Tag Archives: school

Panyaden Air Quality Concerns

Yodphet Sudsawad, Panyaden International School Founder, gave a media interview about Panyaden’s measures to Chiang Mai air situation recently:

“We have monitored the Chiang Mai Haze closely and realise that government agencies have managed the haze issue by short term policies of forest fires eradication. We appreciate the way officers work at full capacity even with limited manpower. As members of the parents’ and teachers’ community, we are willing to assist in any way we can the government’s sustainable measures to put an end to the practice of burning”.

Our first concern is the health of our children

We, therefore, created the guidance to limit outdoor activities. We know that some students may not go to school when the haze comes but the school will send them the learning programme to learn at home too.

Panyaden was designed around the concept of natural living to promote the ‘Love Nature’ spirit. The majority of our learning takes place outside the classroom. For this burning season, the school adapted itself by sealing all learning areas and installing air conditioners and extra air filter on the air conditioning units. We also installed air purifiers in every classroom. We closely and continuously monitor the AQI and PM2.5 to adjust our outdoor activities in real time.

 

Panyaden Outdoor Activity Guidelines based on the International Air Quality Standards

We created the “Panyaden Outdoor Activity Guidelines” in line with the International Air Quality Standards” and World Health Organisation guidelines to help us manage the school daily activities. The guidelines were communicated and posted in all the rooms in the school to make sure teachers keep students safely indoors when needed so they can breathe better quality air than outside.

    “I would like to stress that what the school has done and will continue to do is to cultivate the ‘Love Nature’ spirit. We will use the haze issue as to inspire our students to sharpen their environmental mindset and fight pollution. We aim to educate our students to be #ChangeMakers . They are the ones who will take care of the world tomorrow.”  Yodphet concluded.

 

คุณยอดเพชร สุดสวาท ผู้ก่อตั้งโรงเรียนนานาชาติปัญญาเด่น ได้ให้สัมภาษณ์กับผู้สื่อข่าวเกี่ยวกับแนวทางการรับมือกับสภาพอากาศของจังหวัดเชียงใหม่ของโรงเรียนนานาชาติปัญญาเด่น เมื่อเร็วๆ นี้

            “จากสภาวะมลพิษทางอากาศของจังหวัดเชียงใหม่ เราสนใจติดตามข่าวสารอย่างใกล้ชิดและทราบดีว่าทางการได้มีมาตรการแก้ไขปัญหาในระยะสั้นในการกำจัดไฟป่าออกมาแล้ว ส่วนตัวรู้สึกเห็นใจเจ้าหน้าที่ที่ทำงานอย่างเต็มกำลังความสามารถภายใต้กำลังคนที่มีอย่างจำกัด ในฐานะส่วนหนึ่งของชุมชนที่ประกอบไปด้วยครูอาจารย์และผู้ปกครอง เรามีความยินดีที่จะให้ความร่วมมือกับมาตรการระยะยาวของภาครัฐในทุกระดับเพื่อให้สามารถยุติปัญหาหมอกควันนี้ได้โดยสิ้นเชิง”

สิ่งที่สำคัญที่สุดของโรงเรียนคือสุขภาพของเด็กๆ

ที่ผ่านมาเมื่อเกิดภาวะทางอากาศที่ไม่เหมาะสม เราก็จะเพิ่มรูปแบบกิจกรรมการเรียนรู้ในร่ม หรือหากแม้ว่านักเรียนจะไม่ได้มาโรงเรียนในวันนั้น ทางโรงเรียนก็จะจัดโปรแกรมการเรียนการสอนไปให้เพื่อให้นักเรียนสามารถเรียนรู้ได้อย่างต่อเนื่อง

เนื่องจากโรงเรียนนานาชาติปัญญาเด่น ได้รับการออกแบบภายใต้แนวคิดในการเปิดประสบการณ์ให้เด็กๆ ได้สัมผัสกับธรรมชาติอย่างใกล้ชิด กิจกรรมการเรียนรู้ส่วนใหญ่ของเราจึงเป็นกิจกรรมภายนอกห้องเรียน เมื่อมีปัญหามลภาวะทางอากาศในจังหวัดเชียงใหม่ เราจึงปรับตัวด้วยการปิดส่วนระบายอากาศและติดตั้งเครื่องปรับอากาศพร้อมเพิ่มแผ่นกรองอากาศที่เครื่องปรับอากาศทุกเครื่องอีกชั้นหนึ่ง รวมถึงจัดให้มีเครื่องกรองอากาศในทุกห้องเรียน โดยมีการตรวจวัดค่าAQI และค่าPM 2.5 อย่างต่อเนื่อง เพื่อให้คุณครูสามารถปรับรูปแบบกิจกรรมการเรียนการสอนให้เหมาะสมกับสภาพแวดล้อมได้อย่างทันท่วงที

ข้อกำหนดการจัดกิจกรรมนอกชั้นเรียน อ้างอิงจากดัชนีวัดคุณภาพอากาศ (AQI)

เรายังได้จัดทำ “ข้อกำหนดการจัดกิจกรรมนอกชั้นเรียน อ้างอิงจากดัชนีวัดคุณภาพอากาศ (AQI)” ตามมาตรฐานระดับสากล และสอดคล้องกับแนวทางดูแลสุขภาพตามคำแนะนำขององค์กรอนามัยโลก ซึ่งเราได้สื่อสารข้อกำหนดนี้และติดประกาศในทุกห้องในโรงเรียน โดยให้คุณครูใช้เป็นแนวทางในการปรับกิจกรรมการเรียนให้สอดคล้องกับคุณภาพอากาศในแต่ละวัน โดยวันที่มีมลภาวะทางอากาศสูง กิจกรรมการเรียนรู้ของนักเรียนจะถูกจำกัดให้อยู่แต่ภายในห้องเรียนซึ่งปลอดภัยและมีคุณภาพอากาศดีกว่าภายนอก

“ทางโรงเรียนยังมุ่งมั่นที่จะสืบสานปณิธานที่เราดำเนินมาอย่างต่อเนื่อง นั่นคือการปลูกฝัง “ความรักธรรมชาติและสิ่งแวดล้อม” ให้กับนักเรียน โดยใช้กรณีหมอกควันนี้เป็นตัวอย่างให้นักเรียนของเราได้ตระหนักในความสำคัญของสิ่งแวดล้อม เพราะพวกเขาคือพลังสำคัญในฐานะ #ผู้นำการเปลี่ยนแปลง ที่จะดูแลรักษาโลกของเราต่อไปในอนาคต” คุณยอดเพชร สรุป

Panyaden Fire Drill

Fireman demonstrates how to put out a fire with a fire engine during Panyaden International School's fire drill 2017

Fire Drill!

Everyone at Panyaden practised evacuation and emergency procedures upon hearing the fire alarm this morning at school. The local Emergency Services dispatched a real fire engine and ambulance to assist us in the drill and to demonstrate how they put out a fire. To create safety awareness among the children, our school practises emergency procedures once a term.

 

Click here for Panyaden Fire Drill 2017 photos on this blog.

 

Panyaden Year 3 Mural Painting

Year 3 Mural Makeover!

Before the end of the last school year, Panyaden’s Year 3 re-imagined the wall at the entrance of Baan Sala village to our school with their favourite book characters, animals and flying fish living together in a lush field of green trees, earth buildings and even tepees! Well done, everyone. Visit our Panyaden image gallery for more photos.

Panyaden Year 3 starting on their mural painting Panyaden Year 3 (Y3) student contrates on painting mural Panyaden Year 3 (Y3) painting mural at school entrance wall

Panyaden Giving Week 2016: Kindergarten

Panyaden's kindergarten children present school staff with pancakes they made as a thank you, Giving Week 2016

Little children, big hearts. Giving Week at Panyaden is a time for giving thanks and showing our appreciation to our school’s dedicated support team. Today, our kindergarten students baked yummy chocolate bliss balls and pancakes to thank each person for taking great care of us and the school every day.

Saying thank you the traditional Thai way, Panyaden kindergarten students during the school's Giving Week Kindergarten student thanks Panyaden staff with a chocolate treat during the school's Giving Week Saying thanks with a chocolate treat, Panyaden Giving Week 2016 Kindergarten students say thanks school administration staff, Panyaden Giving Week 2016 _mg_3378-logo Panyaden Giving Week 2016

Panyaden Giving Week 2016: Kindergarten photos on our blog.

Panyaden Self-directed Learning Programme 2016

_mg_2598-logo Computer programming by Panyaden International School primary students Panyaden 'My Project'! Presented by Panyaden International School primary students. _mg_2580-logo Organic desserts made by Panyaden students for 'My Project' _mg_2653-logo Art by Panyaden primary students for the school's 'My Project' _mg_2606-logo Bamboo play structure made by Panyaden International School primary students

It’s Panyaden’s ‘My Project’!

We congratulate our primary students for their best efforts, teamwork and creativity shown during the making of their self-directed projects. Everyone at school including parents and friends enjoyed seeing the results of their hard work on Friday. Well done!

See more photos of  our students’ presentations on the Panyaden blog gallery.

Live and Learn: Dealing with Teasing and Bullying

greyaid430338-728px-stop-bullies-step-7-version-5. Photo by Wikihow,, with thanks.
Stand Up, Speak Up: Dealing with Teasing and Bullying

By Michel Thibeault, Panyaden Head Teacher

Michel Thibeault, Panyaden School Head Teacher

Is my child facing aggression? Is he witnessing other kids being aggressed? Is he a bully? Questions we all have as parents and that need to be answered. It’s time for our annual anti-bullying campaign: November is “Stand Up and Speak Up” month. Classroom and playground disruptive, inappropriate and bullying behaviours are a reality all schools must face and manage. At Panyaden, we use the following tools:

• Code of Conduct
• Annual anti-bullying campaign (Stand Up, Speak Up)
• Set of intervention steps

Code of Conduct

The Panyaden Code of Conduct is rooted in the fact that ultimately, we’re the only ones who can control our own behaviour. That’s why we avoid punishment and rely on consequences. Punishment relies on external judgment, aims at getting compliance and is intended to make the child feel bad; we know it ‘works’ because fear can act as a strong motivator. Unfortunately, the main outcome of this approach is likely to be refined skills in avoiding getting caught! Long-term, the results are likely to be either passive dependence or out-and-out rebellion.

Consequences rely on reflection and aim at developing the skills needed to make better decisions in similar situations in the future. Empowering the students instead of demanding compliance prepares them to resist negative peer pressure. The ultimate goal therefore is self-discipline. By teaching students to control themselves instead of simply making them obey, they are more likely to make their own decisions when, as often happens during teenage years, they are subject to potentially negative influences by peers who would like them to obey the gang’s rules!

Annual anti-bullying campaign

Panyaden’s annual Stand Up, Speak Up campaign has three main goals:

1. Making students aware of the various types and conflicts we might face;
2. Develop an understanding of the inner dynamic of a bullying situation and the roles played by the bully, the bullied and the bystanders;
3. Equip students with tools to deal with any kind of conflict.

Our approach is based on the understanding that bullying is a conscious, wilful and deliberate activity intended to harm, induce fear through the threat of further aggression and create terror (Barbara Coloroso: ‘The Bully, the Bullied and the Bystander’). At school, students examine bullying from the perspective of everyone involved. They are taught to stand up for themselves if they are bullied and also to seek help from an adult if this is not enough to stop the bullying. Students learn about the role of the bystanders and the difference between ‘telling on your friends’ and speaking up to support someone being bullied. Students learn that both the bullied and the bully need help to change their behaviour and that people who are bullied can also be bullying other people.

Set of intervention steps

Level Disruption Management Steps Description
1 Verbal reprimand Teacher communicates to the student that his/her behaviour is inappropriate.
2 1-to-1 meeting between teacher and student and informal action plan Teacher takes the student aside, discusses the inappropriate behaviour.

They build a shared understanding of expectations. They brainstorm ideas about how best to meet them.

3 First level involvement of parents Teacher contacts home for parental support and awareness: verbally at the gate or via the communication book.
4 Consultation with all relevant teachers and Head Teachers Homeroom teachers, specialist teachers and Head Teachers share ideas and agree strategies.
5 Second level involvement of parents: School-based Team Meeting Parents, homeroom teachers and Head Teachers meet and agree on a behaviour plan or course of action. The student is invited to join the end of the meeting to be shown the plan and understand its purpose.

Summary of meeting is sent to all participants.

Teachers implement the behaviour plan.

Follow up meeting with parents.

6 Suspension at school’s discretion If the behaviour modification plan does not yield the desired results, more extreme measures will be taken.

In conclusion

Children come to school to not only learn all the core subjects but also to learn how to behave in society. To master this they require practice, trial and error, and time. It’s the synergy and alignment of families and school efforts that yield the best benefits. If you ever have concerns about your child or the way things are done at school, please talk to your child’s teachers and to the Head Teachers.

Save The Trees!

”I heard that you were cutting down some trees near our school and I was a bit upset because I Iove trees and our school will not be beautiful without them. I know your reasons for doing this, but I want to ask you not to cut all of them down. I hope you think again but if you don’t, you will know that I don’t agree with you.” From Lili, age 10

”I heard you that you are going to put cement around the river….the reason is good but the solution isn’t. There are plenty of other ways to fix it, for example, you could do the opposite of what you’re doing and plant more trees so the soil will get stronger or you could put stones around instead of cement.” From Kyria, age 11

 

Panyaden students met with and wrote letters to an official from the Royal Irrigation Department, Khun Suthisak, to voice their concerns about the cutting down of trees along the canal next to the school. Khun Suthisak explained that the base of the canal will be concreted to reduce soil erosion but most of the large trees on our side will be preserved. We were proud of our students who expressed their concerns for the environment thoughtfully and confidently. We thank Khun Suthisak for listening and patiently answering all of our questions.

 

_mg_1034-logo Panyaden International School students with their written messages to the Thai Irrigation Department office, Chiang Mai _mg_1033-logo Panyaden International School primary students with their written messages to the Thai Irrigation Department office, Chiang Mai img_4262 Panyaden International School students speak to the Thai Irrigation Department office, Chiang Mai

img_4276 Panyaden International School inspect trees around the school 20161006_123310-tree-logo-n Panyaden International School students and teachers check out trees outside the school 20161006_114235-tree-logo-n Panyaden International School Chiang Mai

Live and Learn: I Want My Child To Succeed

dsc02291 Panyaden teacher reading to preschool student by school's swimming pool

Tips on developing a love of learning

by Head Teacher, Michel Thibeault

dsc00605 Panyaden International School Head Teacher Kru Michel Thibeault outdoors with students
We teachers share this heart-felt desire for every Panyaden student to develop a love of learning and know that working in partnership with families is the best way to achieve our goal. At Panyaden, we define success as having the ability to learn, to enjoy learning and to love wisdom for its own sake. This means seeking a healthy balance in the development of emotional, intellectual, social and physical skills. Here are a few tips you might use at home to enrich learning done at school.

 

Learning at Home

  • Make sure learning is happening in a relaxed environment. “Relaxed alertness” is said to be the optimum state of mind for learning.
  • Short, repeated study/practice sessions work best. They support long term memory. Regular 2 to 5 minute brain breaks reset the system and strengthen focus. For more information, check out “Brain Tricks – This Is How Your Brain Works” on YouTube.
  • Prime your brain to learn by keeping to a regular schedule and place for learning. Like Pavlov’s dogs, the brain will automatically engage at the habitual time of the day and the place of study.
  • Help your child set clear, measurable and realistic, self-monitored short term goals.
  • Make one of those goals to teach what s/he has learned to you or to others. We tend to deepen learning when we teach what we have learned to others.
  • Not all learning is done in a systematic way. Take the time to simply talk about a variety of topics with your child, share your favourite book or article, openly wonder how something works, etc.
  • Except for a few select pieces of classical music, background music has been proven to negatively impact study sessions.
  • We are what we eat! Healthy food contributes to a more efficient brain. This includes drinking enough water to keep the brain hydrated. The brain is only 2% of our body mass but consumes 20% of the body’s energy.
  • What we do over and over ends up defining who we are and directly affects the way our brain works. Repeated use of social media and video games is said to develop addiction. Violent video games such as “Grand Theft Auto”, “Call of Duty” and “Dogs of War”, which usually also include adult sexual content, are said to negatively affect learning in general and social relationships in particular and should be avoided.

dscf2162 Panyaden parent reading a story to students outdoors, Panyaden International School dsc02311 Reading and sharing stories with a friend at school, Panyaden INternational School students dsc7711 Students have fun learning to make EM mud balls to help flood victims, Panyaden International School dscf6840 Outdoor Thai music lesson, Panyaden International School img_1855 Panyaden International School field trip for students to learn about cacao

Tea with Teachers: Answers to Parents’ Questions

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Here are answers to the questions parents asked during our recent Tea with Teachers event at Panyaden.

1. Can you explain your teaching methods?
In all classes, we aim to boost students’ independence and their sense of responsibility for their own learning. Key elements that we put in place include the following:

  • We keep lecture-style lessons to a minimum. Teachers keep instructions and explanations to 5-15 minutes maximum, then the focus turns to learning in small groups and or as individuals.
  • We involve students in identifying success criteria for the tasks at hand. Having a clear picture of the goal helps them self-monitor their progress.
  • We start the year with a unit about how the brain works and teach them how to learn more efficiently. Learning how to learn!
  • We accept mistakes and teach students ways to learn from them.
  • We describe their learning and behavior in non-judgmental words, leading them to assess themselves instead on relying on us.
  • We present the same information in different ways so students with different learning needs can access it reach the same goal.

2. Will K2 students learn combined vowel sounds in Thai language? (K2 parent)
In Kindergarten 2 Thai, children will be encouraged to read aloud a wide range of stories and listen to poems which they will start to recite by heart. They will become confident in being able to identify letters and will strengthen their learning of phonological awareness. They will be exposed to a range of daily sight words containing the simple and combined vowel sounds, and will practise forming individual Thai letters.

ในวิชาภาษาไทยสำหรับระดับชั้นอนุบาล 2 นักเรียนจะได้รับการส่งเสริมการอ่านหนังสือและนิทานที่หลากหลาย และได้ฟังบทกลอน บทกวีที่เหมาะสมตามวัย เพื่อพัฒนาทักษะด้านภาษาจากภายในอย่างเป็นธรรมชาติ
นักเรียนจะได้เรียนรู้เกี่ยวกับพยัญชนะไทยและพัฒนาความมั่นใจในการจำแนกเสียงของคำจากเสียงพยัญชนะ นอกจากนั้น นักเรียนจะได้เริ่มเรียนรู้และคุ้นเคยกับคำศัพท์ประจำวันที่ประสมด้วยสระอย่างง่ายเพื่อพัฒนาการเรียนรู้การสะกดคำในระดับสูงต่อไป

3. How can foreign parents help their kids to learn Thai?
Learning a second language yourself is a powerful way to model the importance of that second language but, maybe even more importantly, it’s a way to show your child that learning is a lifelong endeavour and that taking risks and doing something difficult is actually enjoyable! However, you don’t have to master a second language to help your child. Here are a few suggestions:

  • Provide learning materials that match your child’s interests: books, games, music, etc.
  • Organise activities where your child will have to use his second language: horse riding, swimming lessons, a visit to a theme park, etc.
  • Invite a neighbour or a friend who speaks the targeted language.
  • Show your personal interest in the language.
  • Read to your child in your first language but find someone to read to her in her second language or use audio books.

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4. Can the school increase the length of English learning time? (Year 2 parent)
Children in Year 1-7 have 5 hours of focused English language time each week but are also learning and practising English at other times, such as during integrated learning (maths, science, history, geography) and performing arts, so there are many more hours of English per week than in the English language lesson. As a bilingual school, we put equal emphasis on English and Thai.

5. How can we as parents support at home?
For Year 1-7 we will be sending activities home that aim to involve parents. On top of that, we suggest that parents:

  • Encourage reading by reading to your children every day, making sure that they see you reading, and limiting screen time.
  • Arrange a quiet, comfortable space for children to read or do homework and avoid distractions – like the TV being on – during that time.
  • Come to our parent-teacher workshops later this term where we will share ideas about our approaches to learning and behaviour. We will notify you of dates in advance.
  • Ask your children to explain the Wise Habits each time we send information about them home and look for opportunities to reflect upon them with our child.

6. Can we have access to the curriculum?
Yes, the UK curriculum is publically available and can be viewed here: Early Years Primary Years 1-7

Information about the The International Primary Curriculum – which is the tool we use to organise the different subjects into themes and units can be viewed here: IPC

7. Can we see the Thai language curriculum for Year 5?
Yes, we have the Thai curriculum for every grade at school as a PDF file. Any parents who would like to get a copy, please write to Kru Dokmai at dokmai@panyaden.ac.th.

ทางโรงเรียนมีหลักสูตรภาษาไทยสำหรับทุกระดับชั้นในไฟล์เอกสาร หากผู้ปกครองท่านใดต้องการสำเนา สามารถติดต่อครูดอกไม้ได้ตามอีเมลนี้ dokmai@panyaden.ac.th.

8. Can we have an overview of the following 3-4 months, upcoming festivities, field trips?
Main school events are available from the school’s calendar. We will also be sending home a summary of the term’s learning activities each term. This will be done soon.

9. What is the main language of communication among children?
Teachers only speak their first language with students. We expect all students to communicate with teachers in the teacher’s first language. Children choose the language they will use among themselves and we hear a lot of switching between Thai and English with English tending to dominate with the older students. To fully support Thai and English we monitor and adjust, in every group, the number of speakers who don’t have Thai or English as a first language.