Reflect. Choose. Act

Children, as young as 5 years old, are capable of understanding and learning so much more than a lot of people give them credit for, and these things are always taught at an age appropriate level. In PYP, students are not taught only the essential academic aspects but also the components of a well rounded human being that has the willingness to serve his fellow students and the larger community across and beyond the school.

Throughout the day, I have seen a lot of innovating ideas, inspiring activites and most of all moving this ideas into action. It is amazing how each child connects with the world and how accurately they see the things beyond school and home. In a constructivist point of view, such catalyst will always be needed to achieve abstract concepts. These catalysts are teachers who put all their efforts in planning and creating an environment where the students can grow and reach their potentials. Not only that but these potentials are used to give back to the community. Although we can see that it is just "ideals" right now, I am positive things will take its course and lead the class to new heights.

When observing each level, there will always be distinctive differences especially the pace and the maturity of the concepts being formed in the UOI. But these differences are not considered cons because we can not expect students in Kinder to be as mature as those in Grade 4. The teachers know fully well how diverse children are based on age, learning style, culture (and many more) but PYP bridges those diversities and lead them to common grounds. Likewise, teachers who are faithful to the PYP will be able to use the Learner Profile to their advantage, using the vocabulary and words to model the conducts and actions one should have.

The teacher will also take note of the PYP attitudes and as much as possible instill them to help children holistically develop. As for the themes, they are not just decided upon the interest of the children but also how it reflects society and the community. A very good example would be in the Kinder class wherein the students did not participate in the dance although they were the ones who

initially suggested to do so. The teacher did not stop the dance routine but after the activity, she made them seat down and said, "I observed something wrong today. What do you think happened when we were dancing?" If you look at it, there were no signifiers of what was the "wrong" thing that happened and yet! AND YET the students already knew what it was.

I think this is what it means to be a part of the PYP. The teacher is the facilitator, the student is the meaning maker and the community serves as the support. Together, everyone in the PYP will, as I expect, be deeply embedded, immersed and engaged.