BIBStalkGoingGlobal

The Official Magazine for Beanstalk International Bilingual School

December 2010

BIBS INTEGRATES ITS CURRICULUM TO THE IB PYP

FRAMEWORK青苗引进全球化PYP课程框架

AlsoCULTURE SHOCK AND THE

EXPAT EXPERIENCE 文化冲击及异地生存经验

by Sam Campeau p. 8

CHINESE OR NOT?我是中国人吗？

by Gladys Ong p. 10

Halloween Pictures ◆ Teacher Recommends ◆ Sports

GRADE 6 TRIP TO QING DAO六年级青岛之旅

BIBS LITTLE MONSTERS青苗小怪物

GRADE 5 TRIP TO XIAN五年级西安之旅

万圣节趣图 ◆ 老师推荐 ◆ 体育版

走向全球化

Section title

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Cover Story BIBS’ newly created Educational Centre discusses the implications of embracing the IB’s PYP pro-gram

FeatureS

on the Bulletin Board

PiCtureS

SPortS

BIBS talkThe official magazine for Beanstalk International Bilingual School

BIBStalkThe official magazine for Beanstalk International Bilingual School

Grade 6 teacher Sam Campeau and PTA mom Gladys Ong ad-dress some of the issues that affect expats moving to China

BIBStalk is the official magazine for the primary school at Beanstalk In-ternational Bilingual School. Feel free to contact us at bibs.magazine@gmail.com

BaCk Page

We showcase some of the great work produced by our students in their Units of Inquiry.

Beanstalk’s little monsters, smART!, Grade 5 trip to Xian, and Grade 6 trip to Qing Dao.

Mr. A sums up the first few months of sport activities at BIBS.

Ask a teacher, teacher recom-mends and much more!

DECEMBER

2010

Marketing Advisor: Hazel Sellar

Head Editor: Peter Mothe

Photo Editor & Head Photographer: Chris Tataryn

Contributing Writers: Sam Campeau, Gladys Ong, Anoo Choudhuri, Mathew Gambatese, An-

drew SobolTranslator:

Lexie LiLayout Design:

Peter Mothe

bibs.magazine@gmail.com

Students,Do you like writing? Would you like to be a part of the BIBStalk writers staff? If your answer is yes, please join the Young Writers AsA for the Winter Ses-sion.

This ASA will teach you the skills to cover events and write stories for publica-tions. At the end of the ASA session, we will publish some of your work in the next issue of the magazine. JOIN US! BIBStalk Staff

封面故事

专题报道

公告栏

趣图

体育版

读者交流

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cover StoryFrom the Educational Centre at BIBS:

THE NEWLY CREATED EDUCATIONAL CENTRE BELIEVES THAT TRANSITIONING TO THE IB PYP WILL ENHANCE BIBSí INTERNATIONALLY FOCUSED EDUCATION

“BIBS is exploring the framework and philosophy of the internationally renowned

and recognized IBPYP”

At the Centre of the World

In 1964, American singer and songwriter Bob Dy-lan wrote, “The Times they Are a-Changin’”, a song

about change that defined an era. Almost half a century after Dylan first released the song, the times continue to change— and the pace of change has only grown expo-nentially faster. In the world of international education, the times are changing now more than they ever have.

For an international school to succeed in this age of fast paced globalization, it must embrace an educational philosophy that fosters interna-tional mindedness and provides its students the neces-sary skills to succeed in this ever-changing world. With this in mind, Beanstalk International Bilingual School (BIBS) has created an Educational Centre comprised of Western and Chinese educators working collabora-tively to keep our curriculum up-to date with global tendencies.

The Educational Centre at BIBS works on a daily basis to implement a rigorous curriculum guided by inquiry-based learning and teaching. In its effort to provide a more global and international education, BIBS is ex-ploring the framework and philosophy of the interna-

tionally renowned and recognized International Bacca-laureate Primary Years Programme (IBPYP).

BIBS curriculum is based on our mission of nurturing children who are open-minded, inquisitive and cultur-

ally sensitive. The IBPYP philosophy will provide and support BIBS’ vision of providing global education through the integration of our current curriculum into the IBPYP framework.

The importance of global education

At BIBS we have a team of highly qualified, innova-tive and committed global educators. In this spirit, our newly created Education Centre is comprised of edu-cators from different countries around the world and bring with them years of international school teach-ing experience. They work with and are supported by a dedicated team of teachers to provide our students with the best possible education that meets international standards.

Our education philosophy at BIBS goes hand-in-hand

The members of the Educational Centre work to integrate our current curricu-

lum into the IBPYP framework

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cover Story

“One of the goals of our new Educational Centre is to work towards integrating our cur-

rent curriculum into the IBPYP framework.”

Moving towards the implementa-tion of the IB PYP will continue

to connect Beanstalk to the rest of the world.

with that of the IBPYP and as such will aim to instill a passion for learning within every student, while nurtur-ing them as true global citi-zens.

The mission statement of the IBPYP states that it seeks “to develop inquiring, knowledgeable and caring young people who help cre-ate a better and more peace-ful world through intercultural understanding and re-spect.” At BIBS we share this philosophy and provide for our students a unique bilingual curriculum that is at the forefront of international education.

The IBPYP is international not only in philosophy, but also in practice. It creates a common framework for schools and students around the world. As a result, fam-ilies will be able to transfer easily from Beanstalk Inter-national Bilingual School to an IBPYP school anywhere in the world and know that the learning philosophies, values and age appropriate skills and expectations will remain consistent.

One of the goals of our new Education Centre is to work towards integrating our current curriculum, The International Primary Curriculum (IPC), into the IB-PYP framework, thus preparing us to go forward with the Primary Years Programme in the near future.

Beanstalk & the IB PYP

As we integrate our current curriculum into the PYP

framework, teachers and students will work together, generating inquiries that will lead them to investigate

and discover essential new knowledge through global concepts. This process will in turn develop life-long skills in critical thinking, problem solving and team work. This learning takes place in a cli-mate that fosters positive at-

titudes to learning and develops international minded lifelong learners.

By blending the IPC with the philosophy of the PYP, our students will:

-develop an understanding of important concepts-conduct research that has local and global significance-acquire and practice a range of essential skills-develop positive attitudes towards learning, the envi-ronment and other people-have the opportunity to be involvement in responsible action projects

In the PYP, as in the IPC, Social Studies and Science is taught through units. In the PYP these units are transdisciplinary units of study called Units of Inquiry. These units will form our school-wide Programmme of Inquiry (POI). The IPC will form the basis of our Pro-gramme of Inquiry. The Programme of Inquiry is care-fully created to provide vertical and horizontal cohesion. It is thus carefully designed to build on the knowledge and experiences students have gained and will acquire

cover Story

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来自青苗学校教育中心

throughout the years as they progress through their pri-mary years at school.

The units which students study are designed to be a significant, relevant and challenging learning experience for all students. The different Units of Inquiry:

- Build on the prior knowledge students have acquired - Involve students taking part in a range of learning activities- Require students to engage in positive action- Integrate diverse subject areas whenever meaningful and appropriate

Each classroom becomes a centre of structured and guided inquiry through which students acquire and practice skills and build new knowledge based upon pri-or knowledge.

Alongside these transdis-ciplinary units, English and Chinese continue to be taught in blocks of periods, as well as being an integral part of our Units of Inquiry. Students also receive instruction in Numeracy both in English and Chinese. Students at BIBS also have specialists teaching Music, Art, Dance, Wushu, PE and Chinese Culture.

Implementing the PYP at BIBS

The implementation of the IBPYP is a gradual process that begins with involving administrators, teaching staff, parents and students into the process.

Some of the members of our excellent staff have vast experience in the PYP, while others will receive ongo-ing professional development focused on the type of inquiry-based education that is at the heart of the PYP.

Whole school and grade level information nights have been arranged to include our parents in the process of implementation. In addition, the PYP also provides op-portunities to include parents and other members of the community in the learning process.

In the meantime, our students are at the forefront of this gradual change. It is they who will determine the success of this program at BIBS through their person-al and academic growth. Similarly, because the PYP is based on inquiry, students are now taking control of their own education.

Beanstalk International Bilin-gual School is proud to begin the process towards the intro-duction and implementation of the International Baccalaureate Primary Years Programme (IB-PYP). By embracing the IBPYP,

Beanstalk will provide its students the opportunity to be a part of a network of international schools.

By transitioning to the IBPYP, Beanstalk International Bilingual School embraces the changing times in inter-national education. As the world changes, we change with it. This is the power of international education.

“Because the PYP is based on inquiry, students at Beanstalk

are now taking control of their own education.”

The Educational Centre at BIBS is comprised of Anoo Choudhuri, Ka-rin Martin, Lisa Bolton, Meghan Mackinnon, Sam Campeau, Xiao zhenyue 肖振岳, Liu yuehong 刘月红, Li sha 李莎

Through the PYP, students at BIBS will be able to take control of their own education.

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Mata-Utu Pago Pago

Tirana

Hagåtña

Astana

Dodoma

Pristina

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Laguna del Carbón(lowest point in South

America and the Western Hemisphere, -105 m)

Dependency or area of special sovereignty

Capital

Scale 1:35,000,000Robinson Projection

Island / island group

Independent state

Physical Map of the World, April 2008

803369AI (R00349) 4-08

standard parallels 38°N and 38°S

Bermuda

Sicily / AZORES

AUSTRALIA

April 2008

*Twenty-one of 28 Antarctic consultative nations have made no claims to Antarctic territory (although Russia and the United States have reserved the right to do so) and they do not recognize the claims of the other nations.

Boundary representation is not necessarily authoritative.

Mt. McKinley

Lac 'Assal

Gora El'brus

Dead Sea

Vinson Massif(highest point in Antarctica, 4897 m)

-155 m)(lowest point in Africa,

Mt. Kilimanjaro(highest point in Africa, 5895 m)

(lowest point in Europe, -28 m)

(lowest point in Asia, -408 m)

Death Valley(lowest point in

North America, -86 m)

(highest point in North America, 6194 m)

Cerro Aconcagua(highest point in South America,

6962 m)

(highest point in Europe, 5633 m)

Mt. Everest(highest point in Asia

and the world, 8850 m)

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Mount Kosciuszko(highest point in Australia, 2229m)

Lake Eyre(lowest point in Australia, -15 m)

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封面故事

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美国作曲家及歌手Bob Dylan曾在1964年写过一首歌，名叫“时代正在改变”，这是一首讲述关于时代总是因变化而被定义的歌。在Dylan发表此歌将近五十年之后，时代仍在改变——并且改变的速度正以指数增长。对于国际教育领域来说，时代的变化速度也是前所未见的。

青苗国际双语学校的教育模式融合了多种严密的课程体系，并由探究式的教学及学习方法引导。不仅提供全球化的教育，还融合了国际文凭组织小学学年计划的课程框架。

身处全球化快速蔓延的今天，如果一所国际学校想要获得成功，它必须持有一种国际化的教育理念，即致力于培养学生的国际主义精神，并给予学生在如此快速变化的世界中立于不败的生存技能。秉承这样的信念，青苗国际双语学校组建了由中西方教育专家参与的教育中心，他们紧密合作，为适应国际化趋势、及时更新青苗的课程设置而努力。

青苗的使命是，培养开放思想、具有好奇心、有跨文化意识的学生。青苗的课程也是根据这一使命而设置的。把IBPYP的课程框架与青苗的课程结合在一起，IBPYP的核心思想会支持青苗提供国际化教育的眼界。

国际化教育的重要性

青苗的老师们具有创新精神并致力于教育事业。我们的教育中心由来自全世界不同国家的老师组成，他们各自为这个团队带来多年的执教经验。他们和一群致力于教育行业的老师一起工作并相互扶持，为向学生提供符合国际标准的最好的教育而不懈努力着。

青苗国际双语学校的教育理念与国际文凭小学学年计划相符。我们致力于培养学生对学习的热情，让他们成为一个真正的全球化公民。

IBPYP的使命是致力于“培养有提问精神、有知识、关爱他人，通过对不同文化的理解与尊重来创造更好、更加平和的世界的年轻人。” 在青苗，我们也同样秉承这个信念，为学生提供独特的、国际顶尖的双语课程。青苗教育中心的目标之一是将我们的课程设置与IBPYP课程框架相结合，为青苗与小学学年计划共同发展做准备。

国际文凭小学学年计划的国际化不仅在理念上，还结合实际为世界上的国际学校提供了一个统一的课程框架。因此，青苗学校的学生可以轻易地转学到世界上的任意一个采用IBPYP的学校，因为这些学校的教学理念、价值观、各年龄学生的所学内容、老师对他们的期望都是相同的。

青苗和 IBPYP

将现有的课程设置与PYP课程框架结合起来之后，老师和学生会一起合作，提出问题并展开研究，进而通过自己的国际化观念发现新的知识。这个过程能够培养学生们终生的学习技巧，包括深入思考、解决问题及团队合作。这样的学习过程是在一个鼓励学生积极思考、成为具有国际化思维的终生学习者的环境中进行的。

通过青苗的课程计划，学生们能够:•理解重要的概念•学习并实践大量的基础技能•培养对学习、环境、他人的积极态度•获得对自己行为负责的机会

教育中心相信IBPYP课程框架更能体现出青苗国际化课程的价值

青苗和IBPYP

来自青苗学校教育中心

封面故事

8

与国际化小学课程设置一样，在小学学年计划中，社会研究和科学会贯穿每一个单元。在PYP里，这些跨学科的学习单元叫做探究单元。这些探究单元组成了校园范围内的探究计划。探究单元的基础是国际小学课程。探究计划经过精心设计，符合学生各方面的需求。课程的设置是建立在学生已获得的知识及经验之上的，学生们在学习的过程中自然地向高一年级过渡。

探究单元被设置为一次具有重要意义的、与所学知识相关的、具有挑战性的学习经验。不同的探究单元：

•是建立在学生所获的知识之上的 •让学生参加大量的学习活动•鼓励学生积极处事•在恰当的、有意义的时候融合各个学科的内容

每个班级会成为一个有条理、有指导的探究中心，学生们在这里获取知识并实践学习技巧，从旧的知识中建立新的知识。

青苗的每一个老师都是一个语言教师。英文和中文既作为独立的课程，还会贯穿于各个探究单元之中。学生的数学课由中英双语授课，除此之外，学生还将学习音乐、艺术、舞蹈、武术、体育、中

国文化等课程。

将PYP引入青苗

PYP课程框架在青苗的实施过程是循序渐进的，第一步就是把它介绍给行政人员、教职人员、家长和学生。

一些青苗的员工在PYP课程框架应用方面具有相当丰富的经验，其他人也在持续地接受专业的培训，并在渐渐熟悉这种探究式的教育（小学学年计划的核心）。

为了让家长参与青苗接受PYP的过程，我们安排了整个学校或年级范围内的课程信息交流会。另外，PYP课程框架也鼓励家长及社区中的其他成员参与到学生的学习过程中来。

站在这一改变最前线的，是我们的学生。他们是唯一能够通过自己的个人及学业成长来决定青苗的改变是否成功的人。

青苗国际双语学校对自己能够一步步接近国际文凭的课程框架设置而感到骄傲。通过这一实践，青苗能够为学生提供机会成为国际学校网络中的一员。这就是全球化教育的力量。

通过PYP课程框架，青苗的学生能够掌控自己的学习过程。

青苗教育中心由以下成员组成：Anoo Choudhuri, Karin Martin, Lisa Bolton, Meghan Mackinnon, Sam Campeau, 肖振岳, 刘月红, 李莎。

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Community Service- 社会服务

Are you interested in making a positive change in your community, for animals and the environment?If the answer is yes, then join Beanstalks Roots and

Shoots club. For more information see Ms. Janda room (322)

Roots and Shoots is a program that encourages students to

“make positive changes for com-munities, animals and the environ-ment”. The organization was es-tablished by Dr. Jane Goodall who believes that young people have the power to make a difference in their local and global communities. This year, students of Beanstalk In-

ternational Bilingual School will participate in the Roots and Shoots program. Grade 3-6 students that are interested in the program will meet at lunch or after school with classroom teacher facilitators to identify problems in their com-munity. Students will then propose solutions and implement long term and short term goals for the school.

Ultimately, students will create a positive attitude towards the envi-ronment within the school popula-tion. The program will not only help to make our school a better commu-nity, but it will also allow students to recognize the power that they pos-sess to make a change.

Change is in You!

Roots and Shoots是一项鼓励学生“改变自己生活的环境及关爱身边的动物”的计划。该计划由Jane Goodall博士提出，她相信青年人具有能改变自己生活环境的力量。

今年，青苗国际双语学

校的学生将加入Roots and Shoots计划。来自3至6年级并对该计划感兴趣的学生将利用午餐或放学时间与辅导老师一起找出学校中所存在的环境问题。点出问题后，学生需提出解决办法，并为青苗学校制定

短期及长期的改造计划。这样，学生们以后就会积极地保护学校环境。

该计划不仅能让学校环境有所改善，还能让学生发现自己做出改变的能力。

你想改变自己的生活环境及动物们的生活吗?马上加入青苗学校Roots and Shoots俱乐部吧。详情请咨询Ms. Janda 老师 (322教室)改变 需要你!

BIBS ROOTS AND SHOOTS

Roots and Shoots 的小队员们正在通过海报告诉大家应该关注的社会问题以及生态问题。

Students in Roots and Shoots have been making posters to inform other students about social and ecological issues in the community

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CULTURE SHOCK AND THE EXPAT EXPERIENCEA world traveler analyzes the stages of culture shock and their effect on an expat teacher.

Going Global: Teacher Piece

When it comes to living and work-

ing in new countries, I’m often reminded of a bit by American co-median David Cross, in which he tells of his at-tempts to communicate with people in Turkey during a holiday. “I can’t! I don’t know! I don’t know what you’re saying! I don’t want this to be like this!” In-deed, this sums up the first few weeks, perhaps

months, of adjusting to any overseas relocation. New sights, smells, tastes, and of course, languages over-whelm the senses and the expat wonders, “Will it always be this crazy for me?” Anthropologist and educator Kalvero Oberg was among the first to identify this dumbfounded feeling as “culture shock.” It is a neurotic condition, but thank-fully, it is only temporary. Culture shock passes more easily once the expat rec-ognizes the symptoms, and develops systems of overcoming them. The Honeymoon Phase: Everything is new and therefore exciting. Oftentimes, locals will take the new-ly arrived expat around town to show off their city. Save for the occasional faux pas or mistranslation, things are going smoothly. Holiday travelers rarely graduate be-yond this phase. The Rejection Phase: The expat finds it difficult to locate favorite foods or merchandise from the home

country. Systems such as transportation, utilities, or or-dering food at a restaurant are different from home and therefore strange and uncomfortable. Understanding the language goes from being perceived as “interesting” to “impossible.” This phase can be especially harmful because the expat may begin to notice only the difficult parts of living in their host country. The Regression Phase: If stage two is allowed to fester, then the expat begins moving backwards (re-gressing) to his or her own culture, rather than adapt-ing to the host culture. The choice of food, entertain-ment, and friends all bear the likeness of those from the home country. Energy focuses on griping about what’s “wrong” about the host country, all while remember-ing with great fondness only the positives of the home country, as if life there were always perfect. The Recovery Phase, or At-Ease-At-Last Phase: Sea-soned expats may skip stage three completely, but even-tually, all expats reach the recovery phase (or else they go home). At this point, the foreigner feels confident and comfortable enough to leave the house without anxiety. The expat begins not only to take in the local food, entertainment, and friends, but also begins to en-joy them... sometimes even more than the food, enter-

tainment, and friends from back home! Bottom line, the expat learns that life is no bet-ter here, there, or anywhere. It’s just different. One may fall back on previous stages

on any given day, but once the expat accomplishes stage four, it is always within reach. The Reverse Culture Shock Phase: Just when you’ve adjusted to the host country, it’s time to go home! The home country seems different from how it was remem-bered during all those months overseas. Food is less in-teresting, entertainment is boring and predictable, and

By Sam Campeau

Photo by Chris Tataryn

“If variety is the spice of life, then culture shock is

the chili pepper”

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CULTURE SHOCK AND THE EXPAT EXPERIENCEA world traveler analyzes the stages of culture shock and their effect on an expat teacher.

the friends, well, they’re still your friends, but they seem somehow less... cultured? Moreover, even your own family may have trouble relating to your wild tales of life abroad. You feel like a foreigner in your own country, and can’t wait to go abroad once more. Speaking for myself, nearly a year had passed before I got to the At-Ease Phase in China. I found the best ther-apy during that year was to be kind to myself and others, keep writing about my adventures, and gradually accept what I could not change. And wouldn’t you know it,

when I returned to America last summer, I found myself missing hot pot, kung-fu movies, and friends who know how to eat “family style.” It’s great to be back in China for another year, and I can’t wait to see where life takes me next. If variety is the spice of life, then culture shock is the chili pepper - painful at times, but tantalizing just the same!

Mr. Campeau teaches the 6A class at Beanstalk International Bilin-gual School. Before joining BIBS he also taught in the United States, Lebanon, and Bali.

This graphic clearly outlines nine stages of culture shock. Different professionals use different names to categorize the stages, but their is a consensus on the basic outline of the process.

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When I first arrived in Beijing two years ago, a fel-low expat neighbor of mine posed this question to me “I see that you have two children. You’re not Chinese, are you?” For the first time in my less than humdrum life, I did not have an immediate answer to that. You see, from where I came from, multi-racial and multi-cultural integration is quite the norm. Then, to differentiate us from one another, the administrative government had us classified into Chinese, Indian, Malay or Eurasian (although the latter group was ear-lier known as ‘Others’ for the lack of a better term or tact.) Thus for the most part of my existence, I have been told, at least on official papers, that I am ‘Chinese’. But it was a clever deduction made, that expat neigh-bor of mine. Given the pervasive one-child policy, a very Chinese-looking woman like me, could either be (A) a very prosperous Chinese able to afford a bigger brood, or (B) I am a foreigner of Chinese descent.

Well, I am unfortunately not (A), but all of (B).

My great grannies were from the southern China province of Fujian. Like many others in search of a for-tuitous life, they ventured into a life unknown but filled with promises, further down south Asia. Once feet firmly set aground, they submitted to an arduous life of laborious work, the better well-off ones easier finding their fortunes and establishing for them-

selves a more favorable pace of life in a foreign land. You could call them the early expats? Families and generations ensued. Fast forward many years and today I am the third generation citizen of the fine city of Singapore I call home.

And I am Chinese, by descent.

If I launch an ancestry trail project here in China’s Fujian province, I’d probably be able to find some link somewhere somewhat sometime. This albeit the local’s saying that lineage and relations are deemed cut after the fifth generation. Ouch.

Oh well.

Once, in the earlier days of our ‘expathood’, in the busy iconic mall of Ikea on Beijing’s 4RR, my 2 offsprings and I were joyfully licking up the creamy vanilla ice-cream cones. I foresaw a messy splat soon consuming my daughter’s dress and so I promptly lashed out in my natural tongue, for her to be careful. Sitting right next to us was a typical Beijing fam-ily, a pair of parents and their only child who was also enjoying the same delish dessert. Now, I still vividly remember the speed at which the mom turned to my direction after hearing my foreign exhortation. Her cu-riosity piqued, she asked “你们不是中国人吗?”

I shook my head, no. Still licking the cone, politely. “那你们是哪儿来的呢?” Where are we from,

Chinese or Not?

A PTA mother analyzes internationalism, multiculturalism and the question of identity in a globalized world

By: Gladys Ong

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13

you ask? We’re foreigners, I replied, not wanting to in-vite a too-long friendly chit-chat, fearing that my ice-cream will melt in this Beijing summer heat if I should even divert my attention that wee bit. But, by her seemingly rigid glance still afixed upon us, I realized my simple reply just wasn’t going to end any conversation. Oh well, my ice-cream will melt anyway, I thought. “我们是新加坡人，现在在北京居住。” So we’re from Singapore, now living in Beijing, I offered. “哦! 真看不出来!” She profused. Her eyes still wide opened unbelieving what I just declared. “一眼看就象我们中国人嘛!” Yes we do look like any Chinese along Wangfujing. I smiled. “中英文都说的这么好啊!” She’s so kind to appreciate our command of English and Mandarin. Humbly I told her “哦，我们的中文不比你们好!” Admittedly I do lapse at times, in search of the right phrase in my conversational mandarin at the local wet market. We ended our conversation with friendly smiles and an invitation for her to visit Singapore soon. Now two years long into our stay in Beijing, I’m more attuned to the way Beijingers talk. I’ve picked up their slang. If I engage in conversation with a local Chinese, I can pass off as a fellow comrade. Well, at least until I trip using the wrong adjective. Yet one day I was commuting in a Beijing taxi. It was a rather quiet and short cab ride. Other than the “你

好师父” and directions to take me to my destination, there was hardly a sigh exchanged between us. Just when I was about to alight, 师父 turned to give me my 3 kuai change and asked “你不是当地人吧?” He thinks I’m not local! What? I thought I’m successfully imbued in the Chi-nese culture already!

I offered “我是从南方来的”, from down-south. But that was probably a deceiving reply and he asked

which part of South? I smilingly concede that I’m from as far south as Singapore. He laughed shaking his head “那可不算是南方! 你不就是外国人嘛!” So yes, I’m a foreigner still.

Oh well.

Today, still in China, I quit questioning what I am. It really doesn’t matter. Instead I would just cherish the great experience of living in this wonderful city, either as a technical or overseas Chinese. And once in a while, I’ll just indulge in that occasional conversation I have with the many random locals who eagerly question my nationality, my mother tongue, or my ancestral origin. It’s fun.

“I quit questioning what I am. It really doesn’t matter”

Gladys Ong is one of the PTA mothers at BIBS.

Defining one’s identity can be a hard thing to do in times of rapid

globalization.

14

By Altan Hsan, 4C

I think being a friend means great responsibility. You have to help your friends and try to keep them happy. Always try to entertain your friends.

Friends can also be a good source of company. Last night Minje and I were going home and the sky was very dark. I felt sort of terrified because of the dark sky. That’s when Minje came in handy, we started to talk. Talking actually kept the bad feelings away!

Having a friend can also be challenging because you can play games and stuff. When a friend disagrees with something, first ask him or her why he or she disagrees with you, then discuss what you should do next.

Without friends, the world would be a grey and boring place, so always try to make more friends (if you meet any!). Now I will tell which people are good to make friends with. People who are bossy are no good, but people who are hilarious can sometimes be good.

A Story of FriendshipOne of BIBS’s fourth grade students tells us how friendship is a blessing and a responsibility

BIBS Friends!

on the Bulletin BoardStudent Piece

on the Bulletin Board

15

Student Work

Visualizing a BillionAs a part of their inquiry into media, Mr. Campeau’s 6th Grade class

works on figuring out what a billion really looks like

These posters, created by cooperative learning groups in class 6A, demonstrate how math is in-

corporated into a Unit of Inquiry. The students had to design a question that explored the true size of one billion. Their answer had to be researched, calculated and illustrated.

“Billion” is a word used loosely in today’s media. Be-cause of this, most people rarely take time to con-sider just how enormous this number is. By gaining a greater appreciation for billions, students can now approach advertisements and other broadcast media with a deeper sense of critical thinking.

这张海报是6A班的同学们共同制作的，它解释了数学是如何与探究单元结合在一起的。学生们必须想一个问题，这个问题能够对一亿这个数量究竟有多大进行探索。问题的答案需经过研究、计算及详细说明。

因为“亿”这个字被当今媒体广泛引用，所以大多数人很少会花时间来想想这个单位到底代表了多大的数量。在对这个单位有进一步的了解以后，学生现在可以对广告及其他广播媒体有了更深入严谨的认识。

The posters created in Mr. Campeau’s class were a part of the 6th grade inquiry into media. They show what a billion really looks like.

这张海报是6年级老师Mr. Campeau’班级的同学学习媒体这一探究单元时而制作的。它显示了一亿究竟有多少。

16

The second grade inquiry program leads students to discover their classmates through interviews

Photo by Chris Tataryn

As a part of the grade 2’s first inquiry unit, students in Ms. Meghan Mackinnon’s 2B class learned how interviews are an effective way to get to know more about people and learn from others. The unit, entitled How we Learn, sought to explore the distinct styles in which all humans learn. The interview exercise was used to exemplify ‘people smarts’, a type of learning style which focuses on developing interpersonal skills to strengthen the information acquisition process. More importantly, by learning how to interview others, students reinforced the questioning skills that are an essential part of being successful in-quirers.

Beanstalk’s Young Reporters

MAKING AN INTERVIEW: A STEP-BY-STEP PROCESS

2B Teacher Meghan Mackinnon works with one of her students

on the interview assignment

1) Define the term: What is an interview by Joanne Teng

Why do we interview other people?If you interview other people that means that you want to know about other people. If you know about other people then you can know their se-crets. If you want to know about them really well you need to ask really good questions to them. We want to know about them so we ask questions to them.

2) Think of Some Good QuestionsWork by XuBin Ooi

3) Ask your questions!!!!

Grade 2 Inquires into How we Learn

on the Bulletin Board

公告栏

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二年级的探究计划让学生们通过访谈来了解自己的同学

照片由Chris Tataryn提供

作为二年级探究单元的一部分，由

Ms. Meghan Mackinnon老师带领的2A班

正在学习如何通过访谈的形式来了解他

人、向他人学习。这一单元（我们该如

何学习）要求学生们探究人类学习的各

种不同方法。

访谈这一手段，正是“人类智慧”

的一项例证，它专注于利用人际交流技

巧，提高获取信息的效率。更重要的

是，通过学习如何采访他人，学生们学

习到了有效的提问技巧，这正是成为一

个成功探究者的必要因素。

青苗小记者

2B班的Meghan Mackinnon老师正在与班里的学生探讨采访作业

二年级探究单元：我们该如何学习

MAKING AN INTERVIEW: A STEP-BY-STEP PROCESS

1) 为“访谈”定义 什么是访谈？（Joanne Teng）

我们为什么要访问别人？如果你想访问一个人的话，就说明你想要了解这个人。如果你了解别一个人，你就可以知道他们的秘密。如果你想好好地了解一个人，你需要想一些很好的问题。因为我们想了解一个人，所以我们要问他们问题。

2) 想一些好问题XuBin Ooi同学的作业

3）开始问问题!!!!

Pictures

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Beanstalk’s Little Monsters

Photos by Chris Tataryn

PictureS

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smART!Beanstalk’s 4th Grade students show off the work they have been

doing in Ms. Marlo’s art classes青苗学校4年级学生为大家展示他们在Ms. Marlo老师的艺术课上完成的大作

PictureS

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Grade 5 Trip to Xian

西安之旅

PictureS

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Grade 6 Goes to Qing Dao

青岛之旅

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SPortS Page

For the first time this year, our Beanstalk Giants sports teams have competed in regular tournament competi-tions with other international schools in Beijing. As of September 2010, BIBS became an official member of

the Junior International Schools Athletics Competition (JISAC). This secured our formal invitations to compete in three International Schools Athletics Competitions (ISAC) boys and girl’s soccer tournaments, as well as a grade 1-3 track and field event. In between tournaments and events, BIBS boys and girls soccer teams have played in a variety of friendly matches against other international schools both at home and away.

BIBS also successfully held its first Under 12 boys Soccer Challenge tournament in late October.

Future ISAC tournaments on the horizon include boys/girls mixed handball, badminton, t-ball/softball, baseball, basketball and spring soccer.

Friendly matchesHarrow v BIBS boys U12 1-0 LossHarrow v BIBS girls U12 1-1 DrawBIBS v IAB boys U12 3-1 WinBIBS v Harrow boys U12 3-1 WinBIBS v Harrow girls U12 3-1 WinTianjin v BIBS 4-1 LossBIBS boys U12 v BSB 2-0 LossBIBS girls U12 v BSB 1-0 Win

Junior ISAC 29th Sept at BCISU11 boys team 1 – 2 Wins, 1 Draw, 1 LossU11 boys team 2 – 2 Wins, 1 Draw, 1 LossU11 girls – 3 Draws, 2 LossesU 9 boys- 1 Win, 1 Draw, 2 Losses

ISAC October 23rd at DulwichU 12 boys 9th place out of 12U 11 girls 5th place out of 8

BIBS Soccer Challenge October 30th at BIBSU 12 boys 2nd place out of 6 (lost 2-0 to Tianjin in final match)

SEPTEMBER AND OCTOBER SOCCER RESULTS:

Athletic Department News

SPortS Page

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Giants Take Grand Prize at BISS Invitational

Track and Field

Congratulations to the Beanstalk Giants on an excel-lent performance in the BISS Invitational Track Meet! On October 23, BIBS sent a team of about 30 Grade One to Grade Three students to represent the school at the BISS Invitational Track Meet. Events included long jump, 40-80 meter sprints, 200 meter race, dis-tance throw, mini hurdles, and relays. All students were awarded for their efforts and the BIBS team took home the greatest number of Blue Ribbons out of all 5 schools. The team received ample support from coaches and par-ents. The event was an overall great success for Bean-stalk’s newly improved sporting program.

Beanstalk athletes win the most 1st place medals at Oct. 23rd invitational competition

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今年是青苗学校小巨人队第一次与其他北京市的国际学校一起参加体育锦标赛。自2010年9月起，青苗学校已成为青年国际学校运动会（JISAC）的官方成员。因此，我们将会得到正式邀请，参加三届国际学校运动会（ISAC）男/女子足球锦标赛，以及1至3年级组的田径比赛。与此同时，青苗男/女子足球队也参与了多次在本校或其他国际学校举办的友谊赛。

10月底的时候，青苗第一次成功地举办了12岁以下男子足球锦标赛。

今后我们将参加的ISAC比赛项目有：男/女子混合手球、羽毛球、垒球、棒球、篮球

及春季足球。

友谊赛比赛结果：12岁以下男子：Harrow v BIBS 1-0 输12岁以下女子：Harrow v BIBS 1-1 平12岁以下男子：BIBS v IAB 3-1 赢12岁以下男子：BIBS v Harrow 3-1 赢12岁以下女子：BIBS v Harrow 3-1 赢天津国际学校v BIBS 4-1 输12岁以下男子：BIBS v BSB 0-2 输12岁以下女子：BIBS v BSB 1-0 赢

9.29 BCIS青年ISAC锦标赛比赛结果：11岁以下男子1队—— 2赢1平1输11岁以下男子2队—— 2赢1平1输9岁以下男子—— 1赢1平2输

10.23 Dulwich青年ISAC锦标赛比赛结果：12岁以下男子：12支队伍中排名第911岁以下女子：8支队伍中排名第5

10.30 BIBS足球挑战赛比赛结果：12岁以下男子：6支队伍中排名第2（最后一场比赛以0-2输给天津国际学校队）

9月、10月足球比赛结果:

体育部新闻

体育版

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小巨人们在BISS邀请赛上屡获殊荣

田径赛况

祝贺所有参加BISS田径邀请赛的所有青苗队员！

10月23日，青苗的30名1至3年级的运动员代表学校参加了BISS田径热身赛。比赛项目包括跳远、40-80米短跑、200米赛跑、投掷、迷你跨栏及接力跑。所有学生都得到了应有的奖励并以最高的蓝丝带获得了参加比赛5所学校中的第一名。队员们获得了来自教练及家长的热烈支持。对于首次参加比赛的青苗队伍来说， 本场赛事无疑是一次整体范围内的成功。

青苗在10月23日的邀请赛上获得了最多的第一名奖牌

Back Page

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BooksTEACHER RECOMMENDATIONS- 老师推荐We asked our grade leaders to recommend some age appropriate books for our junior grade students. This is what they came up with. - 我们邀请各年级的负责人为同学们推荐适合自己阅读的读物。

GRADE 11. Harold and the Purple Crayon by Crockett Johnson2. Curious George Rides on a Bike by H.A. Rey3. The Best Teacher Ever by Mercer Mayer

GRADE 21. Encyclopedia Brown, Boy Detective by Donald J. Sobol2.The Polar Express by Chris Van Allsburg3.Stellaluna by Janell Cannon

Editor’s Pick:THE ADVENTURES OF TINTIN BY HERGE

STUDENT RECOMMENDATIONS- 学生推荐Our senior class students told us what their favourite books were. If your kids haven’t read them, pick them up as soon as possible.

GRADE 31. Flat Stanley by Jeff Brown2. Purple Pickle Juice by Erica Farber3. Skeleton Meets the Mummy by Steve Metzger

GRADE 41. Goosebumps Series by R.L. Stein2. Percy Jackson by Rick Riordan3.Artemis Fowl by Eion Colfer

GRADE 51. The Complete Harry Potter Series by J.K. Rowling2. Captain Underpants by Dav Pilkey3. Diary of a Wimpy Kid by Jeff Kiney GRADE 61. Goosebumps series by R.L. Stein2. Matilda by Roald Dahl3. Star Wars: Clone Wars by Karen Traviss

The adventures of Tintin have been a must-read for kids all around the world for over 70 years. In this age old comic series a boy reporter travels around the world to solve mysteries and put away bad guys with his dog and his crazy friends. What else could you ask for? Find Tintin at our Beanstalk Library.

高年级的同学告诉了我们他们最喜欢的读物哦，如果您的孩子还没读过的话，就快行动吧。

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What was your favorite Halloween costume growing up?从小到大你最喜欢的万圣节服装是哪一套？

Fiona Shaw, 4A, New Zealand

Halloween is not a big thing at all in New Zea-land, so I never dressed up when I was growing up. All my kids had awesome costumes for the school Halloween celebration this year though!!

新西兰并不庆祝万圣节，所以我从小到大都从来没有在这个节日特别打扮过。但是今年我们班上所有的同学都为了庆祝万圣节船的很漂

亮！

What was your favorite song when you were in 5th grade?你在5年级的时候最喜欢哪一首歌呢？

Terry Saez, Music, The Philipines

Growing up in Saudi Arabia made it hard to get the latest hits, but I loved Debbie Gibson’s Lost In Your Eyes because of my hazel-eyed crush Michael Lopez.

因为我是在沙特阿拉伯长大的，所以要接触到最新的流行音乐很不容易，但我很喜欢Debbie Gibson的Lost In Your Eyes，因为我曾经喜欢过一个拥有浅褐色眼睛的人Michael Lopez。

What was your favorite movie when you were in 4th grade?你在4年级的时候最喜欢的电影是哪一部呢？

Nate Ruhter, ESL 4, USA & Hong Kong

My favorite movie in Grade 4 was the Never End-ing Story because growing up I always wanted to live in Fantasia.

我在4年级的时候最喜欢的电影是Never Ending Story，因为我总是希望能活在幻想园地里。

GRADE 51. The Complete Harry Potter Series by J.K. Rowling2. Captain Underpants by Dav Pilkey3. Diary of a Wimpy Kid by Jeff Kiney

Ask a Teacher

Quote“Education is not preparation for life;

education is life itself.”“教育不是为生活做准备；教育本身就是生活。”

-John Dewey

Duck Riddle:

There are 2 ducks in front of 2 other ducks.There are 2 ducks behind 2 other ducks.There are 2 ducks beside 2 other ducks.

How many ducks are there?

Cowboy Riddle: A cowboy rides into town on Tuesday.He has travelled far and is tired, so he decides to stay at the town’s hotel.He rides out of town on Sunday.He hasn’t left town in the meantime or stayed anywhere else, but he only pays the hotel for two nights. How does he do it, without breaking the law?

Riddles

Answers: 1. There are 4 ducks 2. The cowboys horse is called Tuesday. So he could ride into town on Tuesday but the day was Friday