EMPOWERING STUDENT VOICES: A CELEBRATION OF AGENCY AND LEADERSHIP

It is with tremendous joy and pride that we share with you the vibrant atmosphere of student agency and leadership that permeates our school every day. At Prem Tinsulanonda International School, we believe in nurturing the unique talents and voices of each individual, empowering them to take charge of their learning journey in multiple areas of school life and make meaningful contributions to our community along the way. 

Student agency is thriving throughout Prem! Every corner of our school is alive with the spirit of student agency. From the innovative projects undertaken in classrooms to engagement in service projects to the student-led initiatives that enhance our school environment, it is evident that our students are not just learners, but also leaders in their own right. 

We have so much to celebrate as a learning community, and this particular ingredient in school life is worthy of our highest praise. As advocates for empowering our students to become global citizens, developing leadership attributes in young people is a facet of Prem’s education that means so much to so many of us. We take immense pride in providing diverse opportunities for students to learn to lead, and in celebrating the accomplishments of our student leaders, whose dedication and passion continue to inspire all of us. Their initiatives, whether big or small, have a proud impact on our school culture and wider community. 

This spirit of student leadership was recently on display through both Grade 9 and Grade 8 students’ Community Projects, as well as with 4 senior students who represented Prem at BERLINMUN during the February holiday in Germany. Additionally, we had the privilege of hosting a one-day Model United Nations (MUN) conference for Chiang Mai international school students on Friday 15 March. Both MUN conferences provided a platform for participating students to engage in meaningful discussions, debate global issues, and develop essential skills such as critical thinking, diplomacy, and public speaking. 

The MUN conference hosted by Prem this past week was a testament to the hard work and dedication of our passionate student organisers, who worked tirelessly to ensure its success. From planning the logistics and agenda to moderating debates, our student leaders demonstrated maturity, professionalism, and a deep understanding of global issues. Both very recent MUN conferences not only provided an enriching learning experience for our students but also fostered connections and friendships among participants from different schools and backgrounds while nurturing collaboration, dialogue, and mutual respect. Truly memorable experiences.

As we reflect on these and other remarkable moments when our young people shine in multifaceted ways, we are reminded once again of the incredible potential of our students and the importance of nurturing their voices and leadership skills. In the Senior School we remain committed to providing our students with ample opportunities to grow, learn, and make a positive impact on the world around them.

All around us, everywhere you look at Prem, we witness evidence of our learners flourishing. I am so very proud that ours is a community where individuals are nurtured, feel safe to be themselves, and where diversity and passions can thrive. Together in educational partnership, let us continue to celebrate student agency and empower the efficacy of our future leaders to create a more just, inclusive, and compassionate community each and every day.

Shaun Hudson
Senior School Principal

Prem School Community Excitedly Hosted Model United Nations Conference 

Dear Prem School Community,

We are thrilled to announce that on Friday, 15 March, Prem International School opened its doors to delegates from 12 different schools in Chiang Mai for the highly anticipated Model United Nations (MUN) Conference. This event showcased the incredible efforts of our students who have dedicated themselves to deepening their understanding of global affairs, history, and engagement in discussions about challenging political topics that shape the world we live in.

The students at Prem worked tirelessly to organise and host this prestigious conference, and we couldn't be more proud of their dedication to learning and their commitment to becoming knowledgeable global citizens. The Model United Nations Conference is a testament to students’ passion for making a positive impact on the world through informed discussions and diplomatic solutions.

The conference brought together bright minds from various international schools, providing a platform for students to engage in meaningful dialogue about current global issues. The agenda included discussions on topics such as climate change, human rights, international security, among others. This was an opportunity for our students to showcase their research, critical thinking skills, and diplomatic prowess.

We extend our heartfelt congratulations to all the delegates who participated in this conference. Your hard work and commitment to addressing important global issues are truly commendable. The Model United Nations experience not only fostered academic growth but also encouraged the development of essential skills such as public speaking, negotiation, and teamwork.

For those who are inspired by the Model United Nations Conference and wish to be a part of the action moving forward, we invite you to consider joining the Model UN club next term. This is an excellent opportunity to further engage with international affairs, enhance your leadership skills, and contribute to creating a more informed and interconnected world.

As an educational community, we continue to support our dedicated students and the participating delegates. The Model United Nations Conference was a day filled with intellectual stimulation, collaboration, and a celebration of our students' achievements.

Alec Wright
MYP Individuals & Societies, Lang B, IEP Math, HR G10 
MUN Supervisor

Exciting News: Dr. Emma Shaw's Latest Publication! 

We are elated to share some exciting news from our very own Dr. Emma Shaw! Over the past ten months, Dr. Shaw, a dedicated Senior School teacher here at Prem, has been diligently crafting chapters for a new textbook tailored for the IBDP Environmental Systems and Societies (ESS) course.

Come August 2024, students embarking on the IBDP Environmental Systems and Societies journey will be greeted with an innovative and comprehensive curriculum. What's even more remarkable is that the course has now expanded to offer both Standard and Higher level courses, marking a significant milestone in its evolution.

Dr. Shaw's expertise in this interdisciplinary field has been invaluable to our community. With over eleven years of experience teaching the IBDP Environmental Systems and Societies course, Dr. Shaw's dedication to environmental education is truly commendable. Her contributions extend beyond the classroom, as she continues to actively engage in various environmental initiatives.

We are proud to announce that Dr. Shaw was handpicked by Hodder Education to collaborate with a global team of writers in developing one of the new textbooks. Last week, Dr. Shaw hosted the official launch and webinar for the book, drawing a diverse audience eager to explore the intricacies of the new syllabus and how the textbook addresses them.

This marks Dr. Shaw's second publication related to the IBDP Environmental Systems and Societies course. Join us in congratulating Dr. Shaw on this remarkable achievement, and stay tuned for more updates on her inspiring journey!

Sandra Thompson
Communications and Community Outreach
Marketing & Admissions

International Women’s Day Celebration 

Inspiring words and empowering voices echoed through Prem's Woman's Day celebration! 

Speakers teacher, Jennifer and Nichole, and student Choney captivated us with their insightful perspectives, reminding us of the importance of valuing and understanding women's inclusion for a brighter future. 

As we reflect on the progress made, let's remember that there's still work to be done. While strides have been taken, only 11% of countries have women as Heads of State, and 9% as Heads of Government. Let's continue to inspire inclusion and pave the way for a more equitable world!

William Langston
Head Digital Media

Fostering Well Being through Plant Care and Student Engagement

In a world where urban pollution levels soar to alarming heights, with the recent surge in air pollution, such as Chiang Mai reaching a staggering AQI of 236 at the time of writing this article, there is an urgent need to seek refuge indoors. Amidst these challenging times, nurturing indoor plants emerges as a beacon of tranquillity. As we tend to our leafy friends, we not only create a space of calmness but also start a journey of self-discovery and growth.

Caring for plants indoors serves as a powerful tool for promoting mental and emotional wellbeing. Studies have shown that spending time in the presence of plants can reduce stress levels and enhance feelings of relaxation. The act of nurturing plants provides a tangible connection to the natural world, offering a sense of purpose and fulfilment in our daily lives. Moreover, indoor plants act as natural air purifiers, filtering out harmful toxins and pollutants, improving the quality of the air we breathe.

This year, Forest School embraced the therapeutic benefits of plant care by involving Early Years (EY) students in cultivating their own indoor ecosystems. Through the creation of two terrariums, EY1 and EY2 students have embarked on a journey of discovery and stewardship. From collecting rocks to propagating plants and observing two resilient snails, every aspect of the terrarium project reflects the hands-on involvement and enthusiasm of our young learners.

As students watch their terrariums, they learn valuable lessons in responsibility, observation, and empathy. The inclusion of snails offers a unique opportunity for students to explore and develop a deeper appreciation for all living beings. By integrating terrariums into the classroom environment, Forest School aims to instil a lifelong connection with nature in our students, fostering curiosity, wonder, and environmental stewardship.

In the face of adversity, let us embrace the healing power of nature and cultivate our indoor gardens with care and compassion. Through the simple act of plant care, we not only create havens of peace within our homes but also sow the seeds of resilience, empathy, and environmental consciousness in the hearts of future generations.

Stay indoors, stay safe.

Tonatiuh Arriaga
Forest School Programa

Early Years Program at Prem - Parent Workshop

On 1st March, I had the opportunity to present a parent workshop about the Early Years Program at Prem. Seeing so many parents join in and actively participate in the conversations and engagements was wonderful. As part of the PYP programme and being inspired by Reggio Emilia, the Early Years at Prem focuses on an approach that promotes happiness, confidence, independence, and cultivating caring citizens of the world. Our attention and commitment to the environment create an inspiring and safe space for our younger learners to develop holistically and feel a sense of belonging in our community.

The Early Years program rests on three fundamental pillars that define our values and beliefs around early childhood education: Relationships, Play, and Environment.

During the workshop, I emphasised the importance of developing strong relationships. The role of Early Years teachers at Prem is to build strong connections with our children, listen to them, understand what they already know, ask them open-ended questions, and facilitate their interactions with the environment and their peers. In this co-constructed approach, teachers guide students to develop a greater understanding and make meaningful connections about how the world works. Teachers carefully observe and document the growth of children and the classroom community. As Early Years Educators, we hold a strong image of the child, viewing them as capable learners, co-constructors of knowledge, collaborators, creative, expressive (holding ‘100 Languages’), and full of potential.

Play is our vehicle for learning and the purest form of inquiry. The evidence keeps mounting that play is the best way for children to learn – and thrive. From our earliest days, play is how we relate to the world and to each other. When children have plenty of opportunities to learn playfully, they do what they do best: pursue their natural curiosity. And, as they do, they build skills and aptitudes they’ll keep for life. The Lego Foundation, along with Project Zero and the Harvard Graduate School of Education, have led extensive research on play and its benefits as a future-focused pedagogy for schools.

But, what are the characteristics of play, and how do they support learning?

• Joy: Joyful experiences involve the heart and mind - emotions and cognition. Joy promotes motivation and interest, which furthers learning.
• Meaningful: When something is meaningful, people attend carefully. They relate their new experiences to what they know and make connections that allow for further and deeper learning.
• Actively engaging: You learn much more when your mind and body are actively engaged; they are inherently linked.
• Iterative: The motivation to play supports children’s tendencies to try and try again. Through iteration, people experiment, revise, explore different strategies, and discover their next question—they learn.
• Socially interactive: Social connections promote learning. Indeed, the most powerful resource available to support learning is other human beings.

This was evidenced as parents engaged in the different playful learning areas set up for the workshop. It was heartening to see how parents gradually overcame their initial resistance and nervousness about engaging in play. After a few minutes, I could hear giggles and conversations as parents let themselves immerse and follow their natural curiosity, interacting playfully with the provocations set. This exercise also helped us discuss how the Approaches to Learning Skills (ATLs) of the PYP and the different EY Subjects learning outcomes were intentionally integrated into each of the learning engagements.

The workshop also highlighted the importance and value we place on our learning environment, which we refer to as the ‘Third Teacher’. Through our intentional learning environment, we provide opportunities to engage in sensory-rich indoor environments, adventurous play and learning in outdoor environments, a range of open-ended materials and experiences, and co-construction of the environment to respond to students’ needs, interests, and learning.

I want to conclude with a quote from Loris Malaguzzi, the founder of the Reggio Emilia approach, which I find inspiring and hope it sparks some thinking in the community:

"Our expectations of the child must be very flexible and varied. We must be able to be amazed and enjoy like the children often do. We must be able to catch the ball that the children throw us and toss it back to them in ways that make the children want to continue the game with us, developing, perhaps, other games as we go along.” ~ Loris Malaguzzi

Thank you very much, and please do not hesitate to contact me if you have any questions about our Early Years Program here at Prem.

Alicia Brena Nuno
EY Coordinator and EY2 Homeroom Teacher

Sustainable Technology in Grade 5

Grade 5 students delved into the intricate world of sustainable technology as part of their exploration for the Unit of Inquiry, "Sharing the Planet." Understanding the profound impact of technological decisions on nature, economy, society, and well-being was the focal point of their journey. Venturing to the farm, students immersed themselves in the practical application of sustainable technology. They scrutinised various tools such as water heaters, solar panels, hydroponic greenhouses, bike blenders, and bike sprinklers, weighing the positives and negatives of each. Through hands-on experiences like ploughing fields and planting rice, they intimately connected with the agricultural process, culminating in the satisfaction of consuming Khao Gee

(grilled sticky rice with egg). Upon returning to the classroom, students broadened their perspective by comparing their findings to high-tech farms in America. They organised their thoughts using the sustainability compass model, analysing the environmental, economic, and social dimensions of each technology. Furthermore, students linked their research to the United Nations Sustainable Development Goals, fostering a deeper understanding of how sustainable technology contributes to global progress. Through this immersive and interdisciplinary approach, Grade 5 students not only gained knowledge but also cultivated a sense of responsibility towards shaping a more sustainable future.

Alison Thompson
Grade 5 Teacher and Junior School Mathematics Coordinator

Berlin Model United Nations February, 2024

Four of our senior students had the honour of participating in BERMUN2, held in Berlin, Germany, from 19-25 February, 2024. Model United Nations (MUN) provides a platform for students to assume the roles of delegates representing various countries, enabling them to address real-world issues while gaining insight into the principles and functions of the United Nations. Our delegates - Thee, Andrew, Jade, and Choney - represented the Russian Federation at BERMUN2. The conference theme, 'Raising Nationalism: Fortifying International Institutions,' framed discussions throughout the event. As their acting director, I had the privilege of accompanying the delegates to BERMUN2, where they engaged in three days of conferences, participating in research, debate, and negotiation across four committees, each mirroring a UN body. MUN fosters critical thinking, diplomacy, and teamwork, preparing participants to become well-informed global citizens and potential leaders in international affairs. 

Dr. Ambika Subrahmanya
IB DP Business Management & Economics Teacher

Journeys to the Hilltops & the Slopes
A Karen Hill Tribe Trip:  A student and teacher reflection

A student reflection:
From Thursday, 9 February to 3 March, Grade 9 - 11 drama students took a trip to the Karen Hill Tribe in Omkoi. The trip was in association with drama students from Chiang Mai University, who collaborated with us to teach drama to the village children. The end goal of the trip was to put on a performance that reflected the villages' personal stories and opinions. 

We helped enhance the performance using skills we had learned ranging from forum theatre to prop making, and Prem drama students also put on mask and mime workshops for the village students. We befriended the village and university students and immersed ourselves completely in the culture. 

The trip was an incredible, once-in-a-lifetime chance to connect with people of different backgrounds over one shared goal. I learned so much in those short days and formed deep friendships with people I would have never met. I am beyond grateful to everyone who helped make it happen, and I hope to keep having these kinds of experiences in the future.

Moe P. Grade 9 
Drama student

A teacher’s reflection:
Our Theatre Students were given the opportunity to participate in a very special project on 29 February - 2 March where they worked in partnership with the Drama Department of Chiang Mai University to research and dramatise the lives of a Northern Thailand Karen Hill Tribe.  

One of my many joys at PREM is to get to see our students applying what they learn into real-world contexts and to experience how others live and to learn empathy. Our brilliant students once again showed their quality and, with an abundance of vim and vigour, embodied so many elements of our school's vision. It is gratifying to see a young workshop leader engage a class of children for a whole hour, all of whom are communicating through an interpreter by using the communication skills they have honed in drama. Our students were able to empower and amplify the voices of schoolchildren from a Karen Tribe and equally work hand-in-hand with second year university students, being instrumental in planning and directing this important program. The village of Mae Tom has a unique and very important cultural heritage, as almost all of the village is involved with the creation of a special lacquer that is used by the Thai Royal Family for their buildings called Rạk (Love). Our job was to work in conjunction with the local community and the Chiang Mai University students to find stories and interweave them into a dramatic presentation celebrating the tribe, their achievements and afford the children a platform to place their issues upon. This programme was an unqualified success and I must thank the villagers for being such generous souls and so welcoming and also a massive acknowledgement of the hard work of Kusuma Venzky-Stalling who heads up the community theatre programme at the Faculty of Fine Arts of Chiang Mai University. Her stewardship and passion were the drivers that allowed this project to happen. As we left, there were tears and smiles and the warm feeling that profound connection often brings. I know that this is an experience all of us will remember.

Ian Johnston
Director of Drama

Ski Trip:  A Grade 6 and Grade 9 Reflection
It may have been cold but it warmed my heart - Prem Ski Trip

Good morning Prem Community, my name is Alani Obermayer. I am a Grade 6 student, and I had the wonderful opportunity of joining this year’s Ski Trip to Naeba Ski Resort in Japan. We said goodbye to our parents at Chiangmai airport at 8:30 p.m. and excitedly set off, our first stop being Bangkok. There we took another flight to Narita Airport, Tokyo, arriving at 7:30 a.m. the next day. Still very excited but a little tired, we drove to Naeba Ski Resort, finally arriving after 3:00 p.m. We were around 30 students and were sorted into our mini groups for the experiences as some people did snowboarding and some people skied. On the 5th night, we all went night skiing or snowboarding. I loved every moment of the trip. I got to ski with some of my friends from my ski group. The lights were amazing and the place was magical. I would definitely go again and fully recommend it to all senior students, beginners, and experienced.

Here are some lovely quotes from those who went on the ski trip.

Teacher Mark - “It was a joy to witness such a well-behaved and amazing group of young students who truly embodied the values of Prem School. The way we supported each other and embraced the challenges of skiing showed not only our athletic abilities but also our teamwork. The trip was not just about skiing but also about fostering a sense of community. They are a testament to the positive impact of Prem School's values and educational approach. Our students represented the school with grace, and their conduct reflected positively on the entire group. We can't wait to embark on another ski adventure in 2025, knowing that the students of Prem School will once again make it a memorable and enjoyable experience.”

Dian, Grade 6 - “I like the food, mostly the pizza.”

Dallas and Tom - Grade 10 “The Japan Ski trip was a very enjoyable experience and I am looking forward to going back next year.”

Five, Grade 6 - “I mostly like the snow on the mountains, except the last day. It was freezing cold and it was so icy.”

Pat, Grade 11 - “The ski trip is an exquisite adventure to make lasting memories through learning and thriving in an environment of excitement.”

Jasmine, Alumni - “It was a great opportunity given by the school to be able to go on this ski trip. The whole experience was great, the skiing as well as the hospitality.”

Sophia, Grade 8 - “I went on the Japan Ski Trip to try new things. What I found was a new passion for life. I fell in love with skiing the first day we went on the snow. I will be looking and searching for an opportunity to go back into the snow forever.”

Thank you to the organisers, teachers Mark, Kelly and Nick and all the students who made this trip unforgettable.

Alani 
Grade 6 Student

During this week of skiing, I think all participants of this trip including teachers can agree that a lot more happened than just skiing. I expected it to be all skiing from the moment we arrived until the very last day before we left. Since this was my first time going on a ski trip with the school, it was surprising to me that the activities were more varied than expected. The routines were very well organised and we had wonderful resting time and the perfect environment to wind down after each day of the skiing lessons. Going to convenience stores and finding all the unusual Japanese snacks was also a fun experience.

It was my first time travelling or taking a plane without my parents accompanying me. The steps were the same, but I feel that I developed this sense of responsibility and I can now say that I’m comfortable with going on flights without a close family member to supervise me. There was supervision and lots of care, no one was lost and if we had questions or trouble with anything, the adults were always there to help us.

We went skiing with our level of skiing skills with our ski teachers during the day and reunited with everyone in the afternoon at the hotel. On one of the nights, we went night skiing. This was a few days after we arrived, so that everyone was comfortable with their skiing skills. That night, we were given the freedom to go around a green slope as many times as we wanted until the given time to meet at the bottom of the hill to return back to the hotel.

A highlight was also meeting new people. We didn’t only get to know our ski teacher, but there was also another school from Pattaya who’s holiday aligned with ours and we coincidentally stayed with the same hotel, with the same ski company, at the same time. This was a great opportunity to make new friends out of school, but also to get to know the ones in our school better too. Some people at our school I just knew from seeing them in the hallways, but on this trip, we got to play board games and chat together. There is one thing I know for sure. If I could go again next year, I definitely would. 

Marie
Grade 9 Student

Weekend in Boarding

Our Boarding weekend kicked off with a movie night on Friday, setting the vibe for a laid-back and enjoyable time ahead. Saturday morning was all about grabbing some supplies and snacks for a laid-back hangout at Central Festival.

On Sunday, we headed over to the Jungle Cafe, a cool spot where students could kick back, relax, and embrace a bit of adventure. Back to campus, the boarding lounge turned into a cooking arena, with students flaunting their cooking skills by whipping up some fun cookie making.

As we wrapped up the weekend, we cooled off and dipped into a chill swimming session, adding a refreshing touch to the mix. Our boarders had a blast, filled with laughter, relaxation, and some fun memories. 🎬🍪🏊‍♂️ 

Bobby Woraphon
Junior Boarding Parent
Marketing Administrator (Digital Marketing)

Introducing Our Panthers Coaching Community 

The PREM Panthers are fortunate to have coaches from all corners of our PREM community. Our U8-U20 coaches are SS Teachers, JS Teachers, PREM Parents, Youth Assistant Coaches, & Alumni. In International schools community members like teachers, parents, & alumni, make the best sports coaches-- for reasons too numerous to mention here. When someone in our community shares their passion for a particular sport with a group of young student-athletes the whole community is strengthened in ways easily, and not so easily, seen-- immediately and in the long term. I personally think young people have never needed connection & community more than they do right now in our post-pandemic technology-obsessed world. Sports are one pathway to connection & community-- perhaps the best. So much of youth sports is really not about the sports! Over the course of the coming months I will be sharing a little sports-focused biography of each of our Panthers coaches in order to increase community awareness of who our coaches are, which teams they have coached this year, & what they believe in.

If you would like to join our Panthers coaching community please don't hesitate to contact myself or Lee Stevens. 

Adam Copus
Co-Athletics Director

Come join us! Every week, we sit together to explore family wellbeing through mindfulness, Positive Psychology, and understanding social-emotional skills for your children. 

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