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Partnership is Key
Partnership is Key
IB students are most successful when they embrace partnerships.
Partnership is a simple concept, in which two or more people:
Form an agreement and develop a shared goal
Establish a plan (and ways of working) to achieve the goal
Accept responsibility for their contribution
Hold themselves (and each other) accountable
Effective partnerships positively influence our:
Physical, social and emotional well-being
Attitude towards people, our environment and learning
Approaches to learning
Academic achievement/outcomes
...
All GIS faculty and staff have a responsibility for the pastoral care and well-being of students. Subject teachers and Homeroom teachers are typically the first and most regular point of contact for students. As such, the development of cooperative relationships and a sustained focus on students' social-emotional learning and character development is fundamental to our mission and vision.
Student Support Channels
Student Support Channels
The below images illustrate the typical support channels. You will see that the Homeroom Teacher and Subject Teachers are the preferred first point of contact, as they will have the best insight into your child's developments and needs.
All students have an assigned Homeroom teacher, who they will see during daily Homeroom periods and weekly Advisory periods. In many cases, the Homeroom Teacher will be the first point of contact for student concerns or issues that they may face; particularly, if it relates to their social and emotional well-being.
Where students experience challenges in specific subjects, they (and their parents/guardians) are encouraged to seek support and guidance from the subject teacher. They will know the most about your child's learning needs and are well-informed to support students' academic growth in the subject.
Social-Emotional Learning (SEL) and Character Development
Social-Emotional Learning (SEL) and Character Development
Social-emotional learning and character development are central to our mission and vision, as it builds capacity in students so that they may effectively recognize, cope with and manage emotions. It empowers people to set personal goals and solve problems, as well as feeling empathy for others. Social-emotional learning and character development also instills an appreciation for and a willingness to learn from other perspectives, so that informed decisions can be made and healthy relationships maintained. We believe that these competencies are fundamental to student engagement and the development of a cooperative and progressive culture.
Key SEL Competencies
Self-awareness: identifying emotions, recognizing strengths and needs, and developing a growth mindset.
Self-management: managing emotions, controlling impulses and setting goals.
Social awareness: seeing things from other people’s perspective, showing empathy and appreciating diversity.
Relationship skills: communication, cooperation and conflict resolution
Responsible Decision-making: thinking about the consequences of personal behavior.
In synergy with the IB learner profile, which guides the development of student qualities and competencies, Martin Seligman’s PERMA model of well-being reflects our commitment to foster an environment in which students:
Feel safe, happy and supported at school
Are confident to embrace and engage in new challenges
Are able to establish and maintain positive relationships
Explore their passions and aspirations through meaningful action
Recognize accomplishments (in self and others) and, in turn, develop a heightened sense of self-efficacy
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