Beijing now has nearly 150 English-medium, K-12 international schools, and the number is growing every year. Priorities for these schools are usually focused around providing high-quality academic education, and offering a range of extracurricular activities to encourage students’ interests and talents. But what are schools doing to help students cherish their own unique cultural characteristics, while also discovering, experiencing, and possibly adopting the cultures of the country that they currently call home?

Whether you are from a multicultural family or a third culture kid (TCK), the process of finding your identity or sense of home is never crystal clear. That’s why culturally-focused study and increased sensitivity to the needs of a diverse student body are taken very seriously in Beijing’s international schools.

Ralf Mayenberger, in addition to being an English and German teacher at Beijing World Youth Academy (BWYA), is a parent of two Third Culture Kids. Last year he was asked as part of a BWYA student’s independent study project to take part in a TEDx talk on campus exploring this topic of TCKs. He began his research by creating a 78-question online survey for students to get involved. What he began to realize through his findings is that many children don’t have the luxury of the universal idea of home being a single place filled with familiar people, and a sense of familial history, like he had grown up within Germany.

Ralf Mayenberger

New definitions of home are created by the connections made through being in and exploring a particular place, specifically the schools which these students attend. It was through this that he realized the importance of friendship and the school environment for TCKs. It’s friendship which not only allows kids from multiple cultures to find comfort in very foreign settings, but it also gives them the necessary skills to adapt and create a sense of home anywhere around the world.

Being an international student means receiving an education that was created to establish globally-minded individuals. While many consider this to be one of the essential skills of the future, becoming globally-minded doesn’t come without its own set of challenges and confusion.

About this Mayenberger commented: “One thing about identity is that it’s not so easy to say what you are. So if I ask my children, ‘What are you? Are you German, or are you Filipino?’ it’s not so easy to answer. They might say ‘I’m Chinese’ because they were born in China. At one point my daughter said she was English because that was her first language. I’m from Germany, and my wife is from the Philippines, so both of those choices have nothing to do with our household.”

For many expat children born in China, being considered Chinese by the general populace is not an option. There are obvious hurdles in regards to receiving physical proof in the form of a Chinese passport, but then there are other differences that are glaringly apparent. For many, when it comes to being viewed as Chinese, you either are or you are not.

So there is a big responsibility for international schools to compensate for this deficit and create a classroom environment that’s equally accommodating to foreigners and locals alike, building the perfect foundation to influence students to think more globally, and adapting traditional and local methods to make sure the needs of all students are met.

One example of adapting a curriculum to fit the needs of a diverse student body can be found at The International Montessori School of Beijing (MSB), where currently 21 nationalities are represented. One thing that’s notable about MSB is that its approach towards Montessori learning has been altered to better suit the needs of Beijing’s foreign children, along with the children with foreign passports who might nonetheless identify as being Chinese. They call this the Dual Language Program (DLP). Kids are made to split their day between both English- and Mandarin-focused instruction to make sure they get equal exposure to each language, along with its respective cultural and social offshoots.

MSB’s Principal Rufus Samkin, says; “There’s a big part of the Montessori curriculum called Cosmic Education, and so, kind of ironically, Cosmic Education focuses on how civilizations of people are the same, what their similar needs are. From early elementary school, the children are challenged with this concept that there are all of these people coming from different places. They look different, they speak different, they eat different things, they have different religions or beliefs or ceremonies, but they are tied together by similarities.”

Rufus Samkin

As a child, Samkin was in a similar position to many of his students. He too was a TCK, following his father as he was assigned to work on engineering projects across Africa. He went to local schools, learning the local language, and did his best to assimilate into these cultures. These formative experiences also influence his understanding and governance of MSB, as he’s well aware of the importance of providing students with a learning environment which is mindful of the local culture, but which also needs to remain in line with the international standards of the Montessori pedagogy. It’s about finding balance.

Though MSB’s dual language program has an established track record, providing young students with the best of both worlds, currently they are also looking into the One Person, One Language model (OPOL), which has also proven to be highly effective in this sort of multilingual learning environment.

Samkin said “One of the beautiful things about the Montessori model is that it’s so adaptable. By design, and something that Maria Montessori wanted from the inception, it is something that could transcend cultural barriers and could be taught anywhere by anybody because it’s taught in the language of humans and not in the language of any one culture.”

Thinking about what we share as human beings is essential in keeping students engaged in what they are learning, and able to apply it to their own lives. Instead of school just being a lengthy and tiring exercise of rote memorization, kids need to be able to take materials learned in class and apply them to situations common to their own experience.

When talking about choosing the right teaching materials that align with the experiences of his students, Mayenberger explained: “Based on their interests they start using what’s presented in the unit and transform it, creating connections to their own lives, and with that, they work on something they want to work with. Though still working on the unit, they are doing it with people with the same ideas, and it helps to create a sense of community.”

In addition to the selection of appropriate materials used to teach throughout different units of a particular subject, students are given opportunities to dive deeper into ideas of culture and identity outside the classroom.

“Students learn a lot through the unspoken, and through interactions with each other. After-school activities are very rich experiences because you are putting the kids together, they’re socializing and interacting in a way that’s not a traditional classroom environment. It’s very much real world. Whatever the activity is, they stop thinking about who they are and where they come from. Actually, when you’re talking about cultural diversity or cultural education, that’s what you want. It’s not ‘my friend who’s Chinese; it’s just ‘my friend’. That’s exactly what happens through the subconscious and the unspoken, and it’s really important,” Samkin stated.

At Harrow Beijing, the founding of the Zhi Li Society, a club intent on injecting more elements of Chinese culture into the school through a collaborative effort between students, staff, and parents, was inspired not by the lack of Chinese culture on campus, but by the need to have more of a student voice in the process of planning these activities.

Harrow Beijing’s Zhi Li Society

This need led to the society’s founding last year, in January 2018. At that time the school was also considering this question, because of the increased popularity of Harrow among Chinese families, and more students expressing interest in Chinese culture.

Rosemary Zhao, Assistant Head Mistress of Harrow Beijing said: “Through the Zhi Li Society we want to help and facilitate our students to understand who they are, where they come from, and what they would like to be in the future. Because they are all, in a way, in a third culture environment at this school.”

While the arts and crafts, which are very much a part of the Zhi Li Society, provide entry points into a greater understanding of Chinese culture, their main focus is the organizing of events and other school-wide activities that correspond to the Chinese holiday calendar. So far they’ve run poetry contests, left Lantern Festival-themed riddles around campus, and are even hosting a “Dragon Boat Race” between Harrow Houses on the football pitch in June.

While the society’s weekly meetings are only open to students in Year 4 and above, Nathan Moore, Economics and Business Studies teacher, said; “I think it was the activities that we’re running within the wider school community which allow us to include everyone. So the lower school students very much take part in the Zhi Li Society just by participating in the activities that we’re running.”

Vicky, one student who is heavily involved in the Zhi Li Society, told beijingkids: “The Zhi Li Society has had a lasting impact on my future because as I’m applying to schools to study politics, I wrote about conflicts in cultures and civilizations and how these shape the world. I wrote in my application how my experience in the Zhi Li Society, in such a multicultural environment, helped me to see the world and to rethink what I want to do in the future.”

Emily, another advocate for the group, said: “It offered me a lot of opportunities because many of the events are discussed by everyone including teachers and parents, but it is mainly run by us, the students. It has given me a lot of leadership opportunities.”

An international school is a complex ecosystem of identities, which has to address the needs of students who come from many parts of the world. At the heart is the paradox that the globally-minded citizens of the future need to start by having a clear sense of who they are and where they come from. For children growing up in a culturally complex environment, this is a challenge; but with careful handling, helping them rise to this challenge can be empowering and enriching.

This article appeared in the beijingkids May 2019 Identity issue.
Photos: Kipp Whittaker; courtesy of Harrow Beijing

A child with learning difficulties or disabilities that make learning harder for him or her can be described as having special education needs (SEN).  For your convenience, we have copy pasted the Beijing section of the US State Overseas Schools office provided guide on Beijing schools that provide support to children with special needs.  The contents of the guide were originally provided by the schools.

If you suspect your child might be learning at a slower pace than other children of similar age and that it might be a problem, consult Olivia’s Place for an assessment, advice, or for opportunities to attend free parent education workshops.

Extracted from the US State “Overseas Schools Offering Support to Children with Special Needs” 2015-2016:

 British School of Beijing, Shunyi:

In BSB Shunyi, the Inclusion Department consists of a Leader of Inclusion, Special Educational Needs Coordinator (SENCO), Special Educational Needs (SEN) Teacher and Counselor. The SENCO in collaboration with the Leader of Inclusion plays a key role in determining the strategic development of the Special Educational Needs policy, support and provision in the school to raise the achievement of children with special educational needs.

The SENCO will coordinate additional support, Individual Education Plans (IEPs) and Action Plans for pupils with special educational needs and liaise with their teachers and other professionals who are involved with their education.

The counselor supports children’s needs when they are going through a difficult time; this can be emotional, social, or behavioral. For children it can be difficult to talk about their problems with their family, teachers, or friends and they might prefer to talk to someone that isn’t a part of their life. The counselor gives them the chance to share their feelings in a safe and non-judgmental environment. By using different therapy, such as play and art therapy, the feelings of the child will be explored.

The School has a few SEN certified teachers that work with a small portion of students as part of the mainstream program.

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 British School of Beijing, Sanlitun:

The School does not offer a comprehensive SEN program. They do have trained SEN specialists within their network of schools and work with professionals and organizations locally. The School endeavors to work with families to ensure that they have provisions in place to cater to the specific needs of their child. The School offers the support of a one-to-one teaching assistant for any student that may need the additional support during their lessons.

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 International School of Beijing:

Learning Support Policy: In support of the mission, purpose, and philosophy of the School, as existing space and resources allow, students with mild to moderate learning differences will be admitted in accordance with the School’s admissions policy. This might include students with learning disabilities, ADHD and some high-functioning students on the autistic spectrum. However, placement in the learning support program is not based on diagnoses. Placement is determined by the level of support needed to be successful.

Description of Services: At this point, the School does not have self-contained classes for students who require a separate curriculum. Most services are provided through a push-in, inclusion model, with the exception of first and second grades in which a pull out model is utilized more frequently. Presently, they have ten learning support teachers, one speech and language pathologist and a director of student support services who also covers the school psychologist position. The School tends to use a modified response to intervention model (RtI) as the referral identification process. The modification is that they use standardized assessments as well as curriculum based to inform intervention.

Decisions regarding admission and services for a student will be made on a case-by-case basis within the policy parameters. The School does not have an educational program for:

• A student with intensive learning needs.
• A student who requires a self-contained learning environment with separate curriculum.
• A student with significant cognitive, developmental, physical and/or emotional needs/disabilities.
• A student who exhibits a continual pattern of behavior in the classroom that is disruptive to the learning process.
• The Student Support Team generally consists of an Administrator or designee, Counselor, Learning Support Teacher, and Classroom Teacher who interacts directly with the child.

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 Ivy Schools:

While several of the School’s teachers are special-needs trained or informed, they are not equipped to accept children with special needs on a regular basis.

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 International Montessori School of Beijing:

MSB employs two Learning Support teachers who are trained to diagnose and support children with learning needs. All learning support students must be identified during the admission process and will undergo observation and testing by our Learning Support staff. Admittance to the school will take into account their recommendations.

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 Side By Side:

Their program is solely for students with special needs and learning difficulties. The School will consider students with a variety of special needs, though they are unable to admit those in wheelchairs, or with moderate to severe medical needs. Their special education students usually have autism, are mentally challenged, have down syndrome, language delays or disorders, or global delay. The majority of their students have a combination of communication, behavioral and social issues.

Side by Side also offers 1:1 learning support and 1:1 music therapy for students who go to international school and have learning, behavior, emotional or communication difficulties. The School has a qualified special needs teacher, a music therapist/social worker/special needs support worker, and an assistant on staff. They refer to external therapy centers for diagnosis, speech and language therapy, occupational therapy and/or physical therapy if it is required.

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 Yew Chung International School:

The School aims to assist children of foreign personnel as much as possible. However, there are limits to the range of services provided, resources obtainable, teacher and specialist expertise available in YCIS. For this reason, YCIS can only accept students with mild learning difficulties, i.e. children who can work successfully in a regular classroom environment with minimum support. The School employs a SEN teacher to work with students, in-class and in a withdrawal capacity. The School reserves the right (in consultation with the parents) to review all prior school reports, recommendations, and external assessments, and conduct an interview to determine the student’s level of need/s. The School will only accept students whom it believes will be successful in the YCIS program. Should a special educational need/s be identified after entrance (or a more serious need develops), the School reserves the right to review the placement.

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 3e International School

Children with special needs are considered on a case-by-case basis to ensure that all their needs can be met if admitted.

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 Beijing City International School – BCIS

BCIS provides learning support for those students who require additional assistance in mastering the curriculum. Acceptance into the school for children with special needs is made on a case-by-case basis. Determination is based on whether they have sufficient expertise and resources to accommodate the student. BCIS personnel do not diagnose disabilities.

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 Dulwich College Beijing

The School accepts students with learning needs on a case-by-case basis. Mild needs are supported either through in-class or pull-out sessions. Students needing extra support are requested to hire a shadow at their own expense. They do not have services for severe learning needs that may require professional services such as speech or physiotherapy.

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 Lycée Française International de Pékin

The School currently has 4-5 mentally handicapped or sight impaired students. These students’ families engage a personal assistant (with the help and agreement of the school) to assist their child in classes. The School also has several dyslexic students; 2 external speech therapists assist them after school.

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 Western Academy of Beijing

Learning Support Program: Students are eligible for admission if it is believed that WAB can meet their emotional, social, physical and academic needs. WAB can offer places at each grade level to a limited number of students with mild learning difficulties. For these students, assistance is provided by their Learning Support Center, both in and out of the classroom as appropriate, usually in small groups and occasionally on an individual basis.

Since WAB does not have separate classes for children with learning difficulties, a primary consideration in offering a place will be the student’s ability to access the regular curriculum with limited support. WAB takes into account the number of other students requiring learning support in the grade level applied for, and the level of resources needed to support the applicant. Thus, while WAB recognizes the value for all children of the social learning which can occur through contact with a peer group, places cannot be offered to students who need extensive program modifications, an alternate curriculum or constant support.

In accepting students with learning difficulties, WAB usually also adheres to the school admissions policy of placing students by chronological age and educational background, so the ability to function with a group of similarly aged students is an important factor. WAB is able to accept some students with minor physical disabilities, although expertise with any type of adaptive communications systems is not available. In accordance with the general admissions policy, the school reserves the right (in consultation with the parents) to conduct all necessary assessments and obtain copies of all previous reports and records. The School will offer a provisional place only to those students who they believe can benefit from the educational program it provides.

Photo: Flickr (US Army)

Balmain Gourmet is an increasingly popular choice for diners in the Shunyi area. As well as catering to the palates of foodies craving a gourmet burger or hot dog, they also offer great options for children of all ages. We decided to put that claim to the test by taking our young food critics there for dinner.

Brynn Comes (age 7) and her younger brother Alden Comes (6) both attend the International Montessori School of Beijing (MSB). They were accompanied to Balmain Gourmet by their mom, Michelle. Michelle and Justin Comes moved to Beijing from New Jersey in August 2012. They are really enjoying their first expat assignment and they especially love the travels that it allows them. Thanks to all that travelling, both kids have fairly adventurous palates, and are always open to trying different cuisines. They particularly enjoy tasting local fruits wherever they visit.

Brynn’s favorite dish is Sweet & Sour Pork and she is also quite fond of Mexican food. She thought the variety of burgers on the menu looked interesting and ordered the Cheese Burger (RMB 80) for herself. Alden, who enjoys hot dogs and burgers, could not resist ordering one of Balmain’s Red Cheddar Dogs (RMB 60), loaded with cheese. Both orders came with a side of fries and half a passion fruit, much to the delight of the kids who giggled while trying it. Michelle ordered a Grilled Cheese with Tomatoes (RMB 35) for herself. The kids also decided to share a Strawberry Milk Shake with marshmallows on the top (RMB 40) for dessert.

Biting into his Red Cheddar Dog, Alden gave me an enthusiastic ‘thumbs up’. When I enquired if it was as good as he had imagined, he responded with a matter-of-fact “better”, and that was all I got out of him till he finished dinner. Brynn took a bite of her burger and gave her approval too. When Michelle’s order of Grilled Cheese with Tomatoes arrived, everybody ooh’d and ahh’d at how appetizing it looked. Michelle took a bite and pronounced it delicious, with just the right amount of cheese and a dash of salt & pepper. The flavors, she said, were a perfect balance of good bread and lots of cheese, ideal comfort food that just hit the spot. Both brother and sister jumped at the opportunity to try it. Brynn savored her bite for a few seconds and then said she was going to order that next time.

It was time for dessert and the children gleefully grabbed their milk shakes and proceeded to suck up the marshmallows through the large straw, before drinking it all up. There is something old-world and charming about kids enjoying a classic shake, predictably with big smiles on their faces!

The portions were generous, and the children thought it would be a good idea to take their leftovers back for Dad to try when he got home from work. Balmain Gourmet’s predominantly meat-based menu has hotdogs, burgers, sandwiches, fries, and salads aplenty. They also have a few options for vegetarians. Some of their specialties include Beef Chili Dog (RMB 80), Eggs Benedict (RMB 80), Kimchi Dog (RMB 80), and Aussie Burger (RMB 140). Their bread, which they source from L’Atelier JMT in Shunyi, pairs exquisitely with their meats. Incorporating subtle twists into their regular fare, such as kimchi in a Korean Dog or grilled pineapple in the Aussie Burger, they’re managing to cater to a culturally diverse customer base in Shunyi.

Delectable food and a laid-back atmosphere, with outside seating options on a clear day, make it a perfect hangout option for families. Our Dining Out critics, Brynn and Alden gave Balmain Gourmet a five star rating. They said they’ll be back for more, preferably with Dad too next time!

Family-friendly facts:
The restaurant is small and cozy, with WiFi. It offers outside seating in summer months. It has filters so you don’t need to stress about the air quality, and its own private restroom. They’ve also started to carry an organic range of pork sausages, for the health conscious. The owner Drew’s pet, an adorable brown Labrador Retriever named Coco, never ceases to delight little ones. Brynn and Alden were no exceptions.

Balmain Gourmet Meat & Grill
Tue-Sun, 9am-9pm. South Gate of Yosemite A, YuYang Road, Shunyi District (18600039708, balmaingourmet@vip.163.com) 顺义优山美地A区南门向东100米宝美热狗店

This article originally appeared on page 20-21 of the 2016 June-July Issue of beijingkids magazine. Click here for your free online copy. To find out how you can obtain a hard copy, contact distribution@truerun.com.

Photos by Dave’s Studio

In anticipation of the Beijing International School Expo on January 16-17, we will be highlighting local and international schools around Beijing from the upcoming 2016-2017 beijingkids School Choice Guide, which comes out on January 4

MSB is Beijing’s first fully qualified international Montessori school and a long-standing member of the American Montessori Society (AMS). Located on the edge of the city’s Shunyi and Chaoyang districts, the school offers children all the benefits of a world-class education within a warm community of qualified and experienced teachers and staff. MSB boasts a dynamic curriculum that promotes academic excellence alongside the development of essential life skills and traits, such as integrity, confidence, and leadership. Its innovative Dual Language Programme is unparalleled in Beijing, giving students access to the entire curriculum in English and Chinese with the aim of attaining fluency across all subject areas.

Founding date: 1990
Age range: 18 months-12 years
Grades offered: Nursery-Grade 6
School type: International school
Total area: 10,000sqm
Curriculum Description: Montessori and Chinese National for some programmes
Boarding Program: No
Number of students: 380
Is the school accredited by the Ministry of Education? Yes
Foreign passport holders accepted? Yes
Local Chinese students accepted? No
Tuition fees for the 2015-2016 academic year:

• Placement deposit (refundable upon withdrawal): RMB 20,000
• Half-day Nursery: RMB 102, 000
• Full-day Nursery: RMB 152,000
• Half-day Kindergarten: RMB 110,000
• Full-day Kindergarten: RMB 159,000
• Reception: RMB 179,000
• Elementary: RMB 186,000
• School Bus: RMB 10,300-15,500 (per year)
• School Lunch: RMB 6,700

Lunch offered: Alternating Chinese and Western
Nationality of students: US, Canada, Hong Kong, Australia, UK, France, Denmark, and more
Primary teaching language(s): English and Chinese
Other languages taught as electives: N/A
Average class size: 24
Average teacher/student ratio: 4:1, 6:1, and 8:1 depending on grade level
School hours: 8:20am-3:45pm
After-school activities: football, swimming, tennis, baking, chess, Chinese calligraphy, and more.
Special needs programs offered? Only on a case-by-case basis
Extra help offered? EAL and learning support
Scholarships offered? No
School facilities: Art and music studios, children’s kitchens, libraries, outdoor playgrounds, indoor ball court and swimming pool.
School nurse/doctor available on campus? Yes. Two full-time nurses
Contact: 2A Xiangjiang Beilu, Chaoyang District (6432 8228, admissions@msb.edu.cn) www.msb.edu.cn 朝阳区香江北路甲2号院

Photo: Courtesy of MSB

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Chinese Food for Foreigners
This week we continue our feature of Chinese restaurants suited for foreigners with one more Shunyi find.

"Wooden Floor"
This one is known among foreigners as the "Wooden Floor" restaurant. Likely because of a wood and tile floor mosaic that now only features in the front part of the restaurant, the monicker has stuck and as information about the restaurant is passed on from one satisfied lao wai to another, it is still referred to by its nickname. The real name of the place, though, is Sichuan Yao Dianzi, and they have much more than Sichuan food on the menu.

It may take a bit of familiarity with the Houshayu area to find this restaurant, tucked away as it is in a residential area. Locating it is not too difficult though. Keep driving down Tian Bei Lu until you hit the Luoma Hu roundabout. Take the first exit, and keep going down Houshayu road for four stop lights, past Wu Mart on your right and past the road leading to the Houshayu wet market on your left.

Turn left into Vanke Garden, a rather old subdivision that is marked by a giant clock on its main gate. Keep driving down this main avenue until you see a commercial center to your right. Grab any of the parking slots you see out on the main road. The restaurant is at the farthest end of the commercial strip on the right side.

If you have a Chinese native or someone who reads characters with you, ask them to keep an eye out for the restaurant that advertises roast duck (烤鸭) on the roof sign. While we haven’t tried their roast duck, we like their crispy rice crackers dishes. Think of a Cantonese birds’ nest noodle dish that comes with an option of shrimp, mixed mushroom, or mixed vegetable topping. Now instead of crispy egg noodles as to be expected in the original recipe, substitute this with rice crackers. The sauce is served in a separate bowl, piping hot. And when it arrives at your table, the server pours the soupy topping onto the rice crackers, causing the crackers to sizzle. The topping "cooks" the rice crackers and every mouthful has a combination of crunchy dry and soaked crackers. The only trick in eating this is to do it before all the crackers get too soggy. It’s a fun and delicious (and sometimes messy) dish that even kids will love. At RMB 28, it’s a very filling dish that can be a little difficult to polish off completely.

Other recommended dishes are their sweet and sour chicken and a pork and mushroom combination sautéed in soy sauce and a hint of vinegar.

The menu has pictures (very handy) and English translations for the dish names. Some English spoken.

Offers breakfast, which we have not managed to try. As to be expected with local restaurants, breakfast fare is a combination of baozi, mantou, porridge and pickled vegetables.

四川幺店子饭店 万科城市花园乡村俱乐部101. 80490801

Breakfast from 5.30-10am
Nonstop dining from 10am-10pm

International Montessori School Beijing Open House
The International Montessori School of Beijing (MSB) will be holding two open house sessions on Tuesday, March 11, and Wednesday, April 16. Morning schedule is from 9-11.30am, and afternoon schedule is from 1-3.30pm.

The programme will include a short presentation on MSB’s English-Only and Dual-Language curricula, a tour of the facilities, classroom observation, and an open forum with teachers and staff.

Reservations are required in order to assure yourselves a place during the classroom observation. Email ilariakeogh@msb.edu.cn with your child’s age and which language programme you are interested in.

CIBA Fair
Children’s International Bilingual Academy (CIBA) is holding a Spring Flea Market and Bazaar on Saturday, March 15 in Gahood Villa, building 3052.

Come by from 10am-2pm for a bake sale, bazaar of new and gently used toys, books and clothes for children, as well as handmade jewelry.

Entertainment for children will be available in the playground area, with bouncy castles, play equipment and face painting and craft activities.

Email beijing_kiel@yahoo.com if you wish to advertise your business, or if you are interested in having a table at the bazaar to sell some items. The cost for the seller is a baked cake, or RMB100. All profits and donations will go towards classroom resources.

Euro Cashmere Flash Sale
At Clicia’s Designs and Shane’s Treasures from March 11-14, Euro Cashmere will be on special sale. Come along to see European quality and design scarves, ponchos and sweaters. STARAfood will provide the hors d’oeuvres on the first day of the sale, Tuesday, March 11. Lake View Place Dragon Bay Villa (8042-2203).

Air Pollution Masks
The demand is high for air pollution masks, following last month’s weeklong bad air period.

Vogmask N99 masks remove an average of 99.978% of fine particulate matter such as PM2.5. Vogmask brand is one of very few masks for sale in China that meets United States National Institute of Safety and Health standards.

The model available contains a carbon layer to help filter gaseous particles, exhaust, smells, and chemical components of air pollution.

Inventory list and order sheet are available at www.aquasana-china.com, or call 400 000 8320 or 136 5128 5157.

Totobobo jogging masks, athletic version are also available for sale for RMB198, including free delivery in Shunyi, Chaoyang and CBD areas.

These cover the mouth only and have an adjustable three-point strap. Fits all adults, keeps cool in hot weather and does not fog up. Can be hung around the neck when not in use.

Send a text message to 186 1152 8650 to place an order. See product details at www.totobobo.com.

Dana is the beijingkids Shunyi Correspondent. Originally from the Philippines, she moved to Beijing in 2011 (via Europe) with her husband, two sons and Rusty the dog. She enjoys writing, photography, theater, visual arts, and trying new food. In her free time, she can be found exploring the city and driving along the mountain roads of Huairou, Miyun and Pinggu.

Photo by Dana Cosio-Mercado

International Montessori School of Beijing (MSB) is a Kindergarten and Elementary school which has provided education in English and Chinese for Beijing’s international community for over 20 years. Caroline Chen, MSB’s founding principal, and a qualified qualified AMS Montessori teacher herself, answers our questions about the Montessori Method. Click here to read part one.

Is Montessori education good for children with learning disabilities?
A Montessori based education is universally applicable. The environment and methods used in the Montessori classroom are designed to ensure the holistic development and success of all children.  All children benefit from individualized and child-centered instruction. Every child has areas of special gifts, a unique learning style, and some areas that can be considered special challenges. The Montessori teaching approach, which believes that each child should be allowed to develop at his/her own pace, is designed to allow for these differences. It allows students to learn at their own pace and is quite flexible in adapting for different learning styles. In many cases, children with mild medical or physical handicaps, behavioral issues or learning disabilities may do very well in a Montessori classroom setting.

The Montessori system has been used successfully with children from all socio-economic levels, representing those in regular classes as well as the gifted, children with developmental delays, and children with emotional and physical disabilities.

What about gifted children?       
A Montessori based education is universally applicable. The environment and methods used in the Montessori classroom are designed to ensure the holistic development and success of all children.  All children benefit from individualized and child-centered instruction. 

The multi-age classrooms also allow children to excel. Children can easily advance in the complexity of their work without waiting for the group as a whole. With higher-grade level materials easily accessible, and the possibility to teach children at different levels, students with a high aptitude in a subject matter can easily work above grade level.

How are parents involved at Montessori schools?       
The biggest factor to consider is if Montessori philosophy is right for the parents – can you support it in your home, and work for good partnership/relationship with your teacher and your school on behalf of your child?  Modeling respectful, courteous behavior, reading, discovering, and sharing your interests/passions with your child promotes a love of learning at home that translates to a love of learning in the classroom – a love of learning for life.

Parents are often in dialogue with their child’s teacher so that they can be involved in supporting and helping their child at school and at home become more able to follow their interests and responsibilities with care and passion.
      
Montessori parents can support their child by helping to foster Montessori principals in the home: respect, choice, accountability, responsibility and follow-through-to-completion in an effort to nurture their ability to make responsible choices. The more compatible the philosophy and practical application is between home and school the better support your child has to develop that ability to be cooperative and independent.

Is early learning a good idea? Or should young kids just play and have fun?
Yes, early learning is good idea as children up to the age of 6 are “sponges.”
Dr. Montessori’s research (based on her direct and extensive observation of children in diverse cultures and in many countries) showed that there are four key developmental planes in the journey to adulthood. The first one takes place from the age of 0 to 6, and focuses on the development of the self as an individual being.

Every child also has specific ‘sensitivities’ or ‘windows of opportunity’ where learning comes with ease. Dr. Montessori pointed out that the young child has a natural sensitivity for language development, which follows closely on the years when he/she learns to speak his/her native language. Young children have a unique fascination for words and dialogue.

When Dr. Montessori opened the first Children’s House it was full of pretend play things. The children never played with them as long as they were allowed to do real things – i.e. cooking instead of pretending to cook. Children are instinctively drawn to want to carry out the activities they see adults performing.  The Practical Life activities in a Montessori classroom are based on the child’s desire to repeat that which he/she sees adults doing.  They are meant to reflect the child’s interest and teach him new skills required for his life. 

These exercises are not only designed to teach children independent self-help skills, but also support the development of very important fine motor dexterity and concentration skills that will be so integral to future academic work.  Montessori students also tend to take the things they do in school quite seriously. It is common for them to respond, "This is my work," when adults ask what they are doing. They work hard and expect their parents to treat them and their work with respect. But it is joyful, playful, and anything but drudgery.

All children explore new things playfully. They watch something of interest with a fresh open mind. Dr. Montessori believed that the real world is full of wonder and that children before the age of six should be deeply rooted in the reality and wonder of nature. Story telling and reading should revolve around the wonder-filled life of the animals, people, and plants on our earth, so that a child’s absorbent mind is filled with real impressions of what is true.

All Montessori classrooms incorporate art, music, dance, and creative drama throughout the ages and curriculum. Imagination plays a central role, as children explore how the natural world works, visualize other cultures and ancient civilizations, and search for creative solutions to real-life problems.

Can parents do Montessori at home with their children?        
Yes, Montessori principles are easily incorporated into home life. Many of the Montessori approaches are directly applicable to the development of your child at home.

Children need a sense of belonging, and they get it by participating fully in the routines of everyday life. The Montessori approach strives to create independent children who are able to of themselves and their environment. Providing opportunities for independence is the surest way to build your child’s self-esteem and to build the skills needed for life-long learning. As a parent, you can find ways for your child to participate at home for example meal preparation, cleaning, gardening, caring for clothes, shoes, and toys. This builds a child’s self-esteem and their willingness to participate as a meaningful member in the life of the family at home and school.

Can children from Montessori schools be accepted into any elementary/high school (e.g. local Chinese elementary schools, American-style junior high schools)?
Yes. A Montessori environment naturally fosters inner discipline, self-motivation, love of learning and a sense of order, the skills necessary for successful learning.  These skills accompany them throughout their academic journey in any environment.  A child’s first educational experiences affect the type of learner they will be throughout their lives. 

Montessori children usually adjust readily to new classroom situations. This is because they have developed a high degree of self-discipline and independence in their Montessori environments. Also, children have a high degree of adaptability and can assimilate into and accommodate different situations, including sitting at desks arranged in rows.

MSB offers a strong academic program and expects the children to meet the high academic standards. Our curriculum fully meets the requirements of national curricula and allows students to go well beyond grade level in many subjects. This strong academic base gives students a great start as they later transition into traditional schools or return to their home countries.

Are Montessori children successful later in life?
Success in today’s world is not only measured by grades and degrees. Strong study and work habits, self-motivation, independent thinking and excellent communication skills are essential for academic and career success and are an integral part of MSB’s Montessori based education. At MSB we are laying the groundwork for future innovators and leaders by teaching the children to be Independent thinkers, problem solvers and team players from an early age. 

On the Barbara Walters ABC-TV Special "The 10 Most Fascinating People Of 2004" Larry Page and Sergey Brin, founders of the popular Internet search engine Google.com, credited their years as Montessori students as a major factor behind their success. When Barbara Walters asked if the fact that their parents were college professors was a factor behind their success, they said no, that it was their going to a Montessori school where they learned to be self-directed and self-starters. They said that Montessori education allowed them to learn to think for themselves and gave them freedom to pursue their own interests.
It is quite an interesting collection of people throughout history who have gone to Montessori schools, sent their children to Montessori schools, or supported this method of education in one way or another. The short list includes: Alice Waters, Friedrich Hundertwasser, Julia Child, Gabriel Garcia Marquez, Helen Keller, Alexander Graham Bell, Thomas Edison, Henry Ford, Mahatma Gandhi, Sigmund Freud, Buckminster Fuller, Leo Tolstoy, Bertrand Russell, Jean Piaget, Erik Erikson, John Holt, Ann Frank, the Dalai Lama, Jacqueline Kennedy, Prince William and Prince Harry, Yul Brynner, Bill and Hillary Clinton, and Yo Yo Ma.

Photos courtesy of International Montessori School of Beijing

International Montessori School of Beijing (MSB) is a Kindergarten and Elementary school which has provided education in English and Chinese for Beijing’s international community for over 20 years. Caroline Chen, MSB’s founding principal, and a qualified qualified AMS Montessori teacher herself, answers our questions about the Montessori Method. Click here to read part two.

What is Montessori?   
Montessori is named after Dr. Maria Montessori, an Italian educator of the early 20th century. She developed a teaching approach we now call the Montessori Method, which emphasizes a hands-on, individualized learning approach within a child-centered, mixed-age group classroom. Although best known as an educator, Dr. Montessori’s formal training was as a scientist and medical doctor and she was nominated for the Nobel Peace Prize three times.
Dr. Montessori developed her educational philosophy as a result of her scientific observations of the way children learn. She based her approach on the belief that children are individuals with their own strengths, needs, likes and learning styles. Her teaching strategies and her discoveries about the process of learning revolutionized the field of education and profoundly influenced children’s education all around the world.  Today, Montessori schools most commonly encompass preschool and elementary grade levels. However the approach is also used extremely successfully in middle and high schools.

What are the core values of the Montessori  educational approach?
Montessori education is based on the belief that children are individuals with their own strengths, needs, likes and learning styles. The teacher acts as a guide for each child through the learning process by using materials that fit their specific needs and pace.
A Montessori curriculum uses hands on, multi-sensory/multi-modality instruction. This means that concepts are not just taught by rote memorization or out of a textbook, but in a variety of ways using scientific designed materials that help the child to completely understand and also apply a lesson.
The learning in Montessori environment is activity based. The children are allowed to explore and learn through scientifically designed Montessori materials and in a prepared environment. The child is free to choose and work on the available material for as long as he/she wants, under the guidance from the teacher. The teacher in the Montessori classroom ensures that each child moves through the curriculum at an individualized pace, while making sure they meet national/international standards.
A Montessori education focuses not only on academic skills but also on essential life skills and character development. The Montessori social curriculum is incorporated into the academic curriculum at all levels and children learn how to behave in specific situations and acquire social skills for everyday living. The children develop a sense of personal dignity, an understanding of their culture, and an awareness and respect for people of all ages and traditions. Conflict resolution skills are taught and attention is given to making good choices. Having the appropriate social and language skills enables a child to engage positively in the classroom community and beyond.
 

What are the benefits of Montessori?  What advantages does a Montessori school give children?
A Montessori based education is child-centered and is based on a child’s need, interest, learning style at that moment in their life.  Instead of applying a “one approach fits all” style of learning to an entire classroom of children, the Montessori based approach takes into account that not all children learn the same way, have the same needs. Furthermore, it encompasses not only an academic curriculum, but also focuses on a child’s personal and social development. An important part of the Montessori education is in fact learning respect for one’s peers, learning grace, and courtesy. Montessori helps children to become self-motivated, self-disciplined, focused, and to retain the sense of curiosity that so many children lose along the way in traditional classrooms. Children are given the tools to be successful in their future life. They typically become life-long learners and problem solvers, they become innovators and good team players. They tend to act with care and respect toward their environment and each other. They are able to work at their own pace and ability.
From an early age exercises in grace and courtesy are presented daily and are a part of the curriculum. The children learn to behave in specific situations and acquire social skills for everyday living. The children develop a sense of personal dignity, an understanding of their culture, and an awareness and respect for people of all ages and traditions. Early conflict resolution skills are taught and attention is given to making good choices. This area of the curriculum also extends to the aspect of Citizenship. Students begin an empathy program, identifying feelings and studying virtues such as friendship, caring collaboration and more.
 

What is the difference between Montessori education and traditional education?
At every level in a Montessori program, the child actively participates in learning; the teacher’s role is to act as a guide. The child centered, individualized learning approach allows the child to choose his/her own work from interests and abilities, to formulate concepts from self-teaching materials, to set his/her own learning pace to internalize information. The classroom environment and mixed-age grouping encourages children to teach, collaborate and help each other and the individual and group instruction can adapt to each student’s learning style and level.  Children are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them the teacher, who knows what each child is ready to do.
In the traditional educational model, there is an emphasis on learning by rote. The child is a passive participant in learning and teacher’s role is dominant and active. Most of the teaching is done by the teacher, and based on the adult’s teaching style. The child usually given specific time for work at an instruction pace set by group norm or teacher.
Dr. Montessori believed that teachers should focus on the child as a person, not on the daily lesson plan. Montessori teachers lead children to ask questions, think for themselves, explore, investigate, and discover. Their ultimate objective is to help their students to learn independently and retain the curiosity, creativity, and intelligence with which they were born. Montessori teachers don’t simply present lessons; they are facilitators, mentors, coaches, and guides.
There is great respect for the choices of the children in a Montessori classroom, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing with each other.



Who accredits or oversees Montessori schools?
There are several Montessori organizations to which schools can belong. The two major ones operating in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS).
However there is no single organization which oversees all Montessori schools and accredits their programs. Thus the name “Montessori” can be used freely by schools whether they are offer true Montessori programs or not.

What is the main difference between a traditional classroom and a Montessori classroom?
A Montessori classroom does not look like a traditional classroom. A Montessori classroom is not filled solely with textbooks, writing paper and pencils. Rarely, if ever, will you find the whole class sitting with their books looking at the teacher showing them how to complete a task. Instead you will see children, some in groups, some by themselves, working on different concepts, and the teachers sitting with a small group of children, usually on the floor around a mat.  Children typically work quietly and are focused on their work. There is a noticeable hum of productivity.
The classroom is filled with many materials that teach a wide range of levels and concepts. Shelves line the wall and are set up so that at a moment’s notice a teacher can reach for a material and teach a student or students the concept they need to know. The furniture is child sized so the students can easily access all the materials. Students can reach for the materials themselves and use them in the way that they were taught so that they can practice a concept that they are working on.        
 

What materials are used in a Montessori classroom? What special training do Montessori teachers have and how are they different than traditional teachers?
Dr. Montessori believed that teachers should focus on the child as a person, not on the daily lesson plan. Montessori teachers are specially trained to lead the children to ask questions, think for themselves, explore, investigate, and discover. Their ultimate objective is to help their students to learn independently and retain the curiosity, creativity, and intelligence with which they were born. Montessori teachers don’t simply present lessons; they are facilitators, mentors, coaches, and guides.
Traditional teachers often say that they "teach students the basic facts and skills that they will need to succeed in the world." Studies show that in many traditional classrooms, a substantial portion of the day is spent on discipline and classroom management.
Normally, Montessori teachers will not spend much time teaching lessons to the whole class. Their primary role is to prepare and maintain the physical, intellectual, and social/emotional environment within which the children will work. A key aspect of this is the selection of intriguing and developmentally appropriate learning activities to meet the needs and interests of each child in the class.
Montessori teachers usually present lessons to small groups of children at one time and limit lessons to brief and very clear presentations. The goal is to give the children just enough to capture their attention and spark their interest, intriguing them enough that they will come back on their own to work with the learning materials. Great teachers help learners get to the point where their minds and hearts are open, leaving them ready to learn. In effective schools, students are not so much motivated by getting good grades as they are by a basic love of learning.
 

What is the benefit of a multi-age classroom?
One of the core principles of a Montessori based education is the belief that mixed age groups and flexible groupings allow the children to learn at the best rate.
A mixed-aged classroom offers an inherent motivator for children to constantly challenge themselves.  The older children benefit tremendously from this environment as they become teachers and leaders, developing confidence and independence.  They can reinforce their understanding of the material by teaching it to the younger students, while the younger ones have it taught to them in different ways. Sometimes another child can word a concept in a way that an adult can’t, facilitating better understanding for both children involved.
This process of sharing what they know reaffirms what they have already learned. Younger children usually want to do what the older children are doing and benefit from having role models in their classroom environment. 
Multi-age classrooms also allow children to excel. Children can easily advance in the complexity of their work without waiting for the group as a whole. With higher-grade level materials easily accessible, and the possibility to teach children at different levels, students with a high aptitude in a subject matter can easily work above grade level. In other words, a well functioning multi-age classroom will be able to adapt to the needs of each child, promoting enrichment and support in the specific concepts that each child needs to work on.
 

Photos courtesy of International Montessori School of Beijing

Visit the popular Tai Tai store at its new location (same shopping strip, just down the road) — inside Stella’s Shop with Woodcarver. Already up and running, you’ll still find all your favorite gifts there, so do stop by!

Roundabout will hold its biggest downtown book fair ever this weekend at the Beijing City International School (BCIS), from 10am-3pm on Saturday. If you’d like to drop off books at the Shunyi Roundabout location, they will then turn them around to restock at the book fair, running until April 9.

If you’re interested in checking out the Montessori teaching method, you won’t want to miss The International Montessori School of Beijing (MSB) open house. Founder Principal Caroline Chen will introduce you to the benefits of enrolling your nursery through grade 6 children, and you’ll have a chance to tour the school and meet the teachers. RSVP to tinaliwalton@msb.edu.cn for this event, which is held on Saturday, March 23 from 10am-noon.

Do you have a child that you fear is becoming addicted to the internet — or at least internet games? If so, you’re not alone. Dr. Rob Blinn (Clinical Psychologist and Department Chair) of Beijing United Family Hospitals gave a parent seminar on "Internet Addiction: Preventing and Intervening,” held at the International School of Beijing on Tuesday morning. Some applications of the internet and gaming trigger an orienting response in kids (and adults!) — it’s fast and constant, and it allows no time for relaxing. We get used to this stimulation and ultimately dislike down times and slower transitions. Dr. Blinn suggested taking breaks to reset the nervous system. For our kids, model behavior by limiting your own screen time. And take deliberate time out to interact with your kids, filling what may be a void in their lives that is currently replaced with gaming. Realize that self-regulation has to be learned, and share with your child that you understand the addiction (who among us does not spend too much time doing one thing or another?). Internet Addiction Disorder is a very real condition that can lead to depression or stunt creativity — things we don’t want to see in our kids. Stay connected with your kids and be aware of their screen time.