Principal’s Corner
by Ms. Maureen Juanson, Elementary School Principal, PYP Coordinator & Accreditation Officer
The Power of Our Words: Fostering a Culture of Support and Growth
As we enter the last quarter of the school year, many students face unique challenges. Some feel pressured to achieve the goals they set for themselves, while others struggle to maintain focus. For some, the uncertainty of upcoming transitions brings anxiety. At this time of year, our students need our support more than ever, and through the power of our words, we can provide just that.
At CIS, we recognize that the language we use shapes our students’ learning, relationships, and sense of self. The Power of Our Words by Paula Denton, EdD, highlights how intentional, positive, and respectful communication creates a supportive environment where students thrive. Psychologist Lev Vygotsky emphasized that language shapes thoughts, feelings, and experiences. According to The Power of Our Words, Vygotsky described language as producing “fundamentally new forms of behavior.” It molds our sense of who we are, helps us understand how we think, work, and play, and influences the nature of our relationships. When students hear encouraging, specific, and respectful language, they develop confidence, intrinsic motivation, and a strong sense of belonging. During this time of transition, using language that reassures and empowers students can help them navigate their emotions and challenges with resilience.
For Teachers: Applying Intentional Language in the Classroom
Teachers can foster a positive learning atmosphere by using:
- Reinforcing Language – “I see you are working hard to solve this challenge.”
- Reminding Language – “What strategies could you try to solve this problem?”
- Redirecting Language – “Take a deep breath and try again.”
By being mindful of tone, phrasing, and intent, teachers guide students toward independence and self-reflection, especially when they feel overwhelmed.
For Parents: Extending Positive Communication at Home
Parents can reinforce these approaches to nurture resilience and responsibility at home:
- Acknowledge Effort: “I noticed you kept trying, even when it was difficult.”
- Ask Open-Ended Questions: “What was something new you learned today?”
- Model Reassurance and Support: “I know this time of year feels challenging, but I believe in you.”
As we navigate this final stretch of the school year, it’s important to reflect on how our language supports a growth mindset in our students. Are we using words that encourage problem-solving and independence? How can we model respectful and reassuring communication in our daily interactions? In the weeks ahead, let’s try using reinforcing, reminding, and redirecting language, reflect on moments when our words positively impact a student or child, and share strategies with colleagues and parents to promote mindful communication. By choosing our words with care, we can help our students finish the year with confidence, resilience, and a sense of accomplishment.
Upcoming events of note
- Mar 17-31: IB Art Exhibit @ CIS
- Fri, Mar 28: Centennial Showcase (CIS Got Talent)
- Mon, Mar 31: Public Holiday – Eid al-Fitr
- Apr 1-4: STEM Week
- Wed, Apr 9: School Day (Day of Valor: Compensatory holiday-Apr 11)
- Thu, Apr 10: G12s last day of classes
- Thu, Apr 10: TOK Exhibition (DP1)
- Fri, Apr 11: School holiday ( Compensatory day for Apr 9 holiday – Day of Valor)
Please refer to the CIS Event Calendar for the complete calendar of school events.
Kinder/Grade 1 Class
by Ms. Emilia Malarewicz, KG1 Homeroom Teacher
Exploring Waste and Our Role in Protecting the Planet by Kindergarten and Grade 1 Students
In our latest unit, “Sharing the Planet”, Kindergarten and Grade 1 students have been investigating the impact of waste on the environment and how we can manage it responsibly. With the central idea, “The waste people create affects the environment and needs to be managed,” students have been on an eye-opening journey to understand where our trash goes, why it matters, and what we can do about it.
We kicked things off with the Trash Mystery Provocation! Real-life discarded items—like milk cartons, yogurt cups, and food wrappers—sparked curiosity as students examined, sorted, and discussed them. Using the See-Think-Wonder routine, they considered: Where does this waste end up? Why do we need to manage it? Their ideas were captured in a KWL Chart to track what they knew, what they wanted to learn, and their discoveries along the way.
A walk around the school became an Outdoor Investigation, where students observed and documented litter in common areas. This led to meaningful discussions on why proper waste disposal matters and how small actions, like using recycling bins, can make a big difference. Students explored the concepts of recycling, composting, and reusing, even visiting a composting site to see waste transformation in action.
One of the most exciting experiments, “What Happens to Trash?”, compared the decomposition rates of a banana peel and a plastic bag. Students made predictions, observed changes, and reflected on the long-term impact of waste on our planet. Through videos and discussions, they investigated real-world environmental issues and brainstormed ways to be waste-wise citizens.
Students demonstrated their creativity in our DIY Recycling Project, where they repurposed waste into art or useful objects. They even tried their hands at paper-making, discovering how old materials can be given new life. A role-play activity helped them experience the consequences of mismanaged waste and explore solutions.
Now, as we wrap up our unit, students are applying their learning to final projects aimed at raising awareness of waste management challenges in our school like littering, improper waste sorting, and non-biodegradable items in compost bins. We can’t wait to see their ideas and actions inspire change in our community!
Extended Essay
by Steve Duba-Maack, Language & Literature Teacher
Changes Coming to the Extended Essay
I recently returned from Bangkok where I attended an IB Workshop about 
the newly designed Extended Essay process. While the changes are not radical or extensive, the IB is putting renewed emphasis on students’ academic integrity because of AI and on allowing them to shape topics that they can be passionate about while remaining connected to their IB class syllabuses.
The workshop took place on the lovely and tightly built campus of St. Andrews International School, Bangkok, in the Sukhumvit neighborhood. The two-and-a-half day schedule was packed with new information about the Extended Essay and with the attending teachers familiarizing ourselves with the new EE guide. It is truly a privilege to be able to take part in quality professional development with so many talented teachers and workshop leaders from South Asia to Oceania.
The Extended Essay is a crucial part of the IB Diploma Programme core curriculum. Starting in Grade 11, students design a research question and prepare to research a topic of their choice that is aligned with one of their course offerings. They then conduct research to prepare a response to their research question and present it in a highly structured 4000-word essay. They complete the EE in the first part of their Grade 12 year, so students spend nearly 18 months working their way through the EE process.
In the past, students’ EE topics were limited by both the course offerings of the IB and by the specific courses in which students are taking exams. But the new Extended Essay guide, starting with next school year’s Grade 11 students, allows for what the IB calls an “interdisciplinary pathway” through which students can combine two EE subjects to help shape a research question that better fits their interests. This might not always be a good choice for some students and subject-area combinations, but if used wisely, it could open up research opportunities for students who are having a hard time fitting their research interests strictly into a single subject area.
Another facet of the Extended Essay that generated constant conversation at the St. Andrews EE Workshop was student use of Artificial Intelligence to research and write. The use of AI is permitted by the IB as long as students acknowledge their use of it. However, especially as AI continues to be more effective and widely available, students will need to account in more detail for their research and writing process and be able to demonstrate the authenticity of their EE. Students will need to be taught processes that help them continue to write authentic EEs as the need for student accountability continues to grow.
The new Extended Essay guide will take some getting used to for faculty supervisors of EEs, but overall, the new guide is shorter, easier to use, targeted to its student audience, and provides many new opportunities for students to practice research and be successful in completing their EE. Most importantly, students will have a chance to enhance their overall research, thinking, and communication skills.
College & Careers Counselor Corner
by Ms. Jenny Basa, College Counselor
CIS 3 Campuses
SAT Update
SAT Registration Is Now Open
| Test Dates | Registration Deadlines | Deadline for Changes, Regular Cancellation and Late Registration Deadlines* |
| May 3, 2025 | April 18, 2025 | April 22, 2025 |
| June 7, 2025 | May 22, 2025 | May 27, 2025 |
*Additional Fees apply
To register for the SAT, you may click on this link. If you need assistance or have any questions, please feel free to email Ms. Jenny Basa at jbasa@cis.edu.ph.