ISB PTA Touchstone May 2023

When deciding on a school, part of the process is often to look at who the school is as it;s own personality type. Who are their students, their teachers, their leaders, their parents; who are they as a whole. We look at the ways they interact with one another, with the community. We try to understand the values and if our student will not only find a home here, but will thrive academically, mentally and emotionally.

EDItoR IN CHIEF

Meg Bartmess

CoNtRIBUtoRS

Andy Davies

Marc de Vries

Michael Allen

Farah Thaxton

Simba

Honey Tondre

Dennis Harter

Melinda Kehe

Kerry Dyke

Justin Alexander

Debbie McDowell

Heather McCain

We look for community. Compassion. Creativity. Connection. Commitment. Collaboration. All atributes that contribute to a positive, fullfilling educational experience.

In this issue, of Touchstone, we look at the many ways that ISB embraces these attributes and implements them into the day to day life of being a Panther.

Kathryn Manu

Dr, Emily Stewart

Brent Poling

Trista Meisner

Jackie Valenzuela

Justyna McMilan

Peter Assimakopulos

Kelley McKenna

Harold Albert

@Waterstones

© 2022 by Johann Hari.

StUDENt

CoNtRIBUtoRS & GRAPHICS

Finn, Grade 

Miu, Grade 

Ben, Grade 

John, Grade 

Ginny, Grade 

Leo T., Grade 

Kanan, Grade 

Chloe B., Grade 

Alekhya, Grade 

Sean, Grade 

Vaanya, Grde 

PHoto

D ebi Caskey

Harold Albert

ISB ALumni

Heather McCain

Jackie Valenzuela

Meg Bartmess

Nutdanai Pongnikorn

Harmony Casey

Kerry Dyke

Wes Pryzbylski

Brent Poling

Meg Bartmess

Okart Studio

ISB Facility Team

©Charlie Mackesy

p4 Panthers Prowl to France

Collaboration: Improving Your Child’s Learning

The Main Library: Community, Compassionate, Creative, Connected, Committed, Collaborative!

School Novel Challenge

Meet the Panther Pups

ISB Athletics: Better Together p0

Members of the MS dance team perform at the ISB Peace Day Assembly

Members of the ISB U-15 Rugby team watch teammates on the field

Panthers Prowl to France

By: Dr. Andrew Davies, Head of School

This is my last submission to Touchstone before my retirement from ISB. After three decades of writing articles, I am pretty sure I hold the records for both number of articles published and the word count!

I would like to take this opportunity to express, on behalf of my wife Gaby and I, our immense appreciation to the ISB community for the support, care, friendships, and amazing experiences over the last 30 years.

We are asked with some regularity why we have stayed at ISB for so long and the answer is a simple one - the people. We do not believe there is a better faculty anywhere in the world than ISB’s, our Classified Staff are magnificent and the best in the business, our parent community is incredibly supportive, understanding and generous, while our students are kind, wonderfully diverse, dedicated and passionate.

Yes, ISB has incredible facilities and resources, but I always say we could take the ISB community to a desolate warehouse and still we would be an excellent school because of the people.

We are also incredibly appreciative of Thailand and the Thai people and feel honored that we have been able to spend so much of our lives here in this beautiful country with a wonderfully welcoming host culture.

Our four children were fortunate enough to graduate from ISB, and like so many of our alumni, they love ISB and are deeply grateful to the school and the community for the education and experiences they had. In total, our family has had an incredible 110 years at the school.

We wish everyone “A bientot” as we head to our house in France. We will be frequent visitors to Thailand and hope to see many in the ISB community in the years ahead.

In closing, very few in life can say that they love the organization they work for, but we can. This had made all the difference.

All the best.

Andy

Facility Upgrades upcoming

By: Marc de Vries, Deputy Head of School/CFO

As we approach the end of year six of our seven-year Masterplan, we are excited to announce the upcoming summer projects.

Construction of athletics storage spaces near Rajendra Hall has already begun as part of a larger project to enclose and upgrade the MS/HS Auxi Gym. By starting this project ahead of schedule, we plan to have the gym completed before the next school year begins, in time for the rainy season.

Enclosing the MS/HS Gym will provide more indoor learning spaces for our students, especially as outdoor learning time is increasingly impacted by air quality, heat index, and lightning warnings. Last summer,

we enclosed the ES Gym to create one large air-conditioned gym as part of this initiative.

Moreover, the Fitness Center will be completely renovated into a state-of-theart facility, ideal for PE classes and athletics teams to utilize for their strengthening and conditioning programs.

The design will incorporate adult changing facilities, making it convenient for parents and staff to also use the Fitness Center. Additionally, the breezeway will be upgraded to allow for training activities when field space is unavailable due to lightning warnings.

In March, the Board approved a full renovation of the Chevron Theater. The new theater will have 610 fixed seats and 190 movable seats, compared to the current 544 fixed and 150 movable seats. It will also feature a larger stage with an orchestra pit.

The foyer will be expanded into a spacious gallery space suitable for exhibitions and social functions, while an additional entrance on the 2nd floor near the zig-zag, and an entrance with a vestibule on the side of the HS Math quad will be created.

Other features of the renovation include a welcome center which will be a first point of contact for visitors and where they can obtain

their visitor passes, as well as a student lounge opposite the High School Office.

Construction is expected to begin in June and continue throughout the entire school year.

Teacher collaboraTion

Improving Your Child’s Learning

By: Michael Allen, ES Principal

ISB is a school committed to ongoing and continuous improvement. Simply put, we’re always looking for ways to ensure our students receive the best education possible! One of the most important factors in achieving this goal is to ensure that our teachers work together in high-functioning collaborative teams and engage in practices aligned with the Professional Learning Communities.

Research has shown that when teachers work together as a team, it has a significant positive impact on student achievement. According to Patrick Lencioni, teamwork expert and author of “The Five Dysfunctions of a Team,” a high-functioning team is one that is focused on a common goal, trusts each other, communicates effectively, and holds each other accountable. When teachers work in such a team, they are able to share their knowledge and skills, collaborate on lesson planning, and support each other in implementing effective teaching strategies. This, in turn, leads to improved student learning outcomes for ALL students.

This is why every teacher in the elementary school is a member of a collaborative team. In fact, there are no teachers in the elementary school who work in isolation.

When teachers engage in practices defined by the Professional Learning Communities framework, they are able to deepen their understanding of student learning, improve their instructional practices, and ultimately improve student outcomes. Richard and Rebecca Dufour, educational researchers and authors of “Professional Learning Communities at Work,” define a professional learning community (PLC) as a group of educators who share a common purpose, work collaboratively, and use evidence-based practices to improve student learning. PLCs provide a platform for teachers to engage in ongoing professional development, reflect on their practice, and make data-driven decisions to improve student achievement. When teachers work in a high-functioning team and engage in PLCs, they are better equipped to meet the needs of ALL students, including those who are struggling and those who might benefit from enrichment.

Every day in the elementary school teachers are working in their collaborative teams to design engaging and challenging lessons that inspire students to learn and create a culture of high expectations where all students are encouraged to achieve their full potential. Teachers who are part of a team also benefit from the support and mentorship of their colleagues, which helps to reduce stress and ensures that they are able to provide their students with the best possible education.

In addition to working closely with your child and their peers as well as partnering with you, elementary teachers spend a significant amount of time working with their colleagues on their collaborative teams each day. Be sure to ask your child’s teacher more about their collaborative teamwork, and how their work benefits your child everyday at ISB.

Our Kindergarten Collaborative Team includes the Homeroom Teachers, Instructional Assistants, Learning Support Specialist and Associate, and English as a Second Language Specialist. Team members also collaborate with the KG counselor and ES administrators on a regular basis.

Our PreK-Grade 5 Physical Education Collaborative Team includes the PE Teachers and Instructional Assistants. They work together to improve students’ overall physical fitness, motor skills, teamwork and sportsmanship, and knowledge of health and wellness concepts everyday at ISB.

Learning in Pre-K

By: Honey Tondre, ES Vice Principal: Early Childhood Specialist

As we continue to cultivate a learning environment that embodies the core values and attributes of ISB, we are thrilled to share our newest initiative with the community. In collaboration with our PreK Atelierista and homeroom assistants, the PreK teachers have curated a collection of Community Learning Spaces that foster curiosity, collaboration, and creativity. These spaces are designed to provide our youngest learners with greater access to materials, environments and program expertise, while encouraging collaboration with peers across classes in interest areas and project work. Our community spaces have been designed with our end of year unit, Our Beautiful Planet, and nature in mind.

In PreK, we believe that learning is not confined to the four walls of a classroom. Our Community Learning Spaces are evidence of this belief. These spaces provide students with opportunities to explore and express a

variety of natural sensory materials, individually and in collaboration with peers, as they develop their motor skills, scientific reasoning, observational and language skills, and more. For instance, our Mud Kitchen/ Light/ Garden allows children to experience nature’s textures, colors, sounds and smells as they experiment with different ideas and engage in imaginative play. They also foster responsibility and respect for communal spaces.

Our Water/Mud Kitchen/Garden on the Patio

provides opportunities for children to explore the senses of nature, observe how things in nature change, and engage in imaginative play, all while developing their social and communication skills, fine motor skills, and problem-solving abilities. Similarly, our Paint Outdoor Color Lab and Mixed Media Fabric and Bamboo spaces allow children to explore colors, textures, light, and mediums while fostering collaboration, observational skills, and the development of new ways of planning, designing, and building.

Our Dramatic Play space is one of the 100 languages that ISB believes children can use to facilitate social problem-solving, collaboration, and peer communication. At the same time, fostering connections between real-life experiences and the endless possibilities and scenarios they can create. Our Wire and Loose Parts space encourages the development of expressive languages,

fine motor skills, invention, experimentation, and skill development. Our Nature Research Center provides a space for observational drawing, reading, researching, and exploring the elements of nature. Finally, our Construction and Clay spaces offer collaboration, imaginative expression, experimentation, and skill development opportunities in the 100 languages, including balance, spatial awareness, aesthetics, and architecture.

As we introduce our Community Learning Spaces, we are excited to see our youngest Panthers live out the attributes of ISB as they learn, collaborate, and grow. Our Community Learning Spaces are more than just areas for exploration and experimentation; they are living examples of ISB’s commitment to providing our students with a holistic and innovative education that prepares them to be lifelong learners, critical thinkers, and compassionate global citizens.

We invite the community to celebrate this exciting initiative and witness firsthand the magic that happens when learning is not confined to the classroom.

Reflecting on a First Year: The Importance of Connection

By Kathryn Manu, Elementary School Counselor

As a school counselor, fostering a community whereby students and families feel connected to one another and to our school is an integral component of our programmatic design and departmental vision. We believe, as noted on the ISB website, that well-being contributes significantly to learning and personal development. Research for years has highlighted how important connection is in terms of mental health, quality of life, and overall fulfillment, all of which was only punctuated during the Covid-19 pandemic and its aftermath.

One area that makes international schools unique is the transience of our communities: both student and faculty populations, and it is for this reason that transition programming is a highly visible element of our ISB program across all divisions. From initial intake interviews by admissions & counselors prior to arrival, to orientation meetings, PTA & Welcome Wai invitations, Parent Engage conversations with administrators, Parent book clubs/workshops and facilitated discussions with counselors, opportunities for community involvement in sports, music and the arts, etc. - ISB is a place where the

“Connection comes naturally to ISB.”

importance of connection is not only recognized but thoughtfully planned for.

But what is it like, really? All this sounds good on paper, but does it happen and, more importantly, does it make a difference?

This is where I would like to offer my own personal experience - yes, I am an elementary school counselor but I am also an elementary school parent to two children, and this past school year, I was also new to ISB, new to Bangkok, and new to living in Southeast Asia.

This was not my first international experience - I have been living and working away from my home country for 20 years, in a variety of locations - and yet, as we all know, each move is distinct not only because of the specific place we are going to but more so because our lives are not static, our children are ever-changing and what we each need to feel connected and fulfilled evolves over time. Looking back on these past 10 months of my family’s time here at ISB, I am reflective of both the ease with which this has become our home, and the nuance of loss and longing that every transition holds.

Connection comes naturally to ISB - from the months prior to our arrival, to each day since, I have felt welcomed, valued and supported. There is literally no shortage of people who want to help newcomer adults find furniture, experience good food, understand traditions, build friendships, etc. and this generosity of spirit is equally extended to children/families. Within days of our arrival, my 9-year old was playing ball sports on the street with future peers, and my 4-year old was meeting future classmates at swimming pools and play structures. In just 10 months, while I’m sure we will continue to finesse our respective friendships, we have all found some people that we genuinely trust and enjoy. Not to mention that ISB/Bangkok seems to be the kind of place for reunions and secondary connections as well - I have met dozens of people here who have worked with or are close friends with people I’ve worked with or befriended in other life chapters. ISB makes the sentiment “it’s a small world” very true!

To be clear, it hasn’t always been easy, nor would this ever be a realistic expectation. There have been moments where we have all (sometimes not simultaneously) yearned

for something from our previous home(s), and there have been moments where we have wept in wishing our “people” would just move here already, when we have found ourselves both misunderstanding and misunderstood, and when we have needed to lean on connections in different, sometimes vulnerable, ways.

And yet, as the end of this first year approaches, I am mindful of the confluence of feelings I’m experiencing for myself and for my children: I can’t wait for summer vacation reunions and yet I know that they will involve tears upon departure because of this life we have chosen and the impermanence of connection.

I am so deeply thankful for my colleagues and those friends who have opened their hearts to me and my family and helped us feel like we have a place and we belong here.

Transitions are hard. Connections matter.

These two thoughts are not mutually exclusive. It is because transitions are hard even when they are easy (as they were for me and my family), that make thoughtful transition programming and opportunities to build connections like those created by ISB and ISB families, evermore important.

Last night, I was looking at a children’s book in my son’s room, The Boy, The Mole, The Fox and The Horse, by Charlie Mackesy and this page filled my heart and made me think of this year, of our homes and of the many people in this world with whom connection has mattered and continues to matter for me and/ or my family.

I hope that if you were new this year, like me, that this “season” offers you a moment of pause and grace. And for those that might be joining ISB in August, may this thought be a reminder that connection need not be lost, but rather a part of us, both near and far, always changing and growing.

By Charlie Mackesy

“The Boy, The Mole, The Fox and The Horse”

Middle School’s Year Community

By: Dennis Harter, MS Principal of

As we near the end of the 2022-23 school year, we find ourselves reflecting back on the year that’s been, the learning experiences we’ve had, and the community we’ve built. Looking back to August, we remember starting the year with some COVID restrictions still in place, yet now they seem a distant memory. As we returned to “normalcy” this year, we were able to get back to the key elements of our Middle School program - so many of which we were only able to do partially in recent years. It’s been terrific to celebrate the Middle School’s commitment to learning, creativity, and compassion, throughout the year.

As we’ve visited classrooms this year it’s been wonderful to see students fully engaged in coursework again, collaborating on problems, discussing issues, and grappling with challenging ideas. Science classes have returned fully to inquiry through hands-on experiments, engineering and coding through robotics work, and further development of the

scientific method. Popping in on mathematics classes we see students regularly collaborating on complex problem solving as they discuss and develop their conceptual understanding. In English and Social Studies classes, students make sense of the world, the human condition, and the craft of writing and communicating, while growing as readers. Equally important, it was terrific to see our students active and together again for a whole year, engaging in PE-Wellness learning that taught teamwork, build coordination and stamina, and developed fitness and overall well-being.

Students have also had opportunities to develop in ISB’s Attributes, as well, including Global Citizenship, Social-Intelligence, and Creativity. In our most “normal” year since the pandemic began, students shared spaces, collaborated in class projects and discussions, and gathered again fully in assemblies and fun spirit events. Activity clubs became active again kicking off with a bang at the start of the

year with our biggest Club Fair ever. Middle School Model United Nations participated in two conferences (one hosted at ISB) with many honorable mentions and best delegate awards.

Eleven ISB MS students participated in the World Scholar’s Cup, earning many medals among a Bangkok round of over 400 students. Our art exhibits and theater performances were back in front of packed audiences, with amazing concerts in choir, band, and orchestra and Charlie Brown the Musical showcasing our student-actors’ talents. It’s been a real showcase of talent and creativity throughout the year in middle school..

It has also been a year of compassion and service to others this year. With the club fair showcasing our various service initiatives, we had students giving of their time and efforts to enrich the communities around them.

Students collected items for iCare, sponsored school events for pet adoption, raised environmental awareness, participated in service-minded conferences, and engaged in eco- and grade -trips focused on Thailand’s environmental and human needs. Students connected with local sustainable farmers, organizations that protected wild elephants, and became shark Ambassadors just to name a few. Students took these learning experiences and developed Action Plans for sustainable service, showcased at the G Action Fair on May 19th.

It has been a full year, including so much of the learning we value for our students. Middle School is a time of learning experiences, developing passion and interests, and contributing to the wider good. We are proud of our MS students and teachers for their dedication to the commitment of enriching communities and we are so incredibly grateful to have been able to provide such rich learning experiences.

“Usually, I’m a nervous person who begins doubting themself before giving a presentation, but I felt more confident at this concert than I’ve ever felt before.”

Collaborative Concerts

By: Dr. Emily Stewart

Every middle school student at ISB has the opportunity to learn to play an instrument. It could be a string instrument in the orchestra, a wind or percussion instrument in the band, or their own singing voice in the choir.

These music ensemble classes are highly valuable to middle school students. They provide an opportunity to develop musical skills and knowledge including playing an instrument, reading music, and working as part of a team.

These skills are transferable and help students in other areas of their lives, such as improved concentration and problem-solving abilities. Additionally, participating in a music ensemble fosters a sense of community and belonging among students at ISB, as they work together to create something beautiful and meaningful.

Through teaching skills such as improvisation, arrangement, and composition, the

“One thing I’ll take away from this concert is that the show will always go on, even if I make mistakes. I think it’s important to not let small accidents hinder the rest of your performance.”

ensembles also serve as a creative outlet and a source of personal fulfillment for the students. Exposure to a variety of musical genres helps to broaden students’ cultural horizons and increase their appreciation for the arts.

Students also have the opportunity to continue their musical journey in the High School Orchestra, Band, Chorus, and Jazz Band. The middle school music ensembles give two concerts per school year, with additional performance opportunities at assemblies and other special events. These concerts are significant occasions for young musicians to celebrate and share their talent.

“‘Thrilling’ would be the best word to describe how I felt about this performance. Throughout the concert I felt exhilarated, and at the end of every piece I felt good, not because of how well I did but because of how good the entire orchestra sounded together.”

The Association for Music in International Schools (AMIS) is a non-profit international organization that provides students with an opportunity to develop and improve their musicianship. It is an organization that demands excellence in music and challenges the students to work together, collaborate, and to strive for the best.

Students that wish to audition submit recordings of themselves to a panel of judges – the judges then select the most advanced musicians for each instrument to form one prestigious honor This. The judges do not know where the students come from, what school they are currently enrolled in, or the name of the student.

Last year, ISB was proud to have a total of 30 students accepted into the AMIS International Honor Band Festival as participants or alternates.

The students that are accepted into AMIS must learn a plethora of difficult music prior to the festival and upon arrival at the festival, they are required to rehearse with a guest conductor and collaborate with the top musicians from other AMIS member schools.

These festivals require great dedication and focus from our students. The festivals are designed to further educate our students in global issues and cultural diversity through performance and the study of music. It is truly a great educational experience for the students and ISB is proud to be a member school of AMIS.

The AMIS MS Band festival was held in Bombay, India, hosted by the American School in Bombay. Students participated in Indian traditions and cultural activities including yoga, Bollywood dancing and Holi! What an incredible experience for our young band musicians.

AMIS MS Band Festival2023

By: Brent Poling, MS Band Director

Community, Compassionate, Creative,

By: Melinda Kehe, Middle School Library

Community

ISB’s Main Library is an active place, filled with students as soon as the doors open in the morningl, during lunch, and after school. In addition, students come to the library for research units during class time, to study on their own or work collaboratively with others.

The library is a community space where students can work, read, or relax. We have an extensive collection of books representing a variety of languages, cultures, and backgrounds, which creates an inclusive and supportive environment.

By exploring various perspectives and developing empathy, students can develop a broader understanding of the world.

the Main Library

Connected, Collaborative

Connecting students with information and a variety of resources is an important goal of any library. Our library website includes library guides created to support research, and access to technology via a wide range of powerful databases, eBooks and audioBooks.

This is at the heart of what we do. As librarians, we are always collaborating with teachers to ensure that students leave ISB with the necessary skills to locate, evaluate and use information.

Throughout the year we seek opportunities to work with teachers to develop lesson plans to enhance knowledge and research skills. The ISB Library Standards Scope and Sequence is used when collaborating with teachers in developing research units.

Creative

Our main library serves as an excellent showcase for displaying student art and a variety of student work. ISB Middle School holds an annual Novel Writing Challenge, sponsored by the PTA, where students flex their creative writing muscles by writing and publishing their own novels. We have also been lucky to host Christina Soontornvat, Newbery Honor Medalist.

A recent exciting addition to the library has been the 3D printer, which was acquired via a collaboration between HS Students and Rajavithi Hospital to produce splints for fingers and toes for free for Thais who do not have insurance to pay for the splints.

Competitive

Who doesn’t love a good reading challenge! “What is your reading goal this year?”. Take our ‘Murder Mystery Challenge’, “March through Time” - How well do you know Your History? We are a competitive lot here - the Middle School Library Council frequently creates fun, competitive, and interactive displays to engage our patrons. Ofcourse we also support our athletes through televising live events off campus.

Novel Writing Middle School Challenge

Journey of an Axolotl

Author: Finn

Grade 

The Axolotl and a Panda get sucked through a portal and they have to fight monsters to get back home.

A humorous story about survival, adventure and fun.

I stared at my empty room. All the furniture was gone, with no books, no pictures, and no alarm clock that woke me up every morning for school. I opened the balcony window and stepped outside. The tall buildings rose as high as the sky, the green park with a rusty slide, and the karaoke parlor. This was a goodbye to everything I knew. I left the room, closing the door behind me softly. The walls along the side of the stairs were old and brown. The third step of the staircase always creaked when I stepped on it.

“Are you ready to go?” my dad asked.

I nodded. I stepped outside and got into the backseat of the brand-new rental car. I sat next to my brother, Len. Out the window, there was my house. The green roof and the brown walls, the mailbox, always empty, that would clatter in the wind, and the persimmon tree that grew bright orange persimmons every September. All of this passed by me as my dad drove onto the highway. We passed baseball pitches and rivers. Houses and malls.

Finally at the airport. My dad unloaded the luggage into a cart while my mom looked for the papers. It was July in Tokyo, burning hot as usual. I just wanted to

Stars: A Story About Friendship and Yokais

Author: Miu

Grade 

get into the airplane. No, I wanted to go home. We walked into the cold air-conditioned room and checked in.

The plane ride was like going into a room full of buzzing flies. Babies crying, kids shouting and adults snoring. My seat was next to Len’s. He was snoring while listening to heavy metal rock music. How is he surviving all of this? I took my album out of my bag and looked through it. Pictures of me and Marina were in there, from when we were three years old until fifth grade.

I had fallen asleep while gazing out at the blue sky. I woke up to the noise of people moving around. I had slept through landing. I got up and waited for my turn to get out of the plane. The second the two sliding doors opened, I felt a gust of warm wind hit my face. The temperature didn’t have much of a difference to Tokyo. I fanned myself with the book that I brought into the plane.

“Dad, why is it taking so long? I’m going to melt,” I complained.

“The taxi is coming. Be patient, Akkiko. It’s fine, the house won’t run away from us. Grandma won’t let it go,” my dad answered calmly. It wasn’t ok. My whole life was ruined because my parents were being too protective of my grandma. She was fine alone! She was able to live for two years alone! Not just that, but my plans to spend the summer with Marina were ruined. The school that I got accepted to and Marina, my friend’s birthday party. My life is over, and I’m not overreacting.

After becoming the most popular kids in the city, Mike and his friends are having the best time living in a world where magic and the modern world live together. But after Mike sees a murder at a fair, the kids are thrown into a magical conspiracy involving political assassinations, returning monsters, and secret government deals. Now the kids must race against a monster army to find the Wizard’s Gem, solve the murders, and stop the secret monsters from achieving their evil and deadly plans.

Horror in the Kingdom 2 is the sequel to a book the author wrote in fifth grade but decided to not publish in the challenge and instead wrote the much more superior ideas in the sequel. It’s a fantasy/mystery story involving themes of friendship, courage, and understanding. It takes people deeper into a world where magic and modernity live together, and goes deeper into its lore and how this world works. The story celebrates friendship and finding the flaws within yourself and making a change for the better.

Authr: John

Grade 

A bite was all it took for the plague to begin. Now the school of ISB is overrun by zombies, hungry for the taste of flesh.

A group of students must guide themselves out of the school of the undead to see the end of the controlled apocalypse. They will work through their histories with each other while also defying the pupils and teachers. Each of them turned into zombies.

Blood will be shed, sacrifices will be made, and souls will be lost.

But who will come out still standing?

Warning: this book is not for children younger than 12 or those who are easily disturbed.

Horror In The Kingdom

Author: Ben Grade 

Sick Day

My Name is Margot

Author: Ginny

Grade 

A brown, tabby cat called Margot is about to set foot in an adventure that costs all his strength, courage and friendship dedicated to it; he has to find his way home when finding himself in completely strange surroundings. His adventure is tough, it’s time for him to use all of his survival instincts in order not to starve to death. He self taught himself to pray and drink from muddy water.

Does Margot successfully find his way back home?

The Savior of Tarumba

Author: Leo T.

Grade 

Brody is a 13-year-old boy and is the son of the city of Tarumba’s leader. When an ancient evil reappears and snuffs out the Flame of Life, the only defensive measure the city has against it, the civilians are threatened, and worst of all, Brody’s Father gets kidnapped.

Now, Brody must race to find the three sacred objects needed to relight the Flame of Life that were scattered across the land by his ancestors 1000 years ago.

Teen

Author: Kanan Grade 

14 year-old Katie Dawson lived a simple life ever since she graduated middle school and moved onto 9th grade. but since she’s met the popular group of kids, her life has turned upside down.

But, a life of misfit all come into play once she meets 15-year old Stace Humphrey, the “It” girl of the school. Together Katie takes you on her journey through hardship, first times (on every account), and peer pressure. Will Katie succumb to Stace’s mischief?

The City That Burned

Author: Chloe B

To the world, she is absent, her mind lost in the folds of memory.

“Why are you running?”

Her eyes are hollow, swollen around the edges. The circles underneath them are almost as dark as her hair.

“God you’re such a child.”

She stands separate from the others, her long skirt billowing around her ankles, hands clasped tightly in front of her.

“At this point you should give up…”

Her parents stand together on the opposite side of the room, statues in their movements; they do not speak, they do not show emotion.

“Because you…are stuck with me…”

Her sister is fixed to a bench, her teeth sinking into the top of her lip. She grips the bench with an urgency.

“Whether you like it or not…”

The girl can not move from the sea of black, she is stuck, drowning in its never ending waters.

“I will literally always be there…”

It chokes her, squeezing everything she once was out, burying it beneath the wooden casket.

“And I will never leave you.”

He had said he would always be there, that he would never leave her.

She had believed it.

Grade 

Unwalked Halls

Author: Sean

Grade: 

Christina’s Locket

Author: Alekhya

Grade 

One frosty night, as a window creaked open on 6th Avenue, a shady figure crept into a mansion and leapt into the master bedroom, where a celebrated songstress, Christina Johnson, was sleeping soundly. The figure had a gun that looked like it wasn’t its first rodeo.

Moments later the room was filled with a terrible high pitch scream, and then abruptly fell silent.

Charlotte Williams and Max Buman are not ordinary 11 year olds. They have a mission; to solve the case. Their first clue? Christina’s Locket.

The End

Author: Vaanya

Grade 

After being fired from his job, an office worker tries to leave the building but is suddenly transported to a place that stretches infinitely. Here, almost everything defies the laws of reality, leaving him questioning his surroundings and his existence. Desperate to escape, he joins forces with a group of strangers and embarks on a treacherous journey through the mysterious realm, facing life-threatening situations and being hunted by terrifying creatures of unknown origin. Trying to find an escape even if there was one.

Unwalked Halls is a fictional book based on a creepypasta taking place in a paranormal world. This book is a combination of mystery and adventure as the reader gets taken into the perspective of all the characters as they travel through the areas. It is a story about trust, adaptation, and hope. It shows the evolution between the characters as they create friendships and evolve themselves conquering fears and doing things that they never could before.

In a far future, two young girls, our age deal with their own battles and struggle to keep their heads above the water. In this future, the world has stopped spinning and there are two sides, a side with sunshine; the Bright Side and a side with darkness; the Dark Side. Each girl struggles with their own set of situations that they have been presented with due to their circumstances. Yet all of this comes to a halt when The Government announces something spectacularly horrifying.

It is a story told from two vast perspectives, one from a girl who has it all and one from a girl who has nothing. But under the surface, both struggle with problems, as once you start to look closer, cracks appear within the once crystal-like glass.

Will they be able to change their fate, or is fate written in the stars?

grade sevenService Learning Trips

By:Kerry Dyke, MS Service Learning Coordinator

At ISB, we believe that education goes beyond the classroom. Out-of-class service learning experiences provide our students with the opportunity to connect with the world around them in a way that cannot be replicated in a traditional classroom setting. Students learn important life skills such as adaptability, resilience, and independence, which will serve them well in their future endeavors.

Moreover, these trips allow our students to gain a deeper understanding of global issues and how they can make a positive impact on the world. By working with organizations that are dedicated to making a difference in the lives of people, animals, and our planet, our students learn about the importance of sustainability, empathy, and social responsibility.

On March 1-3 ISB grade  students embarked on a journey to explore one of seven locations across Thailand. Each trip worked

with organizations tackling important issues and together we participated in: shark conservation, human-elephant coexistence, supporting local regenerative farming practices, understanding different biomes, addressing hunger and poverty, and reducing plastic waste and promoting sustainable living. Student reactions indicated that these trips were impactful, meaningful, and a highlight of their year.

While the trips alone are powerful experiences, ISB MS has been encouraging on-going action to make a positive impact on the issue that students experienced. Since returning from the trips, our students have prepared for ISB Action Project Day, to take place on May 19th. Students have an opportunity to showcase what they have learned and continue to support the organizations and/or issues they are trying to solve. They will present their projects to the ISB community and we are excited to see the creativity and innovation that they will bring to the table.

These service learning experiences are an essential part of our students’ education. They provide them with an opportunity to learn about the world around them, develop important life skills, and make a positive impact on the world. We are proud of our grade  students and look forward to seeing their projects on the ISB Action Project Day.

MIDDLE SCHOOL ART REIFIED

By: Trista Meisner, MS Art Teacher

From 2 April1 June, the creations of our middle school artists were on display at the “Reified” Art Exhibition held in Chevron Gallery. Reified was a celebration of students’ conscious intent and how they reified, or made real, their ideas through art. It was an opportunity for the ISB community to see the world through the diverse perspectives of our middle school artists.

REIFIED, oR MADE REAL A CELEBRAtIoN

making, help students’ become

nimble, flexible, and expressive innovators. The Student-Led Conferences on April 2-2 provided a wonderful opportunity for students to share their work with their families.

Some pieces in the exhibition explored personal themes, such as self-confidence and perseverance. While others were experimental and challenged technical skills and material boundaries. There were a diverse range of mediums, including paintings, drawings, sculptures, and mixed media pieces.

The exhibit commemorated our students’ creativity, passion, and informed decisionmaking abilities in their artistic processes. Much of the exhibit highlighted the robust creative process that students engage in during art classes. As students work to bring their ideas to life, they learn a tolerance for ambiguity, to value the influence and ideas of others, and how to persist through failure. Engaging in the artistic process allows students the time and space to make meaning of their lives and world.

Throughout their experiences in middle school art, students grow their artistic habits which are grounded in the Studio Habits of Mind developed by Harvard’s Project Zero researchers. These ways of thinking, being, and

A big thank goes to Khun MJ, Khun Nop, Khun Eed and Khun Lert, Visual Art IA Extraordinaires, for all of their care and expertise working with students and for their vision, problem-solving, and hard work setting up the exhibition.

oF StUDENtS’ CoNSCIoUS INtENt

Reconnecting

By: Justin Alexander, HS Principal

It is with great pride that I share with you the accomplishments of our wonderful high school students this year. Despite the challenges presented by the pandemic, our resilient community remained connected, committed, collaborative, and competitive.

One of the highlights of the year was our students’ participation in the IASAS Athletic competitions and IASAS Cultural Conventions. It was a momentous occasion as our students reconnected with their IASAS peers after a gap of three years due to the pandemic when we hosted Cross country and Volleyball in Season one. Fantastic friendships were established and rekindled, and our students showcased their talents and skills to all in attendance. Additionally, we were able to hold High School Assemblies, Music concerts, Plays, and Recitals, host music, and band festivals, and

compete in athletic tournaments and cultural events. It was a joy to see our students’ pride and spirit reappear as they took charge of organizing events and bringing our student body together.

Our High School Faculty remained committed to ensuring our students receive the best support academically and emotionally as we returned to ‘normal’ school without any online/virtual school gaps during this year. Our faculty worked tirelessly to provide our students with the best education possible, and our students excelled in both academics and extracurricular activities.

We are excited to announce that our students were successful in IASAS competitions, including Gold medals in Boys’ Golf, Boys’ Tennis, Girls’ Track and Field, and IASAS Debate. We also enjoyed individual success in swimming and track and field, where longstanding IASAS records were broken by a

number of our outstanding athletes.

Additionally, our ISB Steel Panthers robotics teams took first and second place in the Thai Nationals and earned a place in the World VEX championships taking place in Texas. As we approach the end of the school year, we wish our Senior class all the best as they finish their High School journey with a ‘normal’ graduation and begin the next stage of their exciting lives. We are proud to have been a part of their journey and provided them with support, direction, and challenges along the way that pushed them to be the best they can be.

I thank our faculty, students, and parents for their dedication, hard work, and support, which have contributed to our success this year. I look forward to the future and continuing to work with all of you to provide the best education possible for our students.

CoNGRAtULAtIoNS class of 2023

By: University Counseling Office, Debbie McDowell, Head of University Counseling

Although not all students have completed the process, most students have successfully submitted their applications and received their results from the universities. Students applying to southern hemisphere universities and those with a different academic calendar are still working on applications. So details will be finalized for those students after applications to Australia, Japan, New Zealand, Singapore, South Korea, and some European countries have been reported.

Students in the graduating class applied to 22 countries around the world and submitted over 1300 individual applications to 347 unique universities. Over 500 acceptances from 15 different countries have been reported at this time. Admissions have already been confirmed from universities in Australia, Canada, China, Hong Kong, France, India, Ireland, Italy, Japan, Netherlands, Philippines, Switzerland, Thailand, United Kingdom, and the United States. We are certain that other countries will be added to this list when all results are reported.

We wish the best to our graduates and look forward to hearing back from them about their future successes and accomplishments.!

Congratulations to the Class of 2023 for the outstanding results in their university applications!

Universities from which the seniors have received offers of admissions:

Aberystwyth University

American University

Amsterdam University College

Anglia Ruskin University

Arizona State University Campus Immersion

Arts University Bournemouth

Asian Institute of Hospitality Management

Ateneo de Manila University - Quezon City

Athlone Institute of Technology

Babson College

Barnard College

Bentley University

Berklee College of Music

Binghamton University

Birkbeck, University of London

Boston College

Boston University

Bowdoin College

Brandeis University

Brighton and Sussex Medical School

Bristol, University of the West of England

Brock University

Brown University

Bryant University

Bryn Mawr College

California College of the Arts

California Institute of the Arts

California Lutheran University

California Polytechnic State University

-San Luis Obispo

California State Polytechnic University-Pomona

California State University-Long Beach

California State University-Los Angeles

California State University-Northridge

Cardiff University

Carleton College

Carleton University

Carnegie Mellon University

Central Film School London

Central Washington University

Chapman University

Christ University (deemed To Be University)

Chulabhorn International College of Medicine

Chulalongkorn University

City University of Hong Kong

City, University of London

Claremont McKenna College

Clark University

Colgate University

Colorado College

Colorado School of Mines

Colorado State University-Fort Collins

Columbia University In the City of New York

Cooper Union For the Advancement of Science and Art

Cornell University

Coventry University

Czech Technical University In Prague

Dartmouth College

De La Salle University - Dasmariñas

Delft University of Technology

Denison University

Drake University

Drexel University

Dublin Institute of Technology

Duke University

Durham University

Eastman College of Music

EHL

Eindhoven University of Technology

Emerson College

Emily Carr University of Art and Design

Emory University

Erasmus University Rotterdam

Esade Business School

Esmod France

Fordham University

Galway Mayo Institute of Technology

George Mason University

George Washington University

Georgetown University

Georgia College & State University

Georgia Institute of Technology-Main Campus

Glion Institute of Higher Education

Griffith College Dublin

Griffith University

Grinnell College

Hamilton College

Hitotsubashi University

Hosei University

Hotel School, the Hague

Howard Community College

Howard University

Huron University College At Western

Illinois Institute of Technology

Imperial College London

Indiana University-Bloomington

Institute of Technology Carlow

Instituto Quimico de Sarria (iqs)

International Christian University

Iowa State University

Irvine Valley College

Ithaca College

James Madison University

Johns Hopkins University

Jönköping University

Karlsruhe Institute of Technology

Kasetsart University

Keio University

Keio University Shonan Fujisawa Campus

Kenyon College

King Mongkut’s Institute of Technology, Ladkrabang

King’s College London, University of London

Kingston University

Knox College

Korea Advanced Institute of Science and Technology

Lafayette College

Lancaster University

Leeds Arts University

Lehigh University

Leiden University

Les Roches Schools of Hotel Management

Lewis & Clark College

LIM College

Linnaeus University

Liverpool Hope University

Liverpool Institute For Performing Arts

London Film Academy

Loughborough University

Loyola Marymount University

Loyola University Chicago

Lund University

Mahidol University

Mälardalen University

Manchester Metropolitan University

Massachusetts Institute of Technology

McGill University

McMaster University

Met Film School

Miami University-Oxford

Michigan State University

Middlebury College

Monash University

Mount Holyoke College

Nagoya University

National University of Ireland Galway

National University of Singapore

New York University

Newcastle University

Northeastern University

Northern Arizona University

Northwestern University

Nottingham University In Ningbo

Oberlin College

Oberlin College | Conservatory of Music

OCAD University

Ohio State University-Main Campus

Oregon State University

Pace University

Paris Fashion School - Institut Français de La Mode

Parsons Paris - the New School

Peabody Institute of the Johns Hopkins University

Peking University

Pennsylvania State University-Main Campus

Pennsylvania State University-Penn State Berks

Pepperdine University

Pes University

Pomona College

Portland State University

Pratt Institute-Main

Princess Chulabhorn College of Medical Sciences

Purdue University Fort Wayne

Purdue University Northwest

Purdue University-Main Campus

Queen Mary University of London

Queen’s University

Quest University Canada

Reed College

Regent’s University London

Rensselaer Polytechnic Institute

Rhode Island School of Design

Rice University

Ritsumeikan Asia Pacific University

Ritsumeikan University

Rose-Hulman Institute of Technology

Royal College of Surgeons

Rutgers University-New Brunswick

San Diego State University

San Francisco State University

Santa Barbara City College

Santa Clara University

School of the Art Institute of Chicago

Seoul National University

Shanghai Jiao Tong University

Sheffield Hallam University

Silpakorn University

Simon Fraser University

Singapore Management University

Skidmore College

Soas University of London

Sophia University

South Dakota School of Mines and Technology

Srinakharinwirot University

St Olaf College

Stanford University

Stockholm University

Stony Brook University

Suffolk University

Syracuse University

Temple University, Japan Campus

Texas A & M University-College Station

Texas Christian University

Texas Tech University

Thammasat University

The Chinese University of Hong Kong

The Hong Kong University of Science and Technology

The Juilliard School

The New England Conservatory of Music

The New School

The Royal College of Physicians In Ireland

The University of Adelaide

The University of British Columbia

The University of British Columbia - Okanagan

The University of Edinburgh

The University of Hong Kong

The University of Tampa

The University of Texas At Austin

The University of Tokyo

The University of Western Australia

Tokyo International University

Trent University

Trinity College Dublin

Trinity Laban Conservatoire of Music and Dance

Tsinghua University

Tufts University

Tulane University of Louisiana

Ucl (university College London)

United States Coast Guard Academy

Universita Cattolica Del Sacro Cuore

Universitat Internacional de Catalunya

University College Cork

University College Dublin

University College Utrecht

University of Alaska Fairbanks

University of Alberta

University of Amsterdam

University of Arizona

University of Barcelona

University of Bath

University of Birmingham

University of Brighton

University of Bristol

University of Calgary

University of California-Berkeley

University of California-Davis

University of California-Irvine

University of California-Los Angeles

University of California-Merced

University of California-Riverside

University of California-San Diego

University of California-Santa Barbara

University of California-Santa Cruz

University of Central Florida

University of Chicago

University of Chichester

University of Cincinnati-Main Campus

University of Colorado Boulder

University of Colorado Colorado Springs

University of Connecticut

University of East Anglia Uea

University of Exeter

University of Florida

University of Georgia

University of Glasgow

University of Gothenburg

University of Groningen

University of Guelph

University of Hertfordshire

University of Illinois Urbana-Champaign

University of Iowa

University of Kent

University of La Verne

University of Leeds

University of Leicester

University of Limerick

University of Liverpool

University of Maine

University of Manchester

University of Maryland-College Park

University of Massachusetts-Amherst

University of Massachusetts-Lowell

University of Maynooth

University of Melbourne

University of Miami

University of Michigan-Ann Arbor

University of Michigan-Flint

University of Minnesota-Twin Cities

University of New Hampshire-Main Campus

University of North Carolina Wilmington

University of Notre Dame

University of Nottingham

University of Oregon

University of Ottawa

University of Oxford

University of Pennsylvania

University of Pittsburgh-Pittsburgh Campus

University of Puget Sound

University of Richmond

University of Rochester

University of San Diego

University of San Francisco

University of Sheffield

University of South Wales

University of Southampton

University of Southern California

University of St Andrews

University of Surrey

University of Sussex

University of the Arts London

University of the Philippines System

University of Toronto

University of Vermont

University of Victoria

University of Virginia-Main Campus

University of Warwick

University of Washington-Seattle Campus

University of Waterloo

University of Western Ontario

University of Westminster, London

University of Wisconsin-Madison

University of Wyoming

University of York

Vassar College

Via University College

Virginia Polytechnic Institute and State University

Waseda University

Washington University In St Louis

Wentworth Institute of Technology

Wesleyan University

Western University

Western Washington University

Whitman College

Willamette University

William & Mary

Worcester Polytechnic Institute

Yale University

Yamanashi Gakuin University

York University

For a long time I reassured myself by saying this crisis was really just an illusion. Previous generations felt their attention and focus were getting worse too—you can read medieval monks nearly a millennium ago complaining that they were suffering from attention problems of their own. As human beings get older, they can focus less, and they become convinced that this is a problem with the world and with the next generation, rather than with their own failing minds.

The best way to know for sure would be if scientists, starting years ago, had done something simple. They could have given attention tests to random members of the public, and continued doing the same test for years and decades to track any changes that took place. But nobody did that. That long-term information was never gathered. There is, however, a different way I think we can reach a reasonable conclusion about this. As I researched this book, I learned that there are all sorts of factors that have been scientifically proven to reduce people’s ability to pay attention. There is strong evidence that many of these factors have been rising in the past few decades—sometimes dramatically. Against this, there’s only one trend I could find that might have been improving our attention. That’s why I came to believe that this is a real crisis, and an urgent one.

I also learned that the evidence about where these trends are taking us is stark. For example, a small study investigated how often an average American college student actually pays attention to anything, so the scientists involved put tracking software on their computers and monitored what they did in a typical day. They discovered that, on average, a student would switch tasks once every sixty-five seconds. The median amount of time they focused on any one thing was just nineteen seconds. If you’re an adult and tempted to feel superior, hold off. A different study by Gloria Mark, professor of informatics at the University of California, Irvine—who I interviewed—observed how long on average an adult working in an office stays on one task. It was three minutes. So I went on a 30,000-mile journey to find out how we can get our focus and attention back. In Denmark I interviewed the first scientist who has, with his team, shown that our collective ability to pay attention really is rapidly shrinking. Then I met with scientists all over the world who have discovered why. In the end, I interviewed over 250 experts—from Miami to Moscow, from Montreal to Melbourne. My quest for answers took me to a crazy mixture of places, from a favela in Rio de Janeiro, where attention had shattered in a particularly disastrous way, to a remote office in a small town in New Zealand, where they had found a way to radically restore focus.

I came to believe that we have profoundly misunderstood what is actually happening to our attention. For years, whenever I couldn’t focus, I would angrily blame myself. I would say: You’re lazy, you’re undisciplined, you need to pull yourself together. Or I would blame my phone, and rage against it, and wish it had never been invented. Most of the people I know respond the same way. But I learned that in fact something much deeper than personal failure, or a single new invention, is happening here.

I first began to glimpse this when I went to Portland, Oregon, to interview Professor Joel Nigg, who is one of the leading experts in the world on children’s attention problems. He said it might help me grasp what’s happening if we compare our rising attention problems to our rising obesity rates. Fifty years ago there was very little obesity, but today it is endemic in the Western world. This is not because we suddenly became greedy or self-indulgent. He said: “Obesity is not a medical epidemic—it’s a social epidemic. We have bad food, for example, and so people are getting fat.” The way we live changed dramatically—our food supply changed, and we built cities that are hard to walk or bike around—and those changes in our environment led to changes in our bodies. Something similar, he said, may be happening with the changes in our attention and focus.

He told me that after studying this topic for decades, he believes we need to ask if we are now developing “an attentional pathogenic culture”—an environment in which sustained and deep focus is extremely hard for all of us, and you have to swim upstream to achieve it. There’s scientific evidence for many factors in poor attention, he said, and for some people there are some causes that lie in their biology, but he told me what we may also need to figure out: Is “our society driving people to this point so often, because we have an epidemic [that’s being] caused by specific things that are dysfunctional in our society?”

Later I asked him—if I put you in charge of the world, and you wanted to ruin people’s ability to pay attention, what would you do? He thought about it for a moment, and said: “Probably about what our society is doing.”

“Crisscrossing the globe in an attempt to discover why our attention spans are shorter than ever, the author of Lost Connections expounds on twelve pertinent cases and offers his own theory of where things went wrong.”

-Waterstones, www.waterstones.com

I found strong evidence that our collapsing ability to pay attention is not primarily a personal failing on my part, or your part, or your kid’s part. This is being done to us all. It is being done by very powerful forces. Those forces include Big Tech, but they also go way beyond them. This is a systemic problem. The truth is that you are living in a system that is pouring acid on your attention every day, and then you are being told to blame yourself and to fiddle with your own habits while the world’s attention burns. I realized, when I learned all this, that there is a hole in all the existing books I had read about how to improve your focus. It was huge. They have, on the whole, neglected to talk about the actual causes of our attention crisis—which lie mainly in these larger forces. Based on what I learned, I have concluded there are twelve deep forces at work that are damaging our attention. I came to believe we can only solve this problem in the long term if we understand them—and then, together, we stop them from continuing to do this to us. There are real steps you can take as an isolated individual to reduce this problem for yourself, and throughout this book you’ll learn how to carry them out. I am strongly in favor of you seizing personal responsibility in this way. But I have to be honest with you, in a way that I fear previous books on this topic were not. Those changes will only get you so far. They will solve a slice of the problem. They are valuable. I do them myself. But unless you are very lucky, they won’t allow you to escape the attention crisis. Systemic problems require systemic solutions. We have to take individual responsibility for this problem, for sure, but at the same time, together, we have to take collective responsibility for dealing with these deeper factors. There is a real solution—one that will actually make it possible for us to start to heal our attention. It requires us to radically reframe the problem, and then to take action. I believe I have figured out how we might start to do that.

Excerpted from Stolen Focus: Why You Can’t Pay Attention—And How to Think Deeply Again.

Copyright © 2022 by Johann Hari. All rights reserved.

Focused Highlights

By: Jackie Valenzuela, High School Counselor

A couple of highlights from this year that we would like to share with you are a book club we facilitated with high school parents, a visit from Freedom from Chemical Dependency and the addition of facility dogs on campus.

Over the course of four months the counselors, school psychologist and Dean of Students met five times with a group of parents and discussed the book, Stolen Focus by Johann Hari. In this well researched book Hari investigated several causes of our diminished ability to focus and discussed individual and societal solutions. As a follow up to our conversation with this small group of parents, we partnered with the middle school counselors and facilitated a Parent Meeting with close to 100 MS and HS parents where we shared recent research findings related to social media use and the impact it has on all of us, adults and kids alike.

Another highlight this year was our visit from FCD (Freedom from Chemical Dependency). The representative, Morgan, met with the Grade 9 and 10 health classes, as well as Grade 11 students. Morgan also worked with health teachers, administrators, and counselors to discuss prevention strategies, and to have honest conversations with one another about attitudes toward using substances. There was also a well attended parent session, which was highly successful in ensuring that the conversations around substance use are taking place with students at home.

And last, but certainly not least, we introduced Charlie and Monet, both golden retrievers, to our high school students. Fabia and Stefan, members of our Nichada community and dog trainers, have graciously shared Charlie and Monet with the high school two days each week. The dogs have visited classrooms and Advisory and have been wildly popular. Here is just one quote from a student on the impact their presence has had, “I can feel myself calming down when I’m really stressed out and the last time they visited my class I actually became more focused.”

We hope you and yours have a wonderful holiday break. For those leaving, we wish you all of the best as you head on to your next post or return home. For those returning, we’ll look forward to another great year when we all return in August.

Panther Pups

By: Simba and Farah Thaxton

Have you heard about the new initiative with dogs at ISB? Well, let me take a moment to share with you the wonderful things that are happening.

First, let me introduce myself, my name is Simba, and I am a facility dog training to become a therapy dog. Along with a few of my friends, I am a part of the Panther Pups initiative here at ISB. Joining me are Xena, Monet, and Charlie, and we all work together to bring joy throughout the school.

Monet and Charlie are usually found in the high school counseling office, visiting classes when they are invited, and meeting students in the hallway. They aim to support students, mostly during exam time. When they are not at school, they spend their time receiving cuddles at home here in Nichada.

As for me, I love spending my time in the elementary school office with our VP, Farah Thaxton, where lots of students stop by to visit me. Xena, on the other hand, spends her time with our Deputy Head of School, Debi Caskey.

One of the main reasons why I love being in schools is because of the positive impact I have on students’ mental health and well-being. Research shows that dogs like me have a calming effect on people, which can help reduce stress and anxiety levels in both students and staff. This, in turn, can create a more relaxed and positive learning environment, making it easier for students to concentrate and learn.

My favorite part of the job is spending time with the students and seeing their faces light up when they see me wagging my tail. My presence helps improve their social skills, increases motivation and engagement in learning, and promotes a sense of community and belonging in the school. We are especially helpful during stressful situations, such as exams, as we can provide a calming presence for students. I can also help teach empathy by helping students understand my needs and emotions. This, in turn, can help students develop empathy towards their peers and others in the community.

In addition, dogs like me can support students with emotional regulation. When students and adults alike interact with me, it helps regulate their emotions. My friends and I have a calming presence that helps reduce stress and anxiety levels. This, in turn, supports students in learning to manage their emotions in a healthy way.

I believe the biggest benefit of having me and my friends at school is our ability to boost morale. Our wagging tails and smiling faces are irresistible! We are known for our ability to lift spirits and create a positive atmosphere. By having dogs in schools, students and teachers alike can enjoy the companionship and joy that comes with having a furry friend around.

Overall, the benefits of having dogs in schools can have a positive impact on the physical, social, and emotional well-being of students and teachers, as well as create a more enjoyable and effective learning environment.

Name: Charlie

Age: 10 months

Breed: Golden Retriever

Favorite Pastime: Playing

Office: High School

*Sibling to Monet

Name: Xena

Age: 3 years

Breed: Golden Retriever

Favorite Pastime: Swimming & Treats

Office: Admin https://www.isb.ac.th

*Sibling to Charlie

Name: Monet

Age: 10 months

Breed: Golden Retriever

Favorite Pastime: Playing

Office: High School

Name: Simba

Age: 2.5 years

Breed: Lab-Cattle Dog-Boxer

Favorite Pastime: Belly Rubs

Office: ES

PantoComes to ISB

By: Justyna McMillan,

In January this year, ISB saw a new addition to the performance calendar. For the first time ever in its history, Panto came to ISB!

The production was an updated version of the Cinderella story. It was a very special event for ISB as all actors, tech crew and musicians were made up entirely from our very own teaching faculty and classified staff! The performance came about as a personal project spearheaded by me (Justyna McMillan) in conversation with my husband Triston during one of our Covid lockdowns. We realised how much we missed not being able to get together as a community, celebrate, laugh and perform, due to covid restrictions. The idea for putting on a show germinated during these uncertain times and we endeavoured to make it happen as soon as social distancing measures and mask wearing were finally lifted. We asked a few other creative types including Peter Assimakopulos if they were interested in getting together to put on a performance. We were inundated with support and interest from our colleagues across the school and we started rehearsals at the end of September.

So what is Panto? It comes from the term Pantomime is an important art form in British theatre which has played a significant role in shaping popular culture. It has become a beloved tradition for many families, with generations passing down the tradition of attending pantomimes during the holiday season. The art form’s unique blend of

humour, music, and audience participation has made it accessible and entertaining to a wide range of audiences, including children and adults. The show is a mixture of song, dance, slapstick comedy, and audience participation, and is characterised by its use of cross-dressing actors,colourful sets and costumes, and a combination of topical references and traditional stories often grounded in a fairytale.

Beyond its entertainment value, pantomime has also served as a platform for social commentary and political satire. Pantomime’s use of topical references and contemporary humour has allowed it to address important issues of the day in a way that is both entertaining and thought provoking. Additionally the art forms willingness to push the boundaries of gender roles and societal norms has contributed to a greater acceptance and understanding of diversity and inclusion.

We knew that an updated version of Cinderella would prove to be a hit with our community. Many of the traditional characters remained, but we added in new characters, twists and turns and a different ending where Cinderella does not marry the Prince. All this topped off with a dash of comedy, crazy on stage antics by the ‘ugly’ sisters (‘ugly’ because they are mean!) fabulous live music by our Panto band The Frog Kissers, and a very lovable horse called Klong Hopper!

(HS Dean of Academics) and Peter Assimakopulos , (CAS & Service Learning Coordinator)

Conor Duffy expressed this brilliantly when he said, “Having teachers perform is a perfect example of our students seeing their teachers taking risks.” We spend our days telling our students the importance of taking risks and pushing themselves outside of their comfort zone. Modelling this for students is a great way to practice what we preach. Students can see firsthand that taking risks can lead to growth, learning, and, most importantly, a great deal of fun.

We had two sold-out performances for our panto, which brought our community together for a lighthearted performance filled with laughter. We were thrilled to have raised close to 100,000 baht in proceeds, which we distributed to three foundations: Solving Kids Cancer, iCare, and Service in the Wild. It brings us joy to have given back to these organizations and provided them with additional support. We hope to see you at Panto next year!

“...{a} unique blend of humour, music, and audience participation...”

ISB BooStERConnected Community

By: Heather McCain, President

The ISB Booster Club is made up of a passionate group of parents and community members who come together to raise funds, organize events, and create a sense of community spirit around the school’s athletics and arts and activities to support and promote the students. The Booster Club’s connection to the community is an important one, and it plays a vital role in connecting our students and promoting pride in the International School Bangkok.

The ISB Booster Club is connected to the community through events and fundraising efforts. By organizing events like the Pancake Breakfast, participating in Spirit Night, and designing and selling Spirit Gear; the Booster Club is able to raise money that goes directly towards supporting and celebrating our student’s participation in athletics and the arts and activities. This creates a sense of school pride, community involvement and investment in our school’s success. Sponsoring our students’ participation in end of season banquets and awarding the Spirit of ISB awards bring together students, parents, and community members to celebrate our students’ achievements. These events not only create a fun and festive atmosphere, but they also foster a sense of pride and school spirit. This can be seen through the club’s efforts to create merchandise like t-shirts, hats, and banners that showcase the school’s colors and logo. By wearing and displaying

these items, students, parents, and community members are able to show their support for the school’s teams and create a sense of unity around a common goal.

One of the ways that the Booster Club has been able to enhance its impact is by collaborating with student groups. By working together, the Booster Club and student groups can create a stronger and more cohesive community around the school’s student groups. In addition to facilitating custom t-shirt orders for student clubs and organizations, the Booster Hut has partnered with student groups and local organizations to facilitate their own fundraising efforts. Currently, our community can purchase reusable canvas shopping bags from the Booster Hut to support the student club, the Green Panthers. The Green Panthers are raising money for the organization, One Tree Planted. The Booster Club is proud to support their efforts for this worthwhile cause.

Overall, the Booster Club’s connection to the community is an important one. By raising funds, organizing events, and promoting school spirit, the club is able to bring people together and create a sense of community pride and investment in the school’s success. Whether you’re a student, a parent, or a community member, there are many ways to get involved with your local Booster Club and help support our students.

By: Kelley McKenna + MS student contributors

There is something special about the afternoons at ISB. Classes might be over, but learning certainly isn’t done. Slowly the breezeway fills with laughter and noise as athletes make their way to the gym. The bleachers fill with backpacks as athletes chat with each other while getting ready to step on the field. The pool deck is a meeting ground for athletes of all ages, greeting each other before they start their workouts. There is an energy in those minutes before training and games begin, one that’s filled with the joy of being with teammates and anticipation of the sessions ahead.

Practice begins and you will find athletes… on the field, practicing passing in the pool, counting laps on the court, practicing serves around the campus, running tempo at the course, lining up their putts in the gym, running sprints working hard to become better together.

Better together. Two words that carry so much meaning. Together our athletes work to be the most competitive they can be. They work on their areas of weakness, they build each other up and learn to play as a team.

Together our athletes navigate life lessons on and off the field. How do we win with humility, how do we lose with grace? What does it mean to be committed and how do my actions impact those of others? What does it mean to put “we” before “me”? How do we live out our values in our daily lives?

Together, we become better, as athletes and as members of our ISB community.

In the words of one of our student athletes, “being a part of sports at ISB has really changed me as a person because believe it or not I used to be a very quiet kid at school and I was also alone for most of the time until I joined swimming. Once I did I was able to build so many friendships that I still have years later and along those years I tried many other

sports bringing me closer to a lot of people and it making me or more openminded person and also just a great person in general since it really helped me step outside of the box that lead to many other great things.”

This year, we’ve seen record numbers of students joining our scholastic sports program. During each of the first three seasons of the year, we had around 40 athletes involved in our U11, U12, U14, JV & Varsity programs. That’s over 1,000 students who might build new friendships and gain confidence from being a part of a team.

Another student athlete told me that “Being involved with sports has enhanced my experience at ISB because it invites you to come out and become more involved with the activities whether that is something you are continuing to do or something that you are going to try out. Being involved with sports has been making me a better person by the minute because I am able to connect way more with others about the same interests.”

Providing athletes with opportunities to challenge and develop in sports is what our program strives to do. With 53% of our ES students, 4% of our MS students and 55% of our HS students participating in one of our 14 sports on offer, we believe that our robust athletics program has something for everyone.

So who are our athletes?

They are our U11 athletes, putting on their Panther jersey for the first time. They are our U12, U14, and JV athletes competing in their season-ending BMAC tournaments against schools from around Bangkok. They are our Varsity athletes representing ISB at their international IASAS competitions.

They are our athletes, they are Panthers, they are ISB and we are better together.

ISB Alumni

Reunions &Visits

By: Harold ALBERT

International School Bangkok Alumni: A Reunion Overview and ISB Alumni Visits

With the COVID-19 pandemic now at least somewhat in the past, ISB Alumni can now get back to the business of reunions both large and small, and offering campus visits to their alma mater.

REUNIONS:

One of the important elements of an alumni group associated with a school is the organization of reunions. At ISB it’s not clear what type of reunions may have been organized prior to the 1980s, but the ISB Network Alumni Association was created specifically because a group of alumni from the 0s wanted to have a reunion. From the

Network’s start in 1983, the group, primarily based in the United States, has evolved into a large organization that annually contributes to ISB a scholarship and community service fund while also organizing a large ISB reunion every two years.

The most recent reunion took place in July of 2021 in Tucson, Arizona, and was a great success, even with the specter of COVID casting its shadow over the festivities. Coming up in the summer of 2023 the Network is hosting its next reunion scheduled to be held in Daytona Beach, Florida in early August of 2023. For more information you can visit https://isbnetwork.com/.

International School Bangkok also organizes reunions for its alumni, but the focus has been on organizing large reunions for important milestones, like the 50th Anniversary reunion that took place in January of 2002 organized by the one and only Freda Williams. While a one night celebration for the 5th anniversary took place in 201, and while we are hoping we can still do something for the 0th anniversary that was passed last school year, the next major event will be organized for ISB’s 5th anniversary, which will most likely take place during the 202-2 school year.

The ISB Network and the ISB school-planned reunions are not the only events that take place, not by a longshot. Individual groups and classes both in Thailand and overseas have frequently taken the lead in planning very successful reunions, somewhat smaller in scope, perhaps, but equally as important to the alumni in attendance. For example, in August of 2018 a group from the mid-1990s organized a very successful dinner for alumni in New York City. Similarly, in July of 2019 a group of Japanese alumni organized a great, one-day celebration in Tokyo with nearly 100 ISB alumni in attendance.

A model of a type of reunion that can be organized in Bangkok is the 201 10-year reunion planned by the ISB Class of 200. Organized well in advance by a small group of dedicated alums, the reunion included one event on-campus and another the next night at a venue in town. The on-campus portion of

the event included an assembly, a tour of the campus, a community service activity, shopping at the ISB Booster Store, and dinner at a nearby restaurant. The reunion attracted over 0 graduates from the Class of ’0 including many former students who traveled in to Thailand from overseas. It was followed by the 10-year celebration of the Class of 2009 the following year. While most classes will not plan this type of reunion very often, it is perfect for milestones like 10, 15, 20 or 25year celebrations. It was a shame that COVID intervened, as the classes of 2000 and 2010 had made plans to celebrate their 20th and 10th anniversaries. Currently in the planning stages are a 20-year reunion for the Class of 2003 scheduled for December of 2023 (contact: Vanessa Stoessel), and a 10-year reunion for the Class of 2014 in early 2024 (contact Yasuaki Jitsuyama via the FB group “Class of 2014 Reunion”).

Some classes have, in fact, organized multiple reunions over the years. ISB alumni from the late 1980s have held two Bangkok-based events, while grads from the early 1990’s have done the same. In fact, the 1990s group, led by Olivier (Ziggy) Bonard, Sabina Vogt, and Laxmi Sachdev have an event on tap for August 5-, 2023 scheduled to take place at the Anantara Resort in Hua Hin. For more information you can contact Ziggy via Facebook or Linkedin.

For those looking further into the near future, a group of former ISB students led by Lloyd Coleman (class of 1973) and Maile McCoskrie Busby (1967) are organizing a large group reunion starting in the United States and making its way to Bangkok and ISB in January of 2024. The tour which includes a wide variety of events and venues has a maximum number of 250 places. This should prove to be an amazing event, for more information, contact Lloyd Coleman at TheBangkokReunion2@gmail.com.

CAMPUS VISITS:

With the COVID-19 pandemic pretty much in the rear view mirror, it became possible for alumni to once again visit the ISB campus. It takes a bit of planning ahead (an appointment is necessary), but over the past few months or so a number of ISB alumni have taken advantage of this opportunity.

for your thirty years of dedication to ISB, to our students and to our community. Your guidance, wisdom and support will be missed. Congratulations!

...and yes, you hold the record for most submissions to Touchstone Magazine!