicate regularly with Thai co HRTs just so you are both aware of what's been happening in class and if parents need anything addressing.

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Login to access and create your next design.

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It's very important that you inform the school any time that you will not be here during working hours. This could take 3 main forms:

1. Planned absence - personal leave or visa/work permit related HR commitments

2. Unplanned absence - sick leave, personal emergency

3. Short absences - police check, pick up work permit etc

In both situations, it's imperative you let the school know. Please follow these procedures:

1. For personal leave,

a. check with Rufus first for initial approval.

b. get a personal leave form from Mai (or in the blue drawers next to Kate's desk if Mai's not there). Complete with all relevant information and sign.

c. Give to Mai/Kate/Rufus for written approval and send Line message and/or tell all relevant teachers (Thai HRT, subbing teacher etc.). Mai/Kate/Rufus will approve and sign.

c. Leave must be approved and the form signed by Mai/Kate/Rufus before leave can be taken.

d. For one day's leave, the teacher is responsible for getting a cover teacher(s) for all lessons to be missed. This must be done with the cover teacher's name added to the leave request form before leave can be approved.

e. Clear lesson plans must be available and shared with the cover teacher before leave can be approved

f. For multiple days' leave, the school will arrange cover teachers for missed classes.

2. For unplanned sick leave, you need to inform Kate/Rufus via Line by 7.00am at the latest. You also need to have a doctor's note to submit to the school when you return.

3. Even if your absence is short and does not affect your classes, you must inform Kate/Mai/Rufus as soon as you know, so we know where you are. This includes going out for personal reasons however short during working hours.

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P1 teachers helping students bridge from K3

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P1 teachers helping students bridge from K3

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Pre semester will be a time of adjustment for both teachers and students, especially at P1 where students are coming from a Kindergarten environment. The purpose of this post is to highlight some similarities and differences and offer suggestions to help you in acclimatising your new students.

K3 students are used to 20 mins free play outside (weather permitting) each day, though some teachers started to reduce this in the last month. Suggestion: let your students out for about 10-15 minutes or so free play each day for the first week or two. This could then be reduced to every other day. You could also look for opportunities for learning outside in the syllabus, where appropriate.

K3 students have 5 periods each day so they will need to get used to the 7 periods a day in P1 - Suggestion: keep lessons as dynamic and varied as possible and have back up activities for afternoon classes (periods 6 and 7 in particular) initially.

Not all K3 students will be used to routine of the bell in every class at the beginning - Suggestion: have this as a fixed classroom procedure from lesson 1 and train them how it works. It should become routine quite quickly.

K3 Students should have plenty of routines already, they will just need to adjust to the way you do things - Suggestion: Be clear and consistent from the first class about dos and don'ts.

There will be a Classroom Management PD session on Wednesday 19 April which will also look at specific procedures to follow. in class which may help, too.

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Here is an outline of planning, teaching, and grading with the Discover English books. Please refer to it to find out about:

syllabus schedule

the different lesson types you'll teach

tips and guidance on different lesson types

when and how to assess and grade

how to use the Classroom Presentation Tool (CPT), a digital version of the books you can project in class

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Here is a teacher's handbook on how to use Raz-kids.

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Worksheets can be a great way of consolidating learning by providing a written record of the students work, ideas, thoughts. Here are some things to bear in mind and to help:

Always use the Tonkla headed template when designing worksheets for students. Make sure the header is actually at the top of the page in the header section, and not too low. You can download and use the example above.

Make sure the font is clear, student-friendly, and consistent.

If you copy/screenshot anything from online, please ensure the quality is good and the task is neatly centred on the page. Do not use anything blurred, unclear. If in doubt, type.

Consider the purpose of the worksheet - just knowledge? something more challenging? Do they align with learning objectives?

Get students to design a worksheet for other students ( a vocab matching task?) - great consolidation of learning (check before they share though!)

Include options for drawing at lower levels as an option for students to express themselves

Keep them short and sweet for lower levels with visual support where necessary.

Design with assessment in mind, where necessary

Make time to mark and respond to students work, either in class or after. Have a marking slot on your personal teaching load plan

Consider differentiation in your design - have a simpler version for weaker students? If writing, make it time bound rather than sentence bound. How could you address some students finishing earlier?

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Welcome to the IPC/Discover teachers info page. This is a place to for information relevant for new and existing teachers. It could be to do with academic (white posts), HR (purple posts), facilities ( yellow posts), communications (green posts), events ( red posts), or general (blue posts).