Touchstone Magazine - June 2023

Touchstone ISB PTA Publication June 2023

Panthers Prowl to

FRANCE Middle School

Novel Challenge ISB Athletics

BETTER TOGETHER

Meet The

Panther Pups

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.

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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 Debi 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

Articles 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

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Panthers Prowl to France

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

Middle School Novel Challenge

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Meet the Panther Pups

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ISB Athletics: Better Together

Upcoming Facility Upgrades

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Teacher Collaboration: Improving Your Child’s Learning

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Community Learning in Pre-K

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Reflecting on a First Year: The Importance of Connection

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Middle School’s Year of Community

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Collaborative Concerts

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AMIS Middle School Band Festival

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Grade Service Learning Trips

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Middle School Art Reified

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Reconnecting

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Congratulations Class of 2023

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Focused Highlights

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Panto Comes to ISB

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ISB Booster Club: Connected Community

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ISB Alumni: Reunions & Visits

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Panthers Prowl to France By: Dr. Andrew Davies, Head of School

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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 https://www.isb.ac.th | page 5

upcoming

Facility Upgrades 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, page | https://www.isb.ac.th

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 their visitor passes, as well as a student lounge Math quad will be created. opposite the High School Office.

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

Construction is expected to begin in June and continue throughout the entire school year. https://www.isb.ac.th | page

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. page | https://www.isb.ac.th

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. https://www.isb.ac.th | page

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 page 10 | https://www.isb.ac.th

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.

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 Our Dramatic Play space is one of the 100 innovative education that prepares them to be languages that ISB believes children can use lifelong learners, critical thinkers, and to facilitate social problem-solving, collaboration, and peer communication. At the compassionate global citizens. same time, fostering connections between We invite the community to celebrate this real-life experiences and the endless exciting initiative and witness firsthand the possibilities and scenarios they can create. magic that happens when learning is not Our Wire and Loose Parts space encourages confined to the classroom. the development of expressive languages, https://www.isb.ac.th | page 11

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 page 12 | https://www.isb.ac.th

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“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. page 14 | https://www.isb.ac.th

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.

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

By Charlie Mackesy

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Middle School’s Year

of Community By: Dennis Harter, MS Principal

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.

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 As we’ve visited classrooms this year it’s been develop in ISB’s Attributes, as well, including Global Citizenship, Social-Intelligence, and wonderful to see students fully engaged in coursework again, collaborating on problems, Creativity. In our most “normal” year since the pandemic began, students shared spaces, discussing issues, and grappling with collaborated in class projects and discussions, challenging ideas. Science classes have and gathered again fully in assemblies and returned fully to inquiry through hands-on experiments, engineering and coding through fun spirit events. Activity clubs became active robotics work, and further development of the again kicking off with a bang at the start of the page 16 | https://www.isb.ac.th

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 7-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 G7 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.

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“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 page 1 | https://www.isb.ac.th

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.

“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.”

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.” https://www.isb.ac.th | page 19

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. page 20 | https://www.isb.ac.th

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AMIS MS Band Festival

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By: Brent Poling, MS Band Director

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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.

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the Main Library

Connected, Committed, Collaborative!

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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.

https://www.isb.ac.th | page 25

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.

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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.

https://www.isb.ac.th | page 29

Middle School

Novel Writing Challenge

Journey of an Axolotl Author: Finn Grade 6

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.

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Stars: A Story About Friendship and Yokais Author: Miu Grade 6 get into the airplane. No, I wanted to go home.

We walked into the cold air-conditioned room and checked in.

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.

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 Finally at the airport. ruined. The school that I got My dad unloaded the luggage into a cart while accepted to and Marina, my friend’s birthday my mom looked for the papers. It was July in party. My life is over, and I’m not overreacting.

Tokyo, burning hot as usual. I just wanted to https://www.isb.ac.th | page 31

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 Author: Ben Grade 7

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.

Sick Day Authr: John Grade 8 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. page 32 | https://www.isb.ac.th

My Name is Margot Author: Ginny Grade 7

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 7

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.

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Teen Author: Kanan Grade 8

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?

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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…”

The City That Burned Author: Chloe B Grade 8

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. https://www.isb.ac.th | page 35

Unwalked Halls Author: Sean Grade: 7 Christina’s Locket Author: Alekhya Grade 6 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.

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The End Author: Vaanya Grade 8

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?

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grade seven Service Learning Trips By:Kerry Dyke, MS Service Learning Coordinator

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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.

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 7 students embarked on a journey to explore one of seven locations across Thailand. Each trip worked

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 7 students and look forward to seeing their projects on the ISB Action Project Day. https://www.isb.ac.th | page 39

MIDDLE SCHOOL ART

REIFIED By: Trista Meisner, MS Art Teacher

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From 2 April making, help REIFIED, oR MADE REAL students’ 1 June, the A CELEBRAtIoN oF StUDENtS’ CoNSCIoUS INtENt become creations of our nimble, flexible, and expressive innovators. middle school artists were on display at the “Reified” Art Exhibition held in Chevron Gallery. The Student-Led Conferences on April 2 -2 provided a wonderful opportunity for students Reified was a celebration of students’ conscious intent and how they reified, or made to share their work with their families. real, their ideas through art. It was an A big thank goes to Khun MJ, Khun Nop, Khun opportunity for the ISB community to see the world through the diverse perspectives of our Eed and Khun Lert, Visual Art IA Extraordinaires, for all of their care and middle school artists. expertise working with students and for their vision, problem-solving, and hard work setting Some pieces in the exhibition explored personal themes, such as self-confidence and up the exhibition. 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 https://www.isb.ac.th | page 41

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

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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.

number of our outstanding athletes.

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

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.

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.

Our High School Faculty remained As we approach the end of the school year, committed to ensuring our students receive we wish our Senior class all the best as they the best support academically and emotionally finish their High School journey with a ‘normal’ as we returned to ‘normal’ school without any graduation and begin the next stage of their online/virtual school gaps during this year. Our exciting lives. We are proud to have been a part of their journey and provided them with faculty worked tirelessly to provide our students with the best education possible, and support, direction, and challenges along the way that pushed them to be the best they can our students excelled in both academics and extracurricular activities. be.

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CoNGRAtULAtIoNS class of 2023 By: University Counseling Office, Debbie McDowell, Head of University Counseling

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

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.! page 44 | https://www.isb.ac.th

Universities from which the seniors have received Cornell University Coventry University 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

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 https://www.isb.ac.th | page 45

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 page 4 | https://www.isb.ac.th

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 https://www.isb.ac.th | page 4

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.”

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 includethe Bigglobe Tech, in butanthey also go way “Crisscrossing attempt beyond them. This is a systemic problem. The truth is that you are living in a systemto that is pouring acid on your attention every day, why our attention spans are and then you are being told to blame yourself and to fiddle with your own habits whilediscover the world’s attention burns. I realized, when thanyour ever, the author of Lost I learned all this, that there is a hole in all the existing books I had read about howshorter to improve focus.

It was huge.

They have, Connections on twelve on the whole, neglected to talk about the actual causes of our attention crisis—which lie mainlyexpounds in these larger forces.pertinent Based on cases and ers his own theory of where what I learned, I have concluded there are twelve deep forces at work that are damaging ouroff attention.

I came to believe we can things went wrong.” 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 -Waterstones, www.waterstones.com 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.

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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.

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 Over the course of four months the counselors, school two days each week. The dogs have school psychologist and Dean of Students met visited classrooms and Advisory and have five times with a group of parents and been wildly popular. Here is just one quote discussed the book, Stolen Focus by Johann from a student on the impact their presence Hari. In this well researched book Hari has had, “I can feel myself calming down investigated several causes of our diminished when I’m really stressed out and the last time ability to focus and discussed individual and they visited my class I actually became more societal solutions. As a follow up to our focused.” conversation with this small group of parents, we partnered with the middle school We hope you and yours have a wonderful counselors and facilitated a Parent Meeting holiday break. For those leaving, we wish you with close to 100 MS and HS parents where all of the best as you head on to your next we shared recent research findings related to post or return home. For those returning, we’ll social media use and the impact it has on all of look forward to another great year when we us, adults and kids alike. all return in August.

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.

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Panther Pups

By: Simba and Farah Thaxton

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 First, let me introduce myself, my name is and belonging in the school. We are Simba, and I am a facility dog training to become a therapy dog. Along with a few of my especially helpful during stressful situations, such as exams, as we can provide a calming friends, I am a part of the Panther Pups presence for students. I can also help teach initiative here at ISB. Joining me are Xena, empathy by helping students understand my Monet, and Charlie, and we all work together needs and emotions. This, in turn, can help to bring joy throughout the school. students develop empathy towards their peers and others in the community.

Monet and Charlie are usually found in the high school counseling office, visiting classes In addition, dogs like me can support when they are invited, and meeting students students with emotional regulation. When in the hallway. They aim to support students, mostly during exam time. When they are not at students and adults alike interact with me, it helps regulate their emotions. My friends and school, they spend their time receiving I have a calming presence that helps reduce cuddles at home here in Nichada. stress and anxiety levels. This, in turn, supports students in learning to manage their As for me, I love spending my time in the emotions in a healthy way. elementary school office with our VP, Farah Thaxton, where lots of students stop by to visit I believe the biggest benefit of having me and me. Xena, on the other hand, spends her time with our Deputy Head of School, Debi Caskey. 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 One of the main reasons why I love being in lift spirits and create a positive atmosphere. schools is because of the positive impact I By having dogs in schools, students and have on students’ mental health and well-being. Research shows that dogs like me teachers alike can enjoy the companionship and joy that comes with having a furry friend have a calming effect on people, which can around. help reduce stress and anxiety levels in both students and staff. This, in turn, can create a Overall, the benefits of having dogs in schools more relaxed and positive learning can have a positive impact on the physical, environment, making it easier for students to social, and emotional well-being of students concentrate and learn. and teachers, as well as create a more enjoyable and effective learning environment.

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.

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Name:

Charlie Age:

10 months Breed:

Golden Retriever Favorite Pastime:

Playing Office:

High School

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*Sibling to Monet

Name:

Xena Age:

3 years Breed:

Golden Retriever Favorite Pastime:

Swimming & Treats Office:

Admin https://www.isb.ac.th | page 53

*Sibling to Charlie

Name:

Monet Age:

10 months Breed:

Golden Retriever Favorite Pastime:

Playing Office:

High School

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Name:

Simba Age:

2.5 years Breed:

Lab-Cattle Dog-Boxer Favorite Pastime:

Belly Rubs Office:

ES

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Panto

Comes to ISB

By: Justyna McMillan, (HS Dean of Academics) and Peter Assimakopulos , (CAS & Service Learning Coordinator)

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!

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, The production was an updated version of the slapstick comedy, and audience Cinderella story. It was a very special event participation, and is characterised by its use of for ISB as all actors, tech crew and musicians cross-dressing actors,colourful sets and were made up entirely from our very own costumes, and a combination of topical teaching faculty and classified staff! The references and traditional stories often performance came about as a personal grounded in a fairytale. project spearheaded by me (Justyna McMillan) in conversation with my husband Beyond its entertainment value, pantomime Triston during one of our Covid lockdowns. has also served as a platform for social We realised how much we missed not being commentary and political satire. Pantomime’s able to get together as a community, use of topical references and contemporary celebrate, laugh and perform, due to covid humour has allowed it to address important restrictions. The idea for putting on a show issues of the day in a way that is both germinated during these uncertain times entertaining and thought provoking. and we endeavoured to make it happen as Additionally the art forms willingness to push soon as social distancing measures and mask the boundaries of gender roles and societal wearing were finally lifted. We asked a few norms has contributed to a greater other creative types including Peter acceptance and understanding of diversity Assimakopulos if they were interested in and inclusion. getting together to put on a performance.

We were inundated with support and interest We knew that an updated version of from our colleagues across the school and we Cinderella would prove to be a hit with our started rehearsals at the end of September. community. Many of the traditional characters remained, but we added in new characters, So what is Panto? It comes from the term twists and turns and a different ending where Pantomime is an important art form in British Cinderella does not marry the Prince. All this theatre which has played a significant role in topped off with a dash of comedy, crazy on shaping popular culture. It has become a stage antics by the ‘ugly’ sisters (‘ugly’ beloved tradition for many families, with because they are mean!) fabulous live music generations passing down the tradition of by our Panto band The Frog Kissers, and a attending pantomimes during the holiday very lovable horse called Klong Hopper! season. The art form’s unique blend of page 56 | https://www.isb.ac.th

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

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! https://www.isb.ac.th | page 57

ISB Booster Connected 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.

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 The ISB Booster Club is connected to the clubs and organizations, the Booster Hut has community through events and fundraising efforts. By organizing events like the Pancake partnered with student groups and local Breakfast, participating in Spirit Night, and organizations to facilitate their own fundraising designing and selling Spirit Gear; the Booster efforts. Currently, our community can Club is able to raise money that goes directly purchase reusable canvas shopping bags from the Booster Hut to support the student towards supporting and celebrating our student’s participation in athletics and the arts club, the Green Panthers. The Green Panthers and activities. This creates a sense of school are raising money for the organization, One pride, community involvement and investment Tree Planted. The Booster Club is proud to support their efforts for this worthwhile cause. in our school’s success. Sponsoring our students’ participation in end of season Overall, the Booster Club’s connection to the banquets and awarding the Spirit of ISB awards bring together students, parents, and community is an important one. By raising funds, organizing events, and community members to celebrate our students’ achievements. These events not promoting school spirit, the club is able to only create a fun and festive atmosphere, but bring people together and create a sense of community pride and investment in the they also foster a sense of pride and school spirit. This can be seen through the club’s school’s success. Whether you’re a student, a parent, or a community member, there are efforts to create merchandise like t-shirts, hats, and banners that showcase the school’s many ways to get involved with your local colors and logo. By wearing and displaying Booster Club and help support our students. page 58 | https://www.isb.ac.th

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By: Kelley McKenna + MS student contributors page 0 | https://www.isb.ac.th

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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 https://www.isb.ac.th | page 63

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 480 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, 64% 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.

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Reunions ISB Alumni &Visits By: Harold ALBERT

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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 65th anniversary took place in 2017, and while we are hoping we can still do something for the 70th anniversary that was passed last school year, the next major event will be organized for ISB’s 75th anniversary, which will most likely take place during the 2026-27 school year.

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 70s wanted to have a reunion. From the

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 2018 10-year reunion planned by the ISB Class of 2008.

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 https://www.isb.ac.th | page 67

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 70 graduates from the Class of ’08 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”).

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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 5-8, 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.

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1993-2023

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!

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ISB International School 39/7 Soi Nichada Thani, Pakkret