What reasons do parents think about when selecting a school for their children when they move abroad? Are there similar reasons why teachers choose to work at a school abroad as well? There are many different kinds of international schools and they are all in different situations. How important is finding out if the international school’s teachers are fully qualified or not? It could be beneficial to ask these types of questions at your interview before you make any big decisions to move or choose a school at which to work. So, how do you choose the right international school for your children to attend or for you to work at? This blog series will discuss the Tips for Selecting an International School.
Tip #9 – Does the school properly deal with disciplinary problems? Some international schools, unfortunately, are lax on discipline, and problem children and their disruptive behavior can adversely affect other children’s learning.
Parents and teachers have so many considerations to ponder when selecting an international school! Naturally, questions abound regarding academics, the co-curricular and extra-curricular offerings, class size, accreditation, teacher quality, and the list goes on. So what about discipline?
Discipline is an essential element for children to experience school success. Without it, there is a compromised climate for learning that can eventually resemble chaos. No one wants their child to learn in that type of environment. Usually, questions regarding school discipline policies and procedures can be answered by a school administrator or by reviewing the international school’s handbook and/or website. In most cases, parents and teachers will find the procedures school personnel follow and the resulting consequences for a litany of offenses. How well that is implemented will partially determine the effectiveness of discipline in that international school.
Schools create mission statements that often include phrases like “preparing students for the 21st century” or “meaningful roles in society”…suggesting the inter-personal development of the student in addition to the academic excellence every parent and teacher expects, but they also need to ask for explanations of how that is accomplished in that international school setting.
This level of questioning brings us to a more complete cycle for discipline. The procedures discussed earlier are “partially effective” because they represent control from the outside in. Rules are written, procedures are outlined, and consequences are administered with varying levels of fidelity and consistency. That is the tricky part of traditional discipline programs—they can include judgment and some cases just are not as clear as others.
Given those facts, schools can expand their focus on discipline to include inner disciplinary development. This might be brought about through special Character Education programs that can be implemented or in the case of a religious school, certainly through a spiritual lens. This is what I call value-added discipline. It is transformational compared to traditional rules and consequences that are based on outside controls. International schools can function at a highly effective level when both approaches are in place. From this combined approach, children are doing several things that are life-changing:
• They are examining their actions and taking responsibility.
• They discuss situations with a teacher, mentor, or adviser.
• They learn how to change/manage their behavior.
• They develop a deeper appreciation and respect for others and their surroundings.
• They develop problem-solving strategies that transfer well for a lifetime.
• They come to know their personalities and can work effectively with people they encounter.
Effective value-added discipline programs depend greatly on investment in each child by a responsible adult, consistent mentoring, and positive connections between family and school. The rewards are beyond measure, however. When parents happen to discover this holistic approach to discipline, seize the opportunity! It is a jewel that shines for a lifetime.
This article was submitted by guest author and International School Community member: Mary Anne Hipp (contact her here – mahipp@suddenlink.net or visit her Blogspot – http://mahipp.blogspot.com/)
On our website, we have a related topic in the School Information section of each school profile page that discusses the issue of the student’s demeanor at each school. It is called “In general, describe the demeanor of the students.” Our members have submitted over 822 comments and information on this topic on several different international schools listed on our website. Here are just a few of the comments and information submitted on this topic:
“ISD is a primary school, with children ages 3-12. The school’s buddy program pairs the older children with the younger ones so that the pre-k and kindergarten classes become very comfortable with the big kids. Since most of the children are ex-pats, they are very friendly to newcomers and make changes (such as new students arriving and students leaving) in stride…”
– International School of Dublin (8 Comments)
“Whereas it cannot be described as a school for the gifted, DAS does have an exceptionally large number of gifted students. Whereas students with negative attitudes are there – as everywhere – expat teachers regularly remark about their enjoyment of the teaching-learning process at DAS because of the eagerness of most of the students to learn…”
– Dhahran Ahliyya Schools (111 Comments)
“The students are students. Just like anywhere else you have some who are there to learn and some who are not. You have some that you have a rapport with and some you do not. In general, these are funny kids who like to tease and like to get to know you as a person and as a teacher. And just like any kid, in the beginning, they will test you to see what you are made of. Stay strong, don’t let them see you sweat and you will be fine…”
– Colegio Granadino Manizales (68 Comments)
“Pretty good for the most part, although overall respect and tradition of bowing was going out the window. Some cheating on homework and other areas. Very humorous and fun to teach, save for a few small groups who needed to be expelled for cheating, threatening teachers to try to change a grade, setting fires in the bathrooms, smoking, swearing, skipping school, hiding in the wedding hall to sleep, going over to the dark gym to snog and make out, sneaking in beer during school events, stealing school property…etc. Most of these violations were done by a small group of boys and girls who must have had special status with the school or principal…”
– Indianhead International School (14 Comments)
“They are pretty rich and spoiled, mostly. Their priorities include shopping, partying, and traveling. Studying might be next, but most students don’t stay for more than one or two years. The students I enjoyed the most were either in the dorm I was responsible for or on yearbook staff (which was also my responsibility)…”
– TASIS The American School in Switzerland (40 Comments)
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If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 28000 members. Many of our current members have listed that they work at over 1200 international schools around the world. Feel free to send these members a message with your questions about an international school’s qualified or not-qualified teachers and get firsthand information about how the accreditation process is going for them.
