BIBStalkThe Official Magazine for Beanstalk International Bilingual School

March 2011

BIBS News ◆ Community Service ◆ Sports新闻 ◆ 校区服务 ◆ 体育版

Also in this issue:

本版其他内容：

◊ Update from the Edu

ca-

tional Centre

教育中心最新信息

◊ Middle/High School Art

work 初/高中艺术作品展

◊ R-6 Bulleting Board run

through R-6 公告栏

◊ And much more!还有更多！

Meet Beanstalk’sYoung RepoRteRs

 

Includes还有：SpringShow

Insert

Photos • Write Ups

青苗小记者队伍成立

春季秀别册

Contents

On the Bulletin BOard

Middle/ high SchOOl

SpOrtS

BIBS talkThe official magazine for Beanstalk International Bilingual School

BIBStalkThe official magazine for Beanstalk International Bilingual School

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

We show you a grade-by-grade run down of the work being done in the wonderful BIBS classrooms

We read a feature article by grade 7’s Naomi Martin, as well as art work produced at our Middle/High School by 8th graders and 11th graders

Mr. A and Mr. Matthew update us on the latest news from the Athlet-ics department, as our Giants par-ticipate in different ISAC and JISAC tournaments.

MARCH

2011

Marketing Advisor: Hazel Sellar

Head Editor: Peter Mothe

Photo Editor & Head Photographer: Chris Tataryn

Contributing Writers: Anoo Choudhuri, Sam Campeau, An-drew Sobol, Arjee Janda, Anna Davies,

Allison DavisTranslator:

Lexie LiLayout Design:

Peter Mothe

bibs.magazine@gmail.com

cOver StOry Beanstalk’s Young Reporters show-case their work, and Mr. M analyzes what has been done in the past few weeks of the ASA.

封面故事

FeatureS We get updated by the Educational Centre, and see what BIBS students have been doing for the community. Also, a PTA mom writes about par-enting in today’s world.专题报道

公告栏

体育版

4

12

22

30

34

Literacy Update

4StUdent work 22

Spring Show prep

21 SportS

34

the Bridge Young Reporter Alice Bi asks Grade 2 teachers about their passion for education..... and more!

读者交流

36

初／高中板块

Features

4

Educational Centre Update

Understanding AssessmentBy: Anoo Choudhuri, Curriculum Coordinator

Reports were sent home at the end of January. They were followed by

Parent–Teacher conferences. During these conferences, many questions were asked regarding assessment at BIBS. Since a report is the transcript of assess-ment, I take this opportunity to explain the why and how of our assessment.

Ongoing assessment is an integral part of the learning and developmental pro-cess and is underpinned by the follow-ing principles.

• Assessment must have a purpose.• Observation of children participat-ing in everyday activities is the most reliable way to build up an accurate picture of what children know, un-derstand, feel, are interested in and can do.• Observation is always planned. However, teachers at BIBS are also ready to capture spontaneous but im-portant moments.• Assessment of children’s develop-ment and learning is based on skills, knowledge, understanding and be-haviour that they demonstrate con-sistently and independently.• To ensure effective assessment teachers consider all aspects of a child’s development and learning.• To further ensure accurate assess-ment teachers also take into account contributions from a range of per-spectives.• Children are fully involved in their own assessment.

The question that we are always asked by parents is “How can teachers assess if there are no formal or standard tests?”

As a general rule, teachers are trained to make systematic observations and as-sessments of each child’s achievements, interests and learning styles. These are observations are recorded by the teach-ers. Teachers use these observations and assessments to identify learning priorities and plan relevant and mo-tivating learning experiences for each child. Teachers will also conduct regu-lar informal and formal written “tests”. The results of these observations and “tests” are used to correlate to the grade level expectations of our learning goals.

Assessment at BIBS is based on ongo-ing observation as well as the assess-ment in six areas of learning and devel-opment, namely:

• communication, language and lit-eracy• problem solving, reasoning and nu-meracy• knowledge and understanding of the world• physical development• creative development• personal, social and emotional development

These sum up and describe each child’s learning achievements and develop-ment.

The primary purpose of assessment is to provide teachers and parents with reliable and accurate information about each child’s development at the end of the assessment period. This enables teachers to plan an effective and ap-propriate curriculum that will meet the children’s needs. ■

A long, long time ago, about twen-ty years to be exact, something

wonderful happened in the world of literacy. Teachers and parents looked at the basal reading textbooks their students were reading and the reading workbooks their students were filling out and they noticed something: even though every word of the textbooks were read and every blank in the work-books were filled out, many students still could not read with authentic un-derstanding.

All that work, and they still can’t read? This was a serious problem! The brightest minds in education were called together. Conferences were held. Research was conducted. Experiments were administered. Data was collected. Results were analyzed. In the end, a few conclusions were drawn.

• Textbooks and workbooks had much to offer. They explained the meanings of words like “setting” and “character” but unfortunately, they failed to mention why any of that stuff was important to a reader. • Many students could recite facts based on what they read, but when asked to explain why it was impor-tant or how it connected to their lives, they had no answer. • Students who enjoyed what they read tended to build deeper ▶

Literacy Today

By: Sam Campeau,Literacy Coordinator

Features

5

understandings of the text. These conclusions led to a restruc-

turing of how literacy was to be taught in classrooms all across the Western world. Those ideas are now taking hold in the East. As Literacy Coordinator at BIBS, I’m happy to report that these new teaching practices are beginning to take hold at our school.

Understand that bringing in the new does not mean throwing away the old. Textbooks and workbooks still have their place. However, where they have been used in the past as the backbone of an English teacher’s reading instruc-tion, they are transitioning into a role as backup materials, taking a backseat to the more lively, enriching, research-based instruction that actually teaches readers to read with understanding.

The literacy model we are unrolling at BIBS is based on a handful of concepts that are fairly simple on paper, but in practice, they open up previously un-explored channels of understanding. Through a teacher’s direct and guided instruction, and a student’s independ-ent and guided practice, readers are taught how to:

• make connections between the text and themselves, the world, and other texts. • make inferences about events, char-acters, facts, and other details.

• ask questions about about the text. • use the text to expand vocabulary. • make predictions based on context. • visualize details in the text. • determine important parts of the text. • draw conclusions. • synthesize what they already know with what they learn in the text. • know when they need to check for understanding. These strategies are reinforced

through whole-class activities, small group and one-on-one conferences, and guided reading sessions where students help each other to practice and improve their reading skills. Teachers periodi-cally assess their readers to record how well the strategies help their readers im-prove. Teachers consider that readers should not only be able to decode words and understand the basic meanings of the text, but also “read between the lines” to gain meaningful insight.

What can parents do to help? See to it that they have at least a little time every night to just read. If you read with your student at night, keep it up! Check in with your student. Ask them to sum-marize events in their story. Ask what they think might happen next. Ask if there were any hard words. Ask, ask, ask. If you feel there are some serious gaps in your student’s understanding,

contact his or her teacher. What can parents do to help at school?

In order to ensure that readers are read-ing “just right” books that are neither too easy nor too difficult, our goal is to have a leveled library available to stu-dents. This means that each book would have a stamp on the cover that indicates a certain reading level. In the “A to Z” model for example, picture books for Reception-age students would be A’s. Secondary-level books would be in the X, Y, and Z range.

After a student’s reading level is de-termined through a teacher assessment, that student will be able to quickly find “just right” books in the library. This saves everyone time in making sure the book can be enjoyed and understood by the reader, and that the book will also provide a slight challenge to push them further.

A leveled library needs the support of the school community. We have hun-dreds of new books in our stacks this year, and more on the way. We will soon be organizing Leveling Parties in which the parents, teachers, and students will be invited to the library outside of regular school hours to help us tag the books. Keep your eye on this column for further details and dates.

Thank you for all you do to support your students at home. ■

Chinese translations on next page 请翻到下一页阅读中文版

“Textbooks and workbooks still have their place, but they are taking a backseat to the more lively, enriching, research-based

instruction that actually teaches readers to read with understanding.”

▶

6

很久 以前 ， 具体 说 来大 概 是

二十年之前，读写课领域发生了一件非常棒的事。老师们和家长们在看学生正在学习的教科书和配套的练习册时发现了一个问题——即使学生们把教科书里的每一个词都读了一遍，也把练习册里的每一个空都填好了，很多人还是无法真正理解文章的意思。

下了那么多功夫还不能真正理解文章？这真是一个非常严重的问题！教育界的专家们因此聚在了一起举行会议并就此进行了探讨、组织了相应的研究及实验、统计了数据并分析结果。最终得出了以下结论： •教科书和练习册还有很多改进的空间。它们解释了“相关背景”和“行文特点”这些词汇的意思，但是他们并没有告诉读者这些东西的重要性。•很多学生可以从他们读过的文章中引用信息，但如果需要解释这些信息的重要性或这些信息与他们的生活有何关联的时候，他们无法给出相应的答案。 •如果学生喜欢自己所阅读的内容，他们就更倾向于对文章产生深层次的理解。

这些结论对西方世界的读写课教授的重组起到了很大的作用。同时，也被东方世界所接受。作为青苗学校的读写课协调员，我很高兴地告诉大家，我们

正在课堂上使用这些国际上最新的教学实践。

喜新并不代表厌旧。所以，我们还是会继续使用教科书和练习册。但与从前不同，相较于原来作为读写课上英语老师所使用的主要材料，它们现在将变为辅助材料，作为帮助学生们能够更加生动地理解在读写课所学的内容和进行课外研究的说明。

青苗学校正在使用的读写课教学模式虽然在纸上看起来只是一些简单的概念，但是在实际教学中，他们为学生开启了一些未经开发过的思考方式。通过老师们在课堂上的直接指导，学生们将学会：•找到文章和自己、世界及其他文章之间的联系•对文章里的事件、角色、其他细节展开联想 •对文章里的事件、角色、其他细节提出问题•利用所学材料提升词汇量 •根据上下文进行推测 •把所读内容想象成画面 •找出文章中的重点•得出结论 •综合自己所学的知识和在文中学到的新知识 •知道自己该在什么时候去查找信息以便加深对文章的理解

以上的这些策略都会在小组讨论、一对一

讨论或让学生互相分享阅读技巧的指导性阅读课程中使用。老师们阶段性地对学生们的阅读能力进行测试，分析这些阅读技巧对学生们所产生的影响。老师们认为学生不仅需要理解文章的大意、解释词语的意思，还需要读出文章所引申的深意。

家长可以做些什么呢？您每天晚上都可以抽出一点时间和孩子一起阅读吗？如果您一直在这么做的话，请坚持下去吧！时不时地检查学生的阅读进度，让他们对自己所读的文章进行总结，猜测文章接下来会怎样发展下去，是否有任何难以理解的词

今日教学作者：Sam Campeau 读写课协调员

特别报道

来自教育中心的最新信息

特别报道

7

汇。提问，提问， 提问！如果您认为孩子对于文章的理解有很大偏差的话，请您及时联系他的老师。

学生在校时家长能做什么呢？为了确保学生正在阅读“正确”（不太难也不太简单）的书籍，我们的目标是为学生提供一个分级的图书馆。也就是说，图书馆里的每一本书的封面上都有相应的印章显示该本书的阅读级别。

比如说以A到Z的字母来划分级别的话，标有A的书籍比较适合学前班的学生阅读，而标有X,Y,Z的书比较适合高年级的学生阅读。

接受了老师的阅读级别评定以后，学生们就能很快地在图书馆找到适合自己阅读的书籍。这样，既确保了学生能够准确地理解自己所选择的书籍，又能在阅读的过程中接受挑战，学到新东西，也为每一个人都节约了时间。

建立一个分级图书馆需要学校全体人员地共同努力。今年学校又新购买了上百本书籍，以后，我们还会购进更多的书籍。近期，我们将举办图书派对，邀请家长、老师和学生们在课外时间到图书馆一起给图书贴标签。请大家继续关注本栏信息，以查看详细通知。

谢谢您为学生所做出的努力。

今日教学 青苗评估体系

学生成绩报告于一月底发给家长后，学校召开了家长会。会上，大家问了很多关于青苗的测评的问题。我想在此说明一下青苗学校为什么要做测评，又是如何进行测评的。

青苗的阶段性测试是促进学生的学业进步必不可少的一部分。测试围绕以下原则而展开：• 有目的性• 观察学生每日在校参加活动的状况，是帮助老师们绘制一份关于学生各方面的整体图形，检验学生知道什么、明白什么、感受到什么、对什么感兴趣、能做到什么的最可靠手段• 有计划地观察，但随时准备捕捉学生即兴地且对测评很重要的表现• 对学生学业成长进行测评是建立在他们独立且持续不断地表现出来的已掌握的技巧、知识、对事物的认知、行为上的• 为保证测试的有效性，须考虑学生各个方面的发展和学习状况• 为确保测评的准确性，须把学生在各方面的良好表现都考虑在内• 学生将参与测评的整个过程

家长们常问的一个问题是：没有一个正式、标准的测验，老师们怎么能对学生做测评呢？老师们都接受过培训，对每个学生的表现、兴趣爱好

和学习风格进行一个系统地观察和测评，就各个学生的特点也做了相关记录，利用这些观察和测评去分析每个学生的优势，并为他们设计独特的学习策略与计划。另外，老师们会对学生进行多次正式或非正式的写作“测试”，把这些观察、“测试”的结果与对该年级学生们的学习期望结合在一起对学生进行测评。

具体说来，青苗的测评是建立在老师对学生的观察以及学生在六个方面的表现而定的，这六个方面是： • 交流能力、语言能力、读写能力• 解决问题的能力、给出事物成因的能力、数字能力• 对世界的理解力、知识量• 体育成绩• 创新能力• 个人能力、社交能力、情感能力

以上这些总结、描述了每个学生的学习成果及进步。

青苗小学进行测评的目的是想把每个学生学习成长的准确的信息反馈给老师和学生家长。这能帮助老师们制定有效的、具有建设性的、恰当的及针对所有学生需要的课程。

作者：Anoo Choudhuri课程协调员

自从认识了如何选择适合自己年龄的书以后，学生们的阅读时光变得更加愉快。

Features

8

众所周知，盖房子需要先打地基。房子盖得越高，地基越要打得深而稳。换句话说，地基坚固而牢靠，房子也会矗立得良久，不怕风吹雨打。反之，如果地基不牢固，那么房子就会摇摇欲坠。

人的生命也需要牢固的地基才能健康持续地发展。这个地基是在人出生之后头几年建筑起来，影响这个人一生的身心健康。这个地基的名字叫做“安全感”。

对于儿童来说，什么是安全感呢？就是对世界对人间的基本信任。儿童必须怀有这样的信念：“世界是可靠的，生活是美好的，父母（以及他人）是可信赖的。”才能获得生存的动力、勇气和毅力。

安全感好的儿童内心坚信：“我是可爱的，我是被爱的，我的存在是有价值的，我有能力克服困难解决问题，我相信自己的判断。”

儿童最初的安全感是从哪里来的呢？它来自于养育者。养育者（主要是母亲）对孩子需求的反应必须是及时的、可靠的、始终如一的、预料当中的，儿童才能认为这个世界是安全的、可靠的、善良的，同时儿童也在自我规范当中建立对自己的基本信任。有了这两个基本信任，儿童才能感受到自己的生命是有意义的，自己的存在是有价值的，自己是可爱的、受到保护的，从而建立起生命的意志力。给孩子安全感不仅要给予他们恰当的爱，也要给予孩子恰当的规则，他们才会觉得这个世界是坚实可靠的。

安全感充足，儿童才能发展自己，不会受到外界的左右和干扰，也不会遇见困难轻易放弃努力。一旦确认他在这个世界上生存的意义和价值，儿童就可以继续发展自己，不会再浪费精力和时间去获得安全感。没有安全感的孩子总是感觉到世界是有危险的、父母是不爱自己的，觉得会被父母抛弃。他总是在想办法证明：父母是爱我的、他们会照料我、不会抛弃我。

一个人生存下去的动力源于内心对自身存在

价值的确认。这种确认来源于父母对孩子无条件的爱和接纳，来源于良好的亲子关系，而不是“你乖乖听话成绩好给我挣面子我才爱你”。有条件的爱令孩子缺乏安全感和自信心，一旦孩子感觉没有办法达到父母的期望，就会认为自己的存在毫无价值。他们会感觉自己是父母的累赘，甚至会用死亡来给父母解脱。

事实上，父母的安全感好，孩子的安全感才充足。父母相信自己、热爱生活、关爱他人、信任世界，孩子才能获得坚实的安全感。

安全感稳固的儿童有以下特点：他们不随意冒险，不做危及自己健康和生命的事情，每到一个陌生之处也不会一下子闯进去，而是沉稳地观察环境，慢慢地融入。他们与父母的关系是依恋式独立，他们很自信，不怕犯错和失败，乐于分享与合作，不以竞争获胜或物质占有定义自身的价值，不怕不同意见，不刻意逢迎。

安全感缺乏的儿童则有以下的表现：他们要么过度怯懦，要么胆大妄为，不顾自身安全。他们要么过度粘人，要么过度独立；他们不愿意独立解决问题，而是依赖他人的帮助；他们迷恋物品，渴求物质满足，离开慰籍物就六神无主、寝食不安；他们不敢参与竞争，或者不能接受失败；他们不愿意接受不同意见，而是要求大家必须跟他意见统一。

安全感是人类儿童身体、情绪、认知发展的基础，没有安全感，其他的一切都好比空中楼阁，也许看上去很不错，但却缺乏根基，不堪一击。

作者简介：小巫，毕业于北京大学，美国Rutgers大学教育学硕士，两个孩子的妈妈。著有《接纳孩子》、《和孩子划清界限》、《跟上孩子成长的脚步》等畅销书籍，是中西教育新文化的倡导者和推动者。http://blog.sina.com.cn/weewitch

安全感：儿童生命发展的地基Sense of Security:

the Foundation of the Development of Children’s Lives

PTA Spread/ PTA板块

作者：小巫

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Features

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By Arjee Janda

This term, students of Beanstalk International Bilin-gual School will be raising money and donating it to Heifer International. The mission of the organization “is to work with communi-ties to end hunger and poverty and care for the earth”. To do this, the organization uses donations to buy livestock for fami-lies in need all over the world. The organi-zation then provides training for families on how to care for their livestock. Eventually, families use their new livestock and education to become self sufficient and generate income. The donation of only one animal can offer tremendous opportunities for a family or even a village.

BIBS Student Council will be holding regular fun-draising events and activities to raise 2000 RMB for Heifer International. The money will be used to buy 1 goat, 2 flocks of chicks and 1 pig. Fundraising activities

include bake sales, “Jog for a Hog” day, selling candy grams, popcorn and drinks. In addition, Student Coun-cil will be attending BIBS sports events to raise aware-ness and raise money.

The purpose of Student Council is to show BIBS students the power that they have to positively change the lives of others. By working together towards a common goal, students will feel proud of helping commu-nities in need.

To better understand the goal of Heifer In-ternational, please view their website at www.heifer.org. If you would like more information on how BIBS is supporting the organization please contact the coordinating teacher Ms. Arjee Janda at 3bajbibs@gmail.com.

Community Service: Student Council

BIBS Students Set Out to Change Lives Through the Donation of AnimalsStudents Council to organize events to help raise funds for Heifer International, an NGO that donates livestock to families in need

Student CounCil upComing eventS

Don’t Miss!

✓ Bake sale 烘焙义卖

✓ Candy grams 糖果义卖

✓ Popcorn day 爆米花义卖

✓ “Jog for a Hog” day筹款活动

✓ Beverage Sale 饮料义卖

✓ Clothing Drive 衣物捐赠

✓ Movie Night 电影之夜

Spirit Week Write Up on Page 21关于 Spirit Week 的报道请查看第21页

青苗国际双语学校学生会将在本学期为国际小母牛组织筹集资金。该组织的使命是“通过协作，关爱地球，抗击饥饿，抗击贫穷”。为了此项目的，小母牛组织利用来款为全世界范围内有需要的家庭购买家禽，并为这些家庭提供驯养家禽的培训。之后，这些家庭利用新获得的家畜和所学到的技术自给自足。捐献一个动物就能为一个家庭甚至一个乡村带来大量的机会，青苗学生会将不断举行筹款活动，为国际小母牛组织筹款2000元。

这些钱会用来买一只羊、两群鸡和一只猪。筹款活动包括烘焙义卖，Jog for A Hog之日：出售糖果棒、爆米花和饮料。另外，学生会还将陪同青苗

小巨人队到比赛现场，以提高大家对本次活动的关注度并筹得款项。

学生会的目的是让青苗国际双语学校的学生认识到自己能够通过努力，帮助他人改变生活质量。大家在为了同一个目标努力的同时，学生会有一种帮助他人后获得的自豪感。

为了更好地理解国际小母牛组织的意图，请您登陆www.Heifer.org查询相关信息。如果您想知道更多关于青苗与该组织合作的信息，请您联系该项目的协调员—Ms. ArJee JAndA(3bAJbibs@gMAil.coM).

青苗学生将给需要帮助的人捐献小动物 帮助他们改变命运学生会将会组织活动为国际小母牛组织筹集资金，该组织为有需要的家庭捐献家禽。

校区服务：校学生会活动

作者Arjee Janda

学生会近期活动

Features

11

By Arjee Janda

Students of BIBS’s Roots and Shoots program have

been working hard to make the school popula-tion more aware of the waste and damage caused to the environment due to personal choices.

Roots and Shoots mem-bers have informed BIBS staff and students about waste and its impact by making posters and displaying them around the school. In addi-

tion, students have also made recy-cling boxes for paper and bottles for each classroom.

Having the option of recycling instead of throwing recyclables in the garbage has proven to be beneficial for the school. Both staff and students are making the choice to recycle and reusable products are being taken daily to a recycling depot,

where they are processed and put to good use.

Community Service: Roots and Shoots

Students Raise Awareness about En-vironment, Set Up Recycling ProgramRoots and Shoots members make informational posters on environmental issues and help start a schoolwide recycling program

Recently, Roots and Shoots stu-dents held a “Garbage Cops” con-test where each grade was chal-lenged to collect garbage around the play area of the school. Ms. Sims 2A class won the contest by collect-ing the most garbage over the week. The class received a certificate for their hard work and two classroom turtles which the students have named Lucky and Swimmy.

2A Class Wins Roots and Shoots ‘Garbage

Cops’ Contest

The sign outside Ms. Sim’s door is a cer-tificate of 2A’s victory in the Garbage Cops contest

The turtles awarded to 2A were named Swimmy and Lucky.

校区服务：Roots and Shoots

提高学生环保意识开展循环利用计划

Roots and Shoots的成员根据环境问题制作了海报，在全校范围内发起循环利用计划

作者Arjee JandaRoots and Shoots的成员

跟青苗的员工和老师谈论了浪费问题并把自己制作的海报张贴在校园内所能产生的效果。另外，学生已经做好了环保盒，让同学们将废弃的瓶子和纸张扔到盒内。让大家多有一个选择——循环利用，而不是直接把垃圾扔到垃圾桶里，这对环境很有好处。所有职员和学生都可选择循环利用箱，这些可再生资源也将被运送到仓库。

最近，Roots and Shoots的成员们举办了”Garbage Cops”比赛，每个年级都需要在自己游玩的场地收集垃圾。Ms. Sims的2A班因在一周内收集到最多数量的垃圾而获得了胜利。2A班因自己的努力获得了一张奖状和两只小乌龟。他们分别叫Lucky和Swimmy。

2A班获得了“Garbage

Cops”比赛冠军

cover Story

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Meet Beanstalk’sYoung RepoRteRs

By participating in an After School Activity, students are exposed to the

fundamentals of reporting, giving them the tools to become conscientious inquirers inside and outside their classrooms.

In the past months, a se-ries of unprecedented popular revolts has swept

through the Middle East and North Africa, bringing down dictatorial regimes in Egypt and Tunisia. During these events, on-the-ground reporting was severely lim-ited for traditional journal-ists, who were by-and-large denied access to many of the movements’ pivotal protests. With traditional journal-ists unable to properly re-port from the ground, those who informed the world of the happenings in the re-gion were regular citizens,

empowered with cell-phone cameras and YouTube ac-counts. As these citizen jour-nalists rise to prominence in today’s globalized media, a key question must be an-swered: what is the role of traditional journalism today?

The answer to this ques-tion is highly debatable. The central role played by citizen journalists in the coverage of the North African revolts is evidence of the rapid evo-lution and democratization of the media. To many, it is proof that traditional jour-nalism has become obsolete. In this world of fast-paced

globalization and intercon-nectivity, anyone with a Twit-ter account and an opinion can be a journalist. Or can they?

For their critics, citizen

journalists have no real ac-countability (except, of course, for that which they impose on themselves). Their objectivity is tainted because they may report on a story

“Citizen journalists and traditional journalists seek a common future for the art: that is, a ‘journalism with no

preface’.”

By Peter Mothe

13

that they are a part of. They respond to no editors. They aren’t held accountable for their research, and they have the option to hide be-hind anonymity.

But on the bright side, they are completely inde-pendent. They respond only to the medium in which they work.

As opposed to citizen

journalists, traditional jour-nalists are trained profes-sionals. They are taught to ask the right questions in the right way. They under-stand the craftsmanship of reporting. They are held accountable for what they publish. They are taught to be fair and objective— re-moved from the story.

But as its critics truth-

fully point out, traditional reporters can be tainted by the news organization that employs them.

So which form of journal-ism is better? Has the age of traditional journalism come to an end?

According to the Knight Citizen News Network, a portal for citizen journal-ists, both forms of jour-

nalism complement each other. As stated in the or-ganizations website, citizen journalists and traditional journalists seek a common future for the art: that is, a “journalism with no pref-ace.”

This vision of a ‘journal-ism with no prefaces’ hopes to see unhyphenated re-porters embracing different

✴BIBS Press Agency✴

Young Reporters:The Team

Alice Bi, 6b Taiwan.

11 years-old.Interest: Literature

Shixin Ooi, 5BMalaysia.

11 years-old.Interest: Reading

books

Leon Lin, 5CChina.

11 years-old.Interests: Playing video games and

drawing

Nani Martin, 4AUSA.

9 years-oldInterest: Reading books

Martin Kim, 5CKorea.

12 years-old.Interests: Baseball and

Soccer

Steve Choi, 5AKorea.

12 years-old.Interest: Reading

Jay Choi, 4AKorea.

10 years-oldInterest: Computer

games

BIBStalkThe Official Magazine for Beanstalk International Bilingual School

14

mediums and techniques to inquire and inform truthfully about what is hap-pening in the world.

This same concept of open and hon-est investigation is embodied by the inquiry-based educational philosophy that BIBS has began implementing at the school this year.

In this spirit, the faculty and admin-istration at BIBS have put in motion a plan to incorporate journalism and its core values to the school’s After School Activity program.

The newly created Young Reporters ASA seeks to teach students the funda-mentals of reporting, while instilling in them a passion for writing and inquir-ing.

By learning the fundamentals of jour-nalism, students can learn to see dif-ferent perspectives and can continue to become better inquirers inside and outside the classroom. And while do-ing so, they can continue to improve on other valuable skills such as writing and

researching. So it has been that during the past

several weeks, BIBS students participat-ing in the Young Reporters ASA have been exposed to the rules and mechan-ics that guide real journalists. They have learned about the importance of hon-esty, while also tackling the technical concepts that are essential to writing a good article.

Throughout the ASA, students have been exposed to different forms of re-

porting, and have worked on at least two major stories, including one profile and one news story. Similarly, they have helped edit each other’s writing, work-ing in an atmosphere that resembles that of a newsroom.

Their work has been instrumental to the publication of this issue of the BIBStalk magazine. The long-term goal for the Young Reporters program is to be able to create an organized student structure that gives ownership of this publication over to the BIBS students.

As Alice Bi, Jay Choi, Steve Choi, Martin Kim, Leon Lin, Nani Martin and Shixin Ooi become Beanstalk’s first certified Young Reporters, they also be-come the embodiment of the school’s inquiry-based educational philosophy. With the tools they now possess they can call themselves ‘student journalists’, with the goal that someday they can be-come part of the future of journalism: a journalism with no prefaces.

Cover story

“BIBS students participating in the Young Reporters ASA have been exposed to the rules and mechanics that guide real journal-ists.”

“The newly created Young Reporters ASA seeks to teach students the fundamentals of reporting, while instilling in them a passion

for writing and inquiring.”

15

封面故事

青苗小记者队伍成立参加课外活动课以后，学生们学习了新闻报道的基础知识，同时也学会了如何成为一个在课堂内外都具有良知的新闻人士。

过去几个月以来， 一系列史无前例的起义运动肆虐中东及北非，埃及和坦桑尼亚的独裁政权就此被推翻。当这些事件发生之时，战地报道对于传统记者来说很有困难，他们中的大部分在事件发生的最关键时刻都不能得到拍摄许可。因此，传统记者不能及时地带回恰当的战地报道，所以，把事情真相告诉大家的是生活在那些地方的公民，他们用手机把事件记录下来，并把视频上传到YouTube网站上。鉴于这些公民记者在今天的全球化媒体背景下所显出重要的地位，有一个很重要的问题需要我们的回答：传统记者在当今社会究竟处于一个什么角色?

这是一个很有争议性的问题。公民记者针对北非暴乱的报道向我们证明了一个事实——媒体正在快速演变且更加民主化。

许多人可能会就此断定，传统记者已经过时了。处在现今这个向全球化快速进发与文化大融合的时代，拥有一个TwiTTer账号，一点见解，你就能够成为一个记者。真是这样吗?

公民记者发表的评论是不具有公信力的（当然，除了他们非要别人相信这些意见以外）。他们的客观性会被影响，因为他们可能只看到了事情的一部分，而就此写出了一整篇报道。他们没有任何编辑把关。他们不会对自己的言论和报道负责，而且他们可以选择在胡编乱造之后销声匿迹。但从好的方面来看，他们是绝对独立的。他们只需要向自己发表言论的平台汇报就可以。

与公民记者不同的是，传统记者是经过专业训练的。他们上过专业课程，知道该如何以正确的方式做正确的提问。他们知道

新闻写作的方法和技巧。他们会对自己发表的内容负责。他们知道应该公平而客观地报道——而非编造故事。但传统记者的报道里也真实地反映出一个事实，他们会受自己的雇佣新闻集团所影响。

那么究竟该阅读什么样的新闻才好呢? 传统记者的生存年代是不是已经快结束了?

骑士公民新闻网(Kcnn)——公民记者的交流门户指出：这两种形式的新闻报道可互相补充。就像在这个网站中所提到的，公民记者和传统记者都在追求一个共同的未来：无偏见新闻。

关于“无偏见新闻” 的设想是希望能够看到一个没有带着偏见的记者，运用不同的媒体和报道技巧，去分析事实，并真实地告诉别人这个世界现在正在发生什么事。

作者 Peter Mothe

16

封面故事

这种开放和诚实地报道方式正在青苗刚刚开展的以探究为基础的教学理念实践之中应用。为将这种可贵的精神维持下去，青苗学校的所有员工和行政人员正在实施一项计划——把新闻报道的核心价值与课外活动课教学结合在一起。

新建立的青苗小记者课外活动课致力于把新闻报道的基本知识交给学生，同时培养他们的写作能力和探究精神。学习了新闻学的基本知识以后，学生会学着从不同的角度来看待事情，成为一个在课内外都具有探究精神的新闻研究人员。与此同时，他们还可以继续改善自己的写作技巧

和研究技巧。 因此，在过去的几周内，参

加青苗学校小记者培训课外活动课的学生们已经知道了该如何成为一个合格的新闻从业人员的方法。他们学到了诚实的重要性，掌握了写好一篇报道所需要解决的技术层面的问题。

通过课外活动课，学生学到了多种新闻报道形式，也进行了两次写作训练，包括人物描写和新闻事件报道。课上，同学们互相帮助彼此修改文章，就跟在新闻工作室工作的人员一模一样。

青苗小记者们的工作对于学校的官方杂志bibsTAlK具有很重要的意义。 我们希望在不久的将

来，青苗小记者们能够变成一支有组织，对杂志具有责任感的专业新闻报道队伍。

青苗小记者队伍的第一批获准成员分别是Alice bi, JAY cHoi, sTeve cHoi, MArTin KiM, leon lin, nAni MArTin And sHiXin ooi，他们的学习过程也是青苗学校以探究为基础的教学实践的体现。就学生们现在所掌握的报道工具和知识来说，他们已经可以把自己称作“学生记者”了。但他们还有一个更高的目标，就是有一天他们可以成为未来新闻界（无偏见新闻界）的一份子。

青苗学校的小记者们正在电脑教室进行新闻写作

17

封面故事

Cover story

18

Rawintaya’ s dream is to float with the clouds above the

Pacific and draw down what she sees. It is not the usual dream of a 6th grader, but it is one she dreams about daily. Rawintaya is one of my best friends. Her full name is Rawin-taya Shen. Amazingly, her first

name is Thai and her last name is Chinese. This comes from her mixed family heritage. Rawintaya is from Khon Kaen, in northeast Thai-land. She was born there on October 10th, 1999. Which makes her 11 years old on current dates. She greatly enjoys soccer and badminton, which she rates as the best sports in the world. Although Rawintaya really enjoys kinetic activities, she also takes great pleasure in drawing and sketching. Rawintaya’ s dream house is a mansion filled with high-technology gadgets. This mansion must be on a strip of land only minutes away from a clear-watered beach. There fore, she can easily en-joy watching the sun set over the rippling waves. Also, she can enjoy having fun in the water. Rawintaya’ s Buddhist beliefs and her kind per-sonality makes her adore animals. However, there are always exceptions. Rawintaya just can’t bring herself to be fond of cockroaches, leeches, para-sites, and rats. Like all 6th graders, Rawintaya has a sweet tooth. Cream-puffs, ice-cream, and chocolate take their place as the desserts that delight her most. That’s my friend Rawintaya. She is a hilarious, sharp-eyed, and responsible girl. Also a starry-eyed dreamer. Her fairy tales sometimes make her the laughing stock of me and some other friends. I treasure her dreamy friendship, and it is a pleasure to have her as best friend.

Lots of parents come home very late from work and be-cause of this their children don’t get to know them very well. Amongst these parents is my father. Because I don’t get to see him much, I used this assignment to get to know him better.

My father, Ooi Kar Tuck, lived in Sri Jaya, Kuantan, Malaysia with his parents and his 2 sisters when he was just a child. He lived there until he needed to go somewhere else for school.

Ooi went to an elementary school called SABS. The school had lan-guage classes (that includes Malay and English), science classes, and math classes. He enjoyed science class the most be-cause he thought that it was very interesting.

In 1990, when he was 19, Ooi finished high school and moved to Malaysia’s capital city, Kuala Lumpur, to go to university. In university, Ooi studied how to find oil and where the best places are to find oil.

After that, he met my

mother and they got mar-ried when he was 29 years old.

Today, Ooi works in a com-pany called Schlumburger. Schlumburger is a company that searches for oil.

“There might not be much oil left in this world. One day, all of it will be found. What are you going to do if that happens?” a friend asked him once. Ooi replied, “This is my interest. It has noth-ing to do with the amount of

oil left in this world.”

Ooi likes working in Schlumburger so he has been working there for about 20 years.

T h r o u g h -out his life,

no matter if it was for work, visiting, or schooling, Ooi has traveled to many places in the world. He has been to Australia, France, East Malaysia, Indonesia, China, Thailand, Japan, South Ko-rea, and also England.

Ooi is a very interesting person. If you get to know him, you will get to learn a lot from him.

Writing ProfilesBeanstalk’s Young Reporters show us the profiles they have been working on in their After School Activity

The DreamerA sixth grader’s dreams inspire her best friend

By Alice Bi

Meeting My FatherThrough interviews, a Young Reporter learns more about her hard-working fatherBy Shi Xin Ooi

人物描写：青苗小记者们在课外活动课上学到了人物描写的方法，这是他们的作品

Cover story

19

By Nani Martin

Shixin Ooi is a 10 year old girl born on August 10th 2000 in Malaysia. She

has two siblings and her par-ents have the same last name, something which is not very common in Malaysia.

Ooi’s favorite hobby is reading. Her favorite book is Geronimo Stilton because it is funny and adventurous.

Ooi loves humorous mov-ies like “Alvin and the Chip-munks” because their songs and actions are funny. How-ever, she hates violent movies.

Ooi loves animals. Rabbits are her favorite animals be-cause they are furry, cute and she likes feeding them.

Writing ProfilesBeanstalk’s Young Reporters show us the profiles they have been working on in their After School Activity

Illustrated Profile:Mr Blank by Leon Lin

Meet your MateNani and Martin find out more about what makes their friends smile.

By Steve Choi

Jake Zheng was born with a very terrible disease. It is a rare condition, and at the time of his birth nobody knew how to fix it. For two years he fought the disease, until about half a year past from his second birthday. Then one doctor found a cure to the disease so he could live after he almost died.

Zheng is from Seoul, Korea’s capital, and he is currently 15 years old. He has a 13 year-old younger brother called Alex. Zheng’s family came to China in 2007 and the Zheng brothers started school at CIS.

Zheng is really smart. At school, he always gets 1st or 2nd place in all of his classroom subjects. However, there is one subject that he is bad at. That subject is art, because his disease still makes his arm hurt a lot.

Even though Zheng doesn’t like art, he does love books. Because his disease doesn’t let him be too active, he likes books more than he likes playing. He also likes eating fruit, especially watermelon.

Neither of the Zheng brothers’ personality is very active. For Jake, the disease has not let him do much. But Alex’s reason is differ-ent: for a long time their parents worked in the same company and came back home re-ally late every day. Because of this, when the brothers came back home from school, they always had to make their own dinner. This made both brothers very lonely.

Jake’s brother always said he wanted to play with his parents for one hour every day. Jake doesn’t say that, but I think he also thinks that.

Recently, their mother stopped working, so the Zheng brothers, sick or not, are really happy.

By Martin Kim

James Kim and I share the same last name, but this is com-mon in Korea. James is a physi-cal and smart boy. He is one of my best friends, although we aren’t in the same class anymore.

A friend introduced Kim and me. We three played every weekend, but after I moved house I didn’t have much time to play with him.

Kim likes to play baseball, soccer, and bas-ketball. He is taking basketball classes, and is really good at it.

When he isn’t playing sports, Kim collects things. He likes mechanical pencils. Also, when he finds some cool rocks, he collects them. In his house, he has a lot of mechanical pencils and rocks.

This year, he and I were in the same class. But this holiday he left Beanstalk, moving to another school in Beijing.

His departure from the school, has really af-fected me. I am really upset because in class he was always my partner.

After surviving a terrible childhood disease, a teenager deals with a differ-ent kind of problem

The Survivor

青苗小记者们在课外活动课上学到了人物描写的方法，这是他们的作品

图画描写

Cover story

20

Writing News Reports

By Alice Bi

Like every normal afternoon, Mrs. Chen was walking her beloved

dog Frisky in the Genertime Interna-tional Apartment Park in Beijing. As she strolled alongside her terrier, her view was caught by some posters ad-vertising a big bake sale at the local supermarket.

Yet when she turned around, her in-quisitive dog had vanished from her surroundings. Mrs. Chen wasn’t so surprised; Frisky was probably follow-ing a scent trail belonging to a smaller dog. Having that in thought, she wan-dered on; expecting to see Frisky any second.

After 10 minutes, Mrs. Chen still hadn’t spotted Frisky. A bit worried, she began calling for Frisky as she walked on. Nothing echoed back for her to hear. Frightened that something had happened to her dog, Mrs. Chen

hurried to ask her friends for help.Soon, a squad of her friends had

spread out in the park searching for a terrier named Frisky. The commotion interested some pedestrians, there-fore more and more people joined the search.

Their hard work paid off. One of the pedestrians, Mr. Qing, had spotted a slumping tail beside a pine tree. Walk-ing closer, he had discovered a dirty grey terrier crouched on the grass. Frisky had managed to get himself a front leg trapped in some abandoned wire while trying to sniff it.

“When I found him, his leg was bleeding,” Qing said. “Frisky refused to let me touch him and growled at me. It’s a great relief that I am not Frisky’s owner. I hope Frisky will not get tangled in wire again.”

The incident certainly teaches us a lesson: curiosity can kill the cat, and maybe even a dog.

A Frisky IncidentA dog runs away from its owner, prompting a neighborhood response

Spring Show:BIBS Students Have Their Dress RehearsalBy Shixin Ooi

BIBS students had a dress re-hearsal on March 7th, in the 21st Century Hotel. Instead of going to school, students went directly to the hotel in the morning. And they wore costumes for rehears-al.

Students played electronic games until it was their turn to get on stage. Receptions started first, then 1st Grade, then 2nd Grade all the way to 6th Grade.

The show, called A Journey Through Time, tells the time from Dinosaurs to Modern Times. There were also per-formances of Chinese drums, KungFu, dance, and Chinese opera.

After the practice, students left the hotel and they had lunch, re-cess, and normal class time.

Grade 4 students practice for their Chi-nese Drum performance during the March 7th dress rehearsal at the 21st Century Hotel.

By Leon Lin

On the casual morning of February 19th, 2011, I heard an announcement that made the morning

not so casual. Ieva, a sixth grade stu-dent, announced a special Declaration of Independence. It declared that from then on the 6th grade girls had much more powers than everyone else. Boys would have to obey girls and the law enforcers (the teachers of 6th grade).

The Declaration of Independence was just a project about politics shift-ing power. The project, organized by 6B teacher Steve Casey, lasted 60 min-utes. After that, Mr. Casey ended the project, saying that the girls in his class had come to power through an illegal coup d’ e’tat.

After the project ended, the girls were very resentful and angry at Mr. Casey, and the boys thought they were be-low the girls. A girl in 6B said that she thought Mr. Casey just wanted to be the dictator of his class again.

New Leaders for the 6th GradeThe wave of world-wide popular revolts reaches Grade 6

新闻报道： 青苗小记者在课外活动课上练习新闻报道写作方法

Cover story

21

BIBS News

BIBS Prepares for the Spring Show

March 12 is closing by, and that means that the BIBS spring show is almost

here! All the students are frantically working on it.

Like every year, BIBS will have a big show. It will soon be held at the 21st Century Theatre on March 12th 2011. All of the students in Bean-stalk will be participating in the BIBS spring show. The parents will be coming as audience members to watch their children.

“This spring show needs a lot of props and costumes, so we’ll have to

hurry.” demanded the principal of BIBS, Mr.Weeks, thoughtfully.

By now, the props and costumes that are needed, are almost complet-ed with the help of the students and teachers of BIBS.

The first dress-rehearsal was held on March 7th 2011. On the show, there will be students perform-ing kung fu, dance, Chinese opera, drums, and also lots of different kinds of shows from all of the grades.

The BIBS spring show is a very im-portant event. You sure can’t miss it!!

Before the March 12th event, Beanstalk students prepared for the Spring Show through rehearsals By ShiXin Ooi

Top Right: Students practice their dance routine at BIBS’s soccer field duting a practice on Friday, March 11th.Bottom Left: Ms. Meghan practices with grade 2 at BIBS’s Drama RoomBottom Right: Rangga Jati, Grade 3, waits to take stage during the March 7th dress rehearsal.

Student Council Organizes Spirit WeekBeanstalk students dress up to show school spirit during week-long festivitiesBy Nani Martin

Last week, the halls of BIBS were filled with students dressed in

strange outfits. They were all dress-ing up for Spirit Week.

At our school, our student council came up with a great idea of Spirit Week.

Monday was Mad Hat day. Tues-day was Twin day. Wednesday was Pajama day. Thursday was Black and White day. Finally, Friday was supposed to be freaky switch day

but that didn’t happen because of our Spring Show Practice, so we had to cancel it.

Students and teachers enjoyed having spirit week because it was very interesting!!

The student council was very excited with the event; they finished thinking about ideas and events for each day at a meeting in early March.

Thanks to our student council we had a fun week.

Ryan and Max, two students in 1B, dressed as twins dur-ing Spirit Week’s Twin Tuesday

on the Bulletin Board

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From Field To Fork

Reception’s most recent unit of inquiry had students investigating how food travels and changes before it reaches our dinner tables. Students enjoyed learning about the various modes of transportation used in food distribution and the multiple methods used to grow and harvest food. Students experienced first hand how food can be changed when they turned cream into butter and flour into bread. Students learned that all foods come from plants and animals but each food goes through its own unique sequence of travel and transformation.

To conclude their inquiry on food, the students in Reception traveled to the Agricultural Museum of China. At the museum, students viewed a variety of crop and animal specimens along with examples of the environments in which they are typically found. Students also discovered the various tools and equipment used to harvest food

and how these tools have changed over time. The students in reception found the museum’s collection of interactive displays and exhibits to be both entertaining and educational. Overall the field trip was an enriching and rewarding experience.

Field Trip to the Agriculture Museum

Students from Mr. Kagler’s RB class get messy while making bread.

Ms. Wayne’s students discover how dull food crops can be transformed

into tasty treats.

Kohen Heng, a student from Ms. Meyers’ RC class, illustrates one of

the tools used to harvest food.

RECEPTION

Reception

从田里到盘里

农业展览馆短途旅行

Mr. KAgler老师的rb班里，学生们为做出美味的面包而努力 Ms.wAYne班里的学生发现了如

何将面团做成好吃的食物Ms.MeYers班里的学生KoHen Heng向大家展示用来收割食物的工具

on the Bulletin Board

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By: Kathryn Stoerzbach, 1C

In our third Unit of Inquiry, our Grade 1 classes explored traditions and celebrations, two integral com-ponents of our diverse cultural iden-tities. The unit’s central idea, “cel-ebrations and traditions throughout the year contribute to our own identity,” had our students pay par-ticular attention to the similarities and differences that exist among celebrations around the world. By investigating different traditions and celebrations, students in first grade were exposed to the diverse ways in which people from around the world express themselves. As a final assess-ment for the unit, Grade 1 students researched and presented informa-tion about their favorite celebra-tions, gaining essential language, research and public speaking skills.

As the school let out for the Chi-nese New Year holiday, students were asked to make collages of their experiences. Following the spirit of inquiry-based education, students were given an important degree of creative freedom, allow-ing them to express their holiday experiences in different ways. The collages shown below are a reflec-tion of the different ways in which Grade 1 students chose to show their experiences, and are a good exam-ple of the fantastic work that all our five first grade teachers received. Keep up the good work, Grade 1!

Celebrating Chinese New YearFirst grade students tell us about their Chinese New Year experiences as the grade explores traditions and celebrations from around the world.

Grade 1

庆祝中国新年： 一年级的学生告诉我们他们是如何度过中国新年的，来自世界各地的学生们都有自己庆祝新年的不同方法。

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A Photographic Journey Through a Literacy Unit

Grade 2on the Bulletin Board

Grade 2:

Students also have opportunities to share and talk about their writing. They practice respectful listen-ing and responding with appropriate questions and comments. Speaking about and sharing their writ-ing helps students take pride in their work. The chil-dren enjoy sitting in the teacher’s chair and acknowl-edging their classmates’ good listening skills. ▶

◀ Grade Two is hard at work learn-ing how to communicate effectively so that their messages are heard and understood.Students use their communication skills through Reader’s Theatre. They practice fluency and expression while reading. Through making costumes and props, the characters and story events come alive. A vari-ety of scripts are used to suit speakers of all English levels, and the content follows social studies themes.

◀ In class, the children are also learning about how to give a presentation. The focus for the grade 2 students is to practice eye contact and confidence. They also are learning the importance of expres-sion and visual aides. Afterwards, the children re-flect on their work and the work of their classmates to find areas for improvement and areas of strength.

Developing strong reading and listening skills is essen-tial to becoming a life long learner. Listening to good read-ers read aloud is an excellent way for students to learn and develop vocabulary, language patterns, and phonologi-cal awareness. During read alouds the students are also explicitly taught reading comprehension strategies. ▶

让我们跟随图片一起进入二年级的语文及数学课堂

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Grade 3on the Bulletin Board

In their third Unit of Inquiry, grade 3 students ex-plored a diverse aray of structures. From the Taj

Mahal to the CCTV building, the children learned about the different uses and materials of every type of structure. Students also practiced their writing, investigating, and presenting skills, as they looked at different structures from around the world. Students were also exposed to basic geom-etry, as they learned about shapes and their

strength. Finally, students learned about the dif-ferent materials used to build some of the impres-sive structures that can be found around the world. The posters shown below were created by grade 3 students studying Structures in their Unit of In-quiry. Throughout the unit, students learned about various structures and the shapes, materials and purposes for them. Students enjoyed the unit, and especially liked building structures of their own.

Structures Explored in Grade 3 Unit of Inquiry

Third grade students explored ancient and modern structures as a part of their third multidisciplinary Unit of Inquiry

This work was created by Pranav in Mr, Jones’ 3C class. Pra-nav researched the Burj tower in Dubai. 这是3C班M r . J o n e s老师班里学生Pr a n a v的作品，Pranav同学在迪拜研究了Burj塔

This poster was created in Ms. Janda’s 3B class by Selina. Selina com-pared the ancient structure of Parthenon to the modern structure The Eiffel Tower.这张海报是Ms.Janda的3B班Selina同学的作品。Selina同学将古代的帕台农神殿和和现代的艾佛尔铁塔做了比较。

三年级探究单元：结构是什么东西

三年级学生的第三个跨学科探究单元内容是：古代和现代的社会结构

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Grade 4

on the Bulletin Board

Poetic LicenceGrade 4 students express themselves through poetry, debate, and, believe it or not, numbers!

Valentine’s Day Poem 情人节诗歌

Each day your smile becomes my morning star.I look at you and then my feelings shine.You seem like a rose showing your prettiness.You make me fall in to love.You are my jewelries, you are my treasures.You are the book that someday will be mine.I ask you please to be my valentine.Poem by: Heart drawing by:

Poetry Soup诗歌底料

The idea behind poetry soup is to introduce the topic of poetry in

a fun and interesting way. It is also a good way to see what students al-ready know and how creative they are with words. They have to apply team-work and co-operation in this task. By working in teams they can bounce ideas off each other and

support those students who have good ideas but less English vo-cabulary. Students are given a lim-ited amount of words (the soup!), but can make a poem on any topic and use any poetry form they like. And just for fun we shared veg-etable soup for morning tea!

Evelyn, Jacky and Amy K made some poetry soup about dead flies in 4A. What a funny and creative poem! In the photo Ernie, Jay, Alex and Michael are putting their poetry soup together.evelYn, JAcKY和AMY K制作了一些关于deAd flY这首诗的诗歌底料。多么有趣又富创造力的一首诗啊！照片里，ernie, JAY, AleX和MicHAel把它们的诗歌底料摆在一起。

Dare to Debate辩论会You will see in the photo’s Andy, Kai and Amy C com-peting to convince Grade 1D students that Aliens HAVE landed on Earth! They are considering different points of view and using expression to convince an audience. This activity ended our persuasive writing unit that began before the New Year holiday.

Real Life Maths数学应用Budgeting skills are a great real life skill for students to learn. You will see Andy care-fully calculating the budget for his “Fairground Fun” project. Students must design a park or a town and budget carefully for all everything they need.

青苗小诗人：4年级学生用了很多方法来表达自己，有诗歌、辩论、还有数字哦！

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Grade 5 Unit of Inquiry: “The Earth is One Country and Mankind its Citizens”

on the Bulletin Board

5B Visits China Daily Beanstalk’s 5B class visited the offices of China’s English speaking newspaper, The Chi-na Daily, on February 22nd. The students had a great time on their fieldtrip. They were shown round the Web Studio and they took part in Friday’s edition of the Week! Budding journos and actors -- watch this space!

Students in 5B pose in a set used by the China Daily Web Studio

Discovering VirtueExtracts from the work of fifth grade students shows how the study of virtue can create globally minded individuals

VIRTUES PROJEXT EXTRACTS“Excuse me’’, ‘‘Please’’, ‘‘Thank you.” and ‘‘You’re welcome,’’ are the words that you practice to be courteous. Courte-ous can made people think that you care about them. And we can tell our friends to be courteous. You can tell other people to be courteous. We need to be courteous to our parents, and to our friend. And of course we all need to be courteous to the people that we meet the first time. – MIA 5C

We need to practice generosity because without it the world will be a sad, mean place. No one will want to share their things with everybody and everything will be lonely and sad. So generosity is important for us. – XIAO O 5C

Unity can bring peace, harmony, and balance. When you are united together you become very powerful. Unity does not mean to be the same. As before I said working together brings great strength, because four people working alone achieves way less than four people working together. – TONY 5C Self-discipline is something all children need. It helps us set goals and know how to control emotions. Self-dis-cipline helps people drive their way through life. It also helps children to gain discipline and the ability to control themselves. You speak and act calmly when you are an-gry. Self-discipline is one of the most important virtues for children. – CONOR 5C

SIMILARITIES & DIFFERENCESI think similarities are important because if everyone is to-tally different, they cannot understand and cooperate with each other. Similarities help form society and the world. Similarities can make the world more peaceful. Without them people would only have ideas of their own and there is no understanding of what is right or wrong. I think differences are important, too, because the world is more colorful with differences. The world would be really boring with only one kind of culture. People can learn from the differences, get more knowledge and help each oth-er more. – RANDY 5CWORLD CITIZENSHIPWorld citizen means a person who thinks that everyone is the same because we all live in the same world and think there’s no difference between a black person and a white per-son, a person from China and a person from USA. I think I am almost a world citizen and I am sure I will be one in a few years. – RANDY 5CUBUNTUUbuntu is human-ness, being human. Ubuntu’s origin comes from African sayings, it is seen as a African concept. Its meanings are translated into “I am what I am, because of who we all are.” In a simple translation: “A single straw in a broom can easily be broken, but the straws together aren’t easy to break.” With Ubuntu no matter if you are black or white you can live together in peace. You also don’t do things for greed , you do it for the benefit of others. – CONOR 5C

Poetic Licence

5B班去中国日报社参观2月22日，青苗学校5B班的同学参观了中国的官方英语报社——中国日报社的办公室。这次参观令学生们非常开心，他们跟随中国日报社的工作人员们参观了网络演播室，还为这周五的新闻出了一份力！想成为记者和演员的同学们——关注我们的后续报道吧！

5年级探究单元：地球是我们共同的家园，我们都是这个家的一份子

以下内容摘自五年级学生的作业，这些作业向我们展示了学习美德是如何帮助学生们成为一个有全球化意识的公民的。发现美德：

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In grade 7, you start to mature more, because it’s middle school.

Middle school is a new start for us. We have to change classes and we have more homework, more tests, and more responsibilities. We have to understand that this isn’t elementary school anymore. We have just devel-oped into a new stage of our lives.

A big difference in grade 7 is that you have to start making new friends and start communicating more with your friends and teach-ers. You will have to start discuss-ing more. Shy people have to start to stick their heads out of their

shells. They are not turtles anymore.Back in grade 6, if you get in trou-

ble for something like playing with your cell in class, your teacher would tell you to put it away or take it un-til the end of the day. In grade 7 the teacher can take away your cell for almost a week, or she wouldn’t care because it’s your fault you are not learning. Also even if you don’t like your teacher, you have to appreci-ate your teacher. Your teacher is the only one to help you study for a test, he is the one teach-ing you knowledge for good grades. Moreover, tests and

grades become more important.Grade 7 is just a different environ-

ment from the one in grade 6. En-tering grade 7 is entering a world of maturity, so if you aren’t mature, you won’t fit into grade 7.

Grade 6

on the Bulletin Board

A Period of TransitionAs the sixth graders get ready to graduate from the Primary School, one student tells us what he thinks will be the biggest difference between Grade 6 and Grade 7

Beanstalk International Bilingual School

www.bibs.com.cn

A place of love, care, and support for children

Chaoyang District, Beijing

Kindergarten Primary School Middle/High School

Kindergarten (BIK)1/F B Building, No. 4 Liangmaqiao Rd,

Chaoyang, BeijingTel: 86-10-64669255

Full English immersion programme, experienced & qualified

faculty

Unique international bilingual curriculum

International programme, low teacher-student ratio, SAT preparation programme

Primary School (BIBS)No. 6 North Road of East Fourth Ring Rd,

Chaoyang, BeijingTel: 86-10-51307951

Middle/ High SchoolNo. 38 Nanshiliju,Chaoyang, Beijing

Tel: 86-10-84566019

Join us for our open house at the Primary School on April 21st and 22nd

By: Mikhail

从小学到中学的过渡期：六年级的学生们马上就要毕业了，一个学生告诉了我们，在他眼中，6年级和7年级最大的不同是什么。

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the Bridge

Ask a Teacher

I became a teacher mainly because I wanted to take part in teaching the next generation. I want to teach the next generation how to use their knowledge.

有很多原因，但是主要是因为我希望教育下一代。我想告诉他们该如何运用自己所学的知识。

Young Reporter Alice Bi asks three Grade 2 teachers about their passion for education

What do you enjoy about teaching?在教学当中， 你最喜欢什么？

Karen Martin, 2C, Hawaii, USAI enjoy the look on children’ s faces when they are learning something brand new.

我最喜欢看到学生在学新的东西的时侯脸上的表情。

Chris Berti, 2D, Calgary, Canada

Where do you get inspiration of your student activities?你从哪里得到学生活动的启发？

I think about games and activities I’ve played before as a kid. Also, I ask other adults for the games that worked out for them when they were a kid.

我常常回想自己在儿时做的活动，也常常问其他成年人他们小时候最喜欢的活动是什么。

Why did you become a teacher?你为什么要当老师？

Elizabeth Sims, 2A, Chicago, USA

Quote

RiddlesA man is on a 20 ft tall ladder painting his house. Suddenly, out of nowhere, a big wind comes and knocks the guy off the ladder. When he hit the ground, why is he not hurt?

I have seas without water. I have forests without wood. I have de-serts without sand. I have houses with no brick. Who am I?

A person dives his whole body into the water without wearing anything on his head. When he came up, why wasn’t his hair wet?

1. Because he was on the bottom rung. 2. A map 3. Because he is bald

Education is a better safeguard of liberty than a standing army.

~Edward Everett

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SMART!In this assignment Grade 8 students furthered

their skills in Photoshop and learned some basic image manipulation tools such as hue saturation and adjusting levels of light in a photograph.

The Step-by-Step Process1. INVESTIGATE (调查): Research the work of contem-porary graphic artist Julien Vallee. Complete questions 1-5 in a word document and print.2. PLAN (计划): On an A4 blank page sketch a plan of how your alternate reality may look, think about colour, shapes, layout and construction.3. CREATE (创作): Build your “alternate reality” with col-

oured paper, when you have finished photograph and im-port into Photoshop. Photograph your friends and import into Photoshop. Adjust the levels of light and saturate the colours to enhance your image. Use the appropriate cut-ting tools to add your friends into your “alternate reality”. Use repetition and scale manipulation to further enhance your “alternate reality”.4. EVALUATE (评价): When you have finished import your Photoshop file as a jpeg for printing. Complete the self-assessment sheet to discuss your successes and what you could do to improve your final work.

Middle/high sChool

By Anna Davies,Middle/High School Art Teacher

GRADE 8Unit title: ‘How can I create my own Alternate Reality’.

Work by:

作者:Anna Davies, 初/高中美术课老师

单元标题：我该怎么制作自己的Alternate Reality

Middle/high sChool

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The Grade 11 Art program encourages students to re-search and investigate art works and their context/s, apply knowledge of a range of conventions from es-tablished practice, and to explore a range of media, processes and procedures while communicating ideas. The students will complete a portfolio submission that demonstrates the above learning.Skills are developed in drawing, painting and design. Students successfully completing this course should

show evidence of perceptual skills, creative imagination and have advanced their personal art techniques.Students have the opportunity to narrow their art-ist field according to their chosen subject matter and strengths.

The following work is by BIBS HS student Michael Ma.以下作品的作者是11年级的学生MicHAel MA.

grade 11: the FOundatiOnS OF a prOgraMAs a part of the Middle/ High School Art curriculum, eleventh grade students at BIBS MS/HS look at other artists’ works to discover their own artistic voice

11年级美术课程计划：作为初/高中美术课程的一部分，青苗学校11年级的学生在看了其他艺术家的作品以后，找到了他们自己。

 

Middle/high sChool

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Greek Mythology

I really like Greek Mythology. In fact, I like Greek Mythology so much that my friends and I actually play it! We pretend that the gods and monsters and

everything in it are real, and we are the sons and daugh-ters of the Greek gods. We have inherited our parents’ powers, but we are not full god. The other parent is hu-man, making us demigods, half-gods. We fight mon-sters, rescue other demigods, and so on.

Let’s start with the basics. On Mount Olympus, the gods’ palace, there are 12 Olympian gods. There used to be 6 women Olympians and 6 men, but since Hestia traded her spot on Olympus with Dionysus, there are 7 men and 5 women. They each have their own powers. Poseidon is the god of the sea and earthquakes. Zeus is the god of the sky, and the king of all gods. Hera is the queen of the gods. Aphrodite is the goddess of beauty and love. Her husband, Hephaestus is the god of the fire and forging. Artemis and Apollo are twins, and they are both great at archery. Apollo is the god of the sun, po-etry, music, and healing. Artemis is the goddess of the moon, and the hunt. Athena is the goddess of wisdom and battle, Ares is the god of war, and Hermes is the god of messaging. Dionysus is the god of wine, and finally, Demeter is the goddess of plants and the harvest.

Roman Mythology is very similar to Greek Mythol-ogy. They have the same gods, but they have different names, for example, Zeus is Jupiter (because Jupiter is

the largest planet, and Zeus is the King and most im-portant god), and Athena was Minerva.The creatures are also pretty much the same, but the stories of how they were defeated might be changed around a little bit. When the Roman Empire rose, Greece already existed. The Romans just wanted to be like the Greeks, so they believed in the same things the Greeks did. That is why Roman Mythology is very similar to Greek Mythology.

There are many Greek Heroes, too, like Hercules, Ja-son, Orpheus, etc. Hercules is the most famous hero. He was a son of Zeus. Hera hates all children of Zeus, if they are not her children, so she drove Hercules mad. He killed his wife and his kids, and when he recovered, he was devastated and very sorry for what he did. King Eurystheus said that if he completed 12 tasks for him, he will be for-given. He made them as challenging as pos-sible to make Hercu-les fail. The tasks were to defeat the Nemean lion. He succeeded and brought back his fur. He had to de-feat the nine-headed Hydra, capture the

Naomi Martin, a Grade 7 student at BIBS’s Middle/High School, exposes us to the complex world of Greek mythology

By Naomi Martin

 

Gaia, or Mother Earth, was an important part of Greek mythology

Grade 7 English: Feature Story Writing

希腊神话

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golden deer of Artemis, and the Erymanthian boar. He captured them both and returned them to the king, who jumped into a gold jar because he was so fright-ened. He has to clean the Augean stables in one day,

which was full of poop, mounds and mounds of it. He used a nearby river to wash it all out. He had to slay the Stymphal-ian man-eating birds, capture the Cretan bull, steal the mares of Dio-medes, steal the girdle of Hippol-yta, steal the cattle from the monster Geryon, steal the golden apples of Hesperides, and finally, the most difficult, was to bring back Cer-berus, the guard-

ian dog of the underworld.This is another, very important part of Greek Mythol-

ogy that everyone should know. Cronus, the king of the evil Titans, and some of his fellow Titan siblings, are the sons and daughters of Uranus and Gaia. Uranus was scared of his Titan children, so he locked them up in Tartarus, a deadly pit in the Underworld where all evil creatures stir. Gaia, his wife, was outraged for what he done, so she freed them and placed an unbreakable sickle on Cronus, the youngest and the fiercest Titan, to kill his father. He chopped Uranus up into pieces and threw him in the ocean (that’s how Aphrodite was born.) Then, he married his sister, Rhea, and she gave birth to 6 of the gods. Zeus, Hera, Poseidon, Hades, Demeter, and Hestia. When the gods found out that Cronus was an evil Titan, a huge battle came between them. The gods won, and they chopped the evil Titan into pieces, and threw him into Tartarus. It’s like history repeats itself.

There are many parts to Greek Mythology. You need to know who the gods are and who the Titans are, to understand most of Greek Mythology. You should also know all the heroes, kings, and monsters. After that brief explanation on Greek Mythology, do you think you would like to read more about it?

Hercules wrestling the Nemean Lion with his bare hands. He killed it and returned its skin back to Eu-

rystheus, who became king in Hercules’ palace. After he completed all 12 tasks, he was forgiven for killing

his children and his wife.

 

Middle/high sChool

 

Zeus is a Greek god. When the Romans found out about the beliefs of Greece, they started to copy them. Zeus still looks the same in Rome, but his name is Jupiter instead of Zeus.

Tbe Assignment专题报道

The seventh grade students at BIBS Middle/High have been busy writ-ing feature articles about a myriad of topics from Apple products to issues such as global warming. Students walked in the footsteps of journalists as they went through the writing process from generat-ing to researching and finally, pub-lishing. Featured in this edition of the BIBStalk is Naomi Martin’s ar-ticle on Greek Mythology.青苗初／高中部7年级的同学正忙着学习写专题报道，话题涵盖面很广，从苹果公司产品到全球暖化问题都可以。学生们正在踏上成为记者的道路，在学习了写作方法和新报道方法之后，他们的作品终于成功出版了。本版内容是Naomi Martin同学写的关于希腊神话的报道。

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The Giants Boys and Girls un-der 12’s doubles teams competed in the first Jun-ior ISAC Badmin-ton tournament. Congratulat ions go out to boys Teams 1 (Michael Yang and Jacky Zhang) and 2 (David Xu and Andy Shi) who went through the entire day undefeated. Teams 3 (WooJun and JunSeong) and 4 (Robin Schmersel and Sam Wheeler) also played well during the tourna-ment. Our 2 girls teams (Alice Do and Edie Xu) and (Elizabeth Lee and Katie Song) also had fun play-ing with girls from other schools. Overall it was a great day and invaluable experience for our teams.

Badminton羽毛球JISAC Badminton青少年isAc 羽毛球联赛

2011/02/19For the first time, the GIANTS entered a team to com-pete in the ISAC U11 Table Tennis tournament. Con-gratulations go out to Leonardo Bossi, Randy Pan, Steve Choi, David Xu and Conor Ching who tried their hardest all day. The boys gained a lot of experience and had fun mixing it up with the players with the bigger interna-tional schools from Beijing. Mr. Andrew and Principal Weeks accompanied the boys.

taBle tennis乒乓球ISAC Table Tennis TournamentisAc乒乓球联赛

2010/12/04

athLetic department Update

Beanstalk‘s Giants Compete in ISAC and JISAC Tournaments来自体育部的最新消息

青苗小巨人队成员参加ISAC和青少年ISAC联赛

WE ARE THE GIANTS, THE MIGHTY, MIGHTY GIANTS!

本次比赛是青苗小巨人队首次参加isAc11岁以下乒乓球联赛。leonArdo bossi、rAndY PAn、 sTeve cHoi、 dAvid Xu 和conor cHing同学在比赛中都付出了最大的努力，祝贺他们。在与北京其他国际学校的混合比赛中，队员们学到了很多经验，玩得很开心。当天，Mr.Andrew老师和 Mr.weeKs校长一起陪同学生参赛。

小巨人队12岁以下的男/女子羽毛球队参加了首次青少年isAc羽毛球联赛。祝贺男子1队（MicHAel YAng&JAcKY ZHAng）和2队（dAvid Xu&AndY sHi），他们在全天的比赛中一场未败。男子3队（wooJun&Junseong）和4队（robin scHMersel&sAM wHeeler）也表现得非常出色。两支女队（Al-

ice do&edie Xu）和（e l i Z A b e T H lee&KATie song）在比赛中玩得很开心。队员们学到了很多经验，这真是愉快的一天。

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German International School ISAC Handball Tournament德国国际学校isAc手球联赛2011/02/26

The Giants U 11 Boys and Girls teams both participated in this years German Inter-national School’s handball tournament. The boys had 2 teams, each battled hard in all of their games and managed to win once. The atmosphere of the tournament was fantastic and all the boys enjoyed themselves. The girls’ team showed real improve-ment from the last JISAC tournament and even though they did not win a match, they were highly competitive. The coach was very impressed with their endeavor and commitment. It was also pleasing to see a number of parents who came out to support the teams.

Congratulations to all the Boys and Girls U 11 and mixed U 9 handball teams who participated in the first Junior ISAC handball tournament. The GIANTS did themselves proud competing against the likes of BCIS, BSB, HIS and CISB. The U11 boys’ team finished the tournament with 2 wins and 2 losses. Goals were scored by Kai Goto (1), Steve Choi (2), Mete-bey Yigit (3) and top scorer Daniel Nam with (5) goals. U11 girls tried hard all day and ended up losing 3 and drawing 1. Leading scorer was Ieva Dimsaite with 4 goals. The U9 mixed team was solid all day with 2 loses a draw and 1 win. The tournament also unearthed a few future stars for the GIANTS and the experience gained from the day will surely help next time. Mr. Andrew and Mr. Matthew and volunteer parents Lucy Young and Tracy Zhao accompanied the teams.

Badminton羽毛球

athLetic department Update

HandBall手球Junior ISAC Handball Tournament 青少年isAc手球联赛

2011/01/26

By Andrew Sobol,BIBS Athletic Director

Beanstalk‘s Giants Compete in ISAC and JISAC Tournaments来自体育部的最新消息

青苗小巨人队成员参加ISAC和青少年ISAC联赛

WE ARE THE GIANTS, THE MIGHTY, MIGHTY GIANTS!

首先要祝贺首次参加青少年isAc手球比赛的11岁以下（u11）男/女子手球队和9岁以下(u9)男女混合手球队。小巨人队为能和来自bcis、bsb、His和cisb学校的学生比赛而感到骄傲。u11男队两胜两负：KAi goTo投进1球，sTeve cHoi两球，MeTebeY YigiT3球，得分王dAniel nAM为队伍投进五球。u11女队三负一平，得分王是levA diMsAiTe，为队伍投进4球。u9男女混合队两负一平一胜。这次联赛让我们发现了小巨人队的未来之星，队员们的参赛经验会对下次比赛很有帮助。Mr.Andrew老师，Mr.MATTHew老师和志愿家长lucY Young和TrAcY ZHAo都陪同学生参赛。

小巨人队u11男/女子手球队参加了本年度德国国际学校举办的手球联赛。两组男队的比赛都非常激烈，最终取得一场胜利。比赛气氛很好，队员们都很尽兴。女队虽未取得胜利，但与上次在青少年isAc联赛时的表现相比，取得了很大进步，她们的努力和决心给教练留下了深刻的印象。感谢许多家长们前来为队员加油助威。干得好，小巨人队。