Ideal international school

This assignment will address the students body, teachers, and use of technology in the curriculum of international schools as an example of what I think my ideal school is. A Diverse Study Body In international schools students belong to different countries and therefore differ in their culture. Their values and traditions are surely different and this can impact their education. To improve the performance of students in international schools, I suggest a diverse study body. International schools accommodate students from all over the world, when possible, and very few from the host country to maintain a balance. “Creating an education system and society that is open to talent from wherever it comes has created the belief in the general population that education is the route to advancement…for students of all ethnic backgrounds and all ranges of ability.

”(Stewart, 2012) International schools are ideal because they offer an advantageous and sociable environment for the learners to achieve their academic goals by ways of learning from one another through educational diversity. The product of a culturally diverse institution is well balanced and knowledgeable citizens. As a result of this diversity, the administration of every school should develop more cultural bridges of understanding and reduce the conflicts of separation among students and staff. Diverse Teaching Staff “An international teacher should take into account both local and global issues and perspectives, cultural and linguistic diversity and the concept of global citizenship” (Snowball, 2008). They will formulate strategies which guide students regardless of gender, color, race, and cultural group. A moto by Straits International School in Malaysia conveys this point “to develop in our students a sense of community spirit that enables them to become compassionate, well balanced citizens.

” International schools should have teachers from all over the world to best expose students as well as other teachers to the complexity of other cultures. Diversity sharpens the skills of teachers. Through interaction they tend to learn some values and other ideas from their colleagues. Diversity, improves the motivation and staff relations in a multicultural school. It fosters an inclusive and a supportive climate of professional cross-cultural exchange through enlisting cultural minority staff who might otherwise feel discriminated and prejudiced in the institutional activities ranging from decision making to assigning them reputable roles such as peer training and explainers of difference to other teachers. Diversity also discourages a mono-cultural way of giving academic instructions. In a diverse classroom, teachers consider the traits, weaknesses, and strengths of students before formulating teaching and learning strategies.

This helps the teachers to meet the academic needs of each student. The positive personal effects of being in a diverse-driven or diversity-informed international school learning environment are notable for not only teachers but learners and other stakeholders as well. “Cultural exchange is believed to make the affected persons more capable, smarter, and better humans. The humility, patience, and suspensions of judgment required in understanding other people who are different from us and to learn from them enhances appreciation of multi-perspectivism and tolerance for ambiguity. ”(Anon. 2018) In other words, it promotes the key traits of intellectually astute and creative individuals. Even though IB policies and strategies have been formulated to ensure quality education in international schools, technology is needed to accelerate the progress and break from business as usual.

Innovation is required to meet ambitious goals and objectives. “Generating new ideas is a key tenet of modern society. We need professionals who are culturally competent, talented, innovative and creative problem-solvers, skilled and critical thinkers. New technologies give an opportunity to encourage critical thinking” (Nessipbayeva, n. In keeping their values, they challenge the learners to actively participate in the attainment of their learning goals. Students are encouraged to strive for ingenuity in their thinking. Through technology, the schools can achieve the following: project-based and inquiry-based learning, design thinking, experiential education, and innovation. Other design-focused facilities enable learners to experiment, question, and create solutions to real challenges and problems they encounter in the world around them. By making learning consequential and meaningful, teachers and other leaders in the school setting encourage hard work, curiosity, and the love of discovery.

Secondly, lack of the right skills may make it difficult for a school to diversify its workforce. For instance, in a certain school, teachers may be required to know a specific language such as French. Very few people in countries where English is the official language may be fluent in it and as a result diversity becomes unlikely. The opportunity for international schools is that immigration rate is very high in almost all countries as a result of economic and social factors. Globalization is moving people with their families in search of better prospects. Kinesthetic Learning- it is also referred to as hands-on learning or tactile learning and it is based on the idea of multiple intelligences. This approach requires learners to make, do, and create.

Learners engage in physical activities instead of watching demonstrations and listening to lectures. Examples of kinesthetic classroom activities include role-play, hands-on experiences, use of drama and sports, and S. T. Differentiated Instruction- This refers to the teaching practice of tailoring instruction to meet the needs and expectations of students. Educators differentiate in the following ways: the types of activities learners do to master concept, how students access content, how the classroom is set up, and the product of learning. Examples of differentiation include offering different spelling lists to learners, having learners read books at their own levels of reading, and meeting in small groups to reteach concepts. Inquiry-based learning- this is teaching method that portrays teachers as supportive figures who offer support and guidance for learners through their learning process instead of sole authority figure (Lang & Evans, 2006).

Learners are encouraged by their educators to ask questions and consider what they wish to know in regards to the world around them. In other words, only learners from financially stable families or rather families in higher hierarchy can join the schools. This is discrimination on the basis of socioeconomic status. The fees should be made affordable to students from all social levels. Secondly, international schools are less likely to embrace diversity especially in American Continent. Most of the educators in these schools are from a specific cultural group. In international schools, learners differ in a number of aspects ranging from culture to race to ethnic group and as a result, the aforementioned strategies should be implemented to ensure idealness. International schools should encourage diversity in their teaching staff in order to meet the needs and expectations of diverse students.