News from the School

The kindergarten classes come rushing through the doors after playtime, faces flushed and full of energy. As soon as the Bear class hear the music from their classroom, their energy changes. The sound of water and deep breathing echoes as the children take a carpet and find a quiet spot on the floor. Some strike a yoga pose, others lie on their back, Lev is concentrated, hands out for take five breathing. Our class “calm time” has begun. 

In recent years, mindfulness has emerged as a prominent topic in education. as a way to improve well-being and reduce stress. Schonert-Reichl and Lawlor describe mindfulness as "concentration on the present moment, while also attentively observing thoughts and feelings" (2010).  In our class we call it by many names “feeling sharing circle”, “calm down time” and “yoga”. Finn describes calm time as “I can take big breaths; it helps me to relax”.  Although mindfulness is often discussed for adults and youth, it is equally essential in the early stages of child development. Kindergarten is a time when children are just starting to learn to regulate their emotions and behaviour, and mindfulness is crucial to developing these skills. A growing body of research has shown that mindfulness practices in the kindergarten classroom can improve children's emotional regulation, attention, and social skills (Flook et al., 2010; Schonert-Reichl et al., 2015). As an educator I have seen firsthand the benefits of using mindfulness practices in the classroom. This year we focused on actively teaching how to identify emotions and feelings, using the calm corner and meditation and yoga. 

In the kindergarten Bear class, we begin each day by sharing how we are feeling. The children use clothes pegs with their pictures on them to move their peg to happy, calm, sad, angry. We discuss why they are feeling this emotion and when a child is sad or angry and identify ways the class can help them to feel better. Throughout the day the children are reminded to move their peg in accordance to how they are feeling. Since the beginning of the year, I have seen a lot of progress in the children's ability to identify how they are feeling, show empathy to others and start to find strategies to cope with big emotions. For example, last week when Eugenie moved her peg to sad, we talked about why she was sad, in this case missing mom and dad. Then we asked her how we could help to make her feel better. Eugenie suggested a few minutes in the calm corner with a soft toy to feel calm and ready to learn. At the beginning of the year, it was difficult for the children to identify or talk about how they were feeling, and they were unable to suggest strategies.  

The calm corner is another way we practice mindfulness in the classroom. Calm corners are designated spaces to provide a safe and peaceful area where students can retreat to when they feel overwhelmed, stressed, or in need of a moment of calm (Johnson, 2020). Equipped with soft seating, cozy materials, and sensory tools such as stress balls or fidget toys, calm corners offer a refuge for students to engage in relaxation techniques, deep breathing exercises, By providing a dedicated space for self-reflection and emotional regulation, calm corners help students develop essential coping skills, improve self-awareness, and enhance their ability to manage their emotions effectively (Schonert-Reichl & Lawlor, 2010). The calm corner was an instant hit in our class and an effective tool for students to refocus and get back to learning.  

Finally, we practiced yoga and guided meditation during calm time in the classroom.  During yoga we do gentle movements, stretches, and poses for strength, flexibility, and body awareness. We also practice deep breathing and meditation. By incorporating meditation alongside yoga, students are provided with an opportunity to calm down, focus, and self-reflect. Together, these practices help students develop self-regulation skills, improve concentration, and reduce stress and anxiety (Flook et al. 2015).  I noticed a huge difference in the learning outcomes of the class when we started having guided meditation and yoga after lunch playtime. After these sessions the children were much more able to focus on our math or literacy lessons.  

Although mindfulness practices take up only a few min each day, I have seen great benefits in social-emotional regulation, empathy and focus. When a younger student from another class began to cry, Mateo started to show them how to practice take five breathing. This is a meditation technique where students follow the shape of their hands breathing in and out with the up and down of their fingers. Soon the younger student was following along with deep breaths in and out. As an educator, this reiterated for me the importance of actively teaching mindfulness not only for the well-being of the individual student but the whole school community. 

Emily Gray, teacher Kindergarten

Stärke, Flexibilität und Koordination stärken, wären Themen in unserem Yoga-Kurs. Wir gratulieren allen Schülerinnen und Schülern zur erfolgreichen Teilnahme.

Andrea Østerhaab, teacher yoga

“If you want to be a writer, you must do two things above all others: read a lot and write a lot. There's no way around these two things that I`m aware of, no shortcut.”  Stephen King

Writing is a fundamental life skill. It is used and required in so many of our day-to-day activities – whether, it`s via pen and paper or through a devise. It fosters communication and is a vehicle through which we can explain our ideas to ourselves and to others.

This year, writing has been a particular focus, at SIS Rotkreuz-Zug. Throughout the school year, the staff have attended various workshops and professional development days. These have been led by Alex Hall, our English curriculum co-ordinator. Staff were inspired to take away a variety of ideas from these occasions and implement them directly into their teaching.

Exciting and immersive writing, in the weekly timetabled writing lessons, have provided opportunities for the children to explore the different genres through a variety of scaffolded approaches. This has further encouraged, promoted and fostered a culture where all students feel safe to have a go and where development from emergent to established writers has taken place.

Testament to the hard work and dedication of the students and staff, in supporting the development of writing across the whole school, has been the wonderful lessons that I have had the pleasure of watching. From writing their own shape poems in Primary Intro to deciphering the meaning of the nonsense words in the Jabberwocky in Primary Six to Primary Four taking inspiration from their topic of solid, liquids and gases, in Science, to write explanatory texts about why ice melts. 

In the classrooms, there has been a constant buzz of students volunteering and exchanging ideas, as well as conveying their wonderful thoughts on paper as their confidence in their own ability and knowledge of the genres has developed and connections made between the languages.

Our focus on writing culminated in an assembly. The students were invited to unravel the challenging anagrams. Across all the year groups, I was amazed by their impressive secure knowledge of the seven different genres and their knowledge of the different features found in the each individual genre.

They also took part in a survey. They were each asked to think about how they felt about writing after their experiences this year. The results came back that a staggering 98.7% of the students were either confident or very confident about writing. This was a super way to end what has been a real team effort.

At SIS Rotkreuz_Zug we encourage the students when they are not sure about something to give it a go. So, for anyone reading this who has any self doubt then here are some recommended tips that I have found that may help you to improve your writing skills:

Believe you can: Believe you can, and you’re halfway there! You can do anything you put your mind to.

Read and study more: This will help in improving your grammar and use of words.

Write daily: Write every day.

Organise your thoughts: Jot down your ideas and find a system that works for you to order them.

Suzy Letherin, teacher Primary

Buntes Treiben herrscht an der SIS Rotkreuz-Zug! Im letzten Quartal haben sich die Schülerinnen und Schüler mit verschiedenen musikalischen Themen beschäftigt. Im Vordergrund standen neben der obligatorischen Musiktheorie und Gehörbildung auch der musikalische Ausdruck und verschiedene Möglichkeiten seiner Darstellung.

Die Idee dieses Quartals war, dass alle Klassen einen Tanz und Lieder lernen sowie sich zusätzlich mit dem Thema «Groove» beschäftigen.

Die Schülerinnen und Schüler der 1. Klasse haben beispielsweise einen irischen Kreistanz einstudiert, der neben der Schulung ihres Körpergefühls und ihrer Koordination, auch ihr musikalisches Gehör trainieren sollte. Die Kinder der 2. Klasse haben den Cup Song «When I`m gone» einstudiert und die Schülerinnen und Schüler der 3. Klasse haben gelernt, wie man auf dem Cajon einen spannenden Groove mit drei verschiedenen Spielarten erzeugt (Bass, Ghostnote und Slap).

Auch in der 5. Klasse war der Groove ein Thema, da diese Klasse einen eigenen Cup-Song erstellen musste. Dazu wählten die Lernenden eigens einen Song mit einem einfachen Puls aus und verbanden die rhythmische Begleitung des Songs mit dem Rhythmus des Gesangs, den sie dann mit den Cups umsetzen. Das Ergebnis war bemerkenswert!

Die Lernende der 4. Klasse haben sich mit verschiedenen Songs der Band «Imagine Dragons» beschäftigt und gelernt, wie man einen Song im Swing-Stil begleitet.

Die Schülerinnen und Schüler der Sekundarstufe haben sich mit der Tanzkultur der 1920er Jahre beschäftigt und einen Tanz zum Klassiker «Putting on the Ritz» einstudiert und zusätzlich den Song «Human» von Rag `n` Bone Man vorgetragen.

Das Grossartige am Musikunterricht ist, dass immer ein buntes Treiben herrscht und dass alle Schülerinnen und Schüler ihr Können präsentieren und sich musikalisch ausdrücken können.

Daniela Argentino, Musiklehrerin

For the children in Primary 6, a time of change is infront of them. Many will start either a new school or new stage of their education after the summer holiday. I will certainly miss seeing them each day! Yet at the same time, I am excited to see what the future holds for them all.

Three of our students from the Primary 6 class have been reflecting on their time in Primary School and looking ahead to their future adventures. Enjoy their reflections!

 

We are grateful for our time in SIS Rotkreuz-Zug over the last few years and for all the friends we have made here. We will miss them all, as well as all the teachers and extra staff when we move to different schools. We have had the opportunity to know each other our entire lives.

Next year will bring change, as we will not only begin studying in different schools, but also in different countries.

We will take many memories with us, especially of our time together as a class . The experiences we have made since we first met are unforgettable and very precious. We will move on but the memories are forever.

Being in a bilingual school has impacted us in many great ways. We have learnt how to handle different situations in different ways and how to live our best lives with many awesome people. We are the people we are because of those we have met and the wonderful people at this school.

We will miss our whole class very much and we wish everyone the best in their future adventures. It has been great getting to know all our friends and spending time with each other.

We are now going our separate ways but all the fantastic memories we have made will stay forever in our hearts and shape who we are in the future.

Joshua Emmenis, Victoria Wild & Myrto Patelli - students Primary 6

On Wednesday, 21 June 2023, the SIS Rotkreuz-Zug Secondary students were invited to SIS Pfäffikon to take part in an inter-SIS basketball tournament. The event brought together two mixed secondary teams from each school and was an electrifying display of skill, teamwork, and sportsmanship. The morning not only showcased impressive athletic abilities but also united the SIS community in a celebration of teamwork and healthy competition. Our SIS Rotkreuz-Zug team had been preparing enthusiastically for months leading up to the event, honing their skills and escalating their intensity on the court. The level of competition was evident from the very first game as both teams tipped off with excitement to showcase their skills, determination, and teamwork. This memorable tournament not only provided thrilling basketball action but also served as a platform for fostering camaraderie and sportsmanship amongst all. It was a magnificent atmosphere of unity and encouragement where players exhibited respect and fair play both on and off the court and many new friendships were formed.

As the echoes of cheers and the excitement of the tournament subside, the event will be remembered by all as wonderful opportunity to unite, inspire and create a lasting impact on our school community and lasting memories for our students. We are already looking forward to next year’s event.

Meredith Rooney, teacher Secondary Sport

Unsere Schulwerte sind Respekt, Verantwortung und Herausforderung. In jeder Schulversammlung erhält ein Kind aus der Klasse eine Urkunde von seiner Lehrperson, das einen unserer Schulwerte vorbildlich vertreten hat. Herzlichen Glückwunsch an die Kinder, die ihre Lehrerinnen und Lehrer in den letzten Wochen beeindruckt haben.