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Navigating Transitions at Tashkent International School: Supporting Local and International Students

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This discussion focuses on the transitions experienced by students at Tashkent International School, emphasizing both local and international perspectives. We explore the various stages of the transitions cycle, such as the excitement of starting anew, anxiety, ambivalence, and social relationship adjustments. By reviewing previous successes and planning for the year ahead, we aim to enhance our understanding of how to support students through these changes. Our approach includes strong community involvement, orientation programs, and strategies for emotional resilience as students adapt to different cultural and educational environments.

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Navigating Transitions at Tashkent International School: Supporting Local and International Students

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  1. Transitions Tashkent International School

  2. Discussion Points • The Transitions Cycle • International and local students • Common Themes • TIS Transitions Umbrella • What we’ve done successfully in the past • Plan for this year

  3. The International Cycle: E.A.S.E.

  4. The Local Cycle

  5. Entry • Excitement aka the “Honeymoon Phase” • Anxiety • Ambivalence • Unresolved loss • Issues become more apparent as students get older

  6. Adjustment • School expectations • For local families (some international families) – adjustment to a school curriculum totally different both culturally and academically. • Social relationships • Time it takes to develop friendships varies depending on the student. • Culture of play – particularly in Elementary – may look & feel different for some of our students. • Language has a strong correlation with the above

  7. Staying • Fact of life for many of our students, both local and international. • At TIS: reality of staying increases as students get older. • Those who stay experience loss of their friends and teachers who move on. • Common feelings • Starting over again with friendships – school can feel like a revolving door. • Wanting to stay connected with friends who have left

  8. Exit – Building a RAFT • Reconciliation • Affirmation • Farewell • Think Destination Adapted from Third Culture Kids: Growing Up Among Worlds by Pollock and Van Renken

  9. RAFT

  10. How this all works at TIS • Ongoing successes • Orientation at the beginning of the year. • The role of the elementary/secondary homerooms and advisories: welcoming, ice breakers, morning meetings, team-building/social skills groups, etc. • Principal’s Coffee Mornings for parents. • Student Support Team • Transition from 5th to 6th grade, including 5th grade graduation. • MYP Induction • Celebrations during Elementary assemblies. • Challenges • Admissions • Language • Entry and exit happens throughout the whole year. • Time

  11. Response to the challenges • Short-term: • The PYP tree and character education. • SST referrals. • Counselor is working on Welcome Club • Counselor is preparing materials and resources that will be readily available to classroom teachers. • Coffee Mornings for parents (schedule TBD). • Ongoing inventory of TIS Transitions program. • Exit – working with families/admin, Leaver’s Lunch, etc. • Long-term: • School-wide transitions team. • Parent involvement.

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