WASHZ | Empowering Excellence: Education Focused on Individuality

In the midst of another bustling application season, there is a notable rebound in study abroad applications after the pandemic. The number of applicants for Common App in the U.S. undergraduate direction has skyrocketed by an impressive 41% this year, and the interest in the UK direction has been consistently high for two consecutive years.?Despite the fierce competition, C. Fang has still managed to secure an interview invitation from Cambridge. Three years ago, when she transferred to WASHZ, she could never have envisioned achieving such lofty aspirations.

"Every Child Can Excel" stands as the guiding vision of WASHZ, an internationally-oriented institution committed to unlocking the potential of every student through a comprehensive educational philosophy.

For pupils accustomed to conventional measures of success or failure based on grades, does this educational approach open doors to broader possibilities? Recently, we had the privilege of interviewing parents of pipils currently attending WASHZ.

J. Zhou's mother made a decisive switch in her daughter's academic path during the critical transition from Grade 9 to Grade 10. Y. Sheng's mother, on the other hand, embraced the international education route for her son as early as primary school. What transformations have their children experienced after a period of study? Let's delve into their stories.

Unleashing Academic Excellence Through Long-Term Education and Passion Pursuits

J. Zhou had previously attended a well-regarded school in Hangzhou, where the relentless focus on grades left her with little energy to explore her unique strengths, interests, and differences. While teachers were supportive, catering to the diverse needs of each student was challenging, with middle-tier students often feeling neglected.

Divergent educational philosophies led J. Zhou's mother to make a resolute decision. In the first half of her daughter's ninth-grade year, she decided to shift tracks. After thorough evaluation, the educational system at WASHZ appeared well-suited for her daughter's transition to a different academic framework.

The additional six-month adaptation period proved invaluable. J. Zhou had the time to enhance her English proficiency, facilitating a seamless integration into WASHZ's all-English instructional environment. To everyone's surprise, the need for constant supervision and homework checks diminished. J. Zhou became more self-disciplined and proactive, organizing her assignments and activities with precision. She now proactively communicates with teachers about any concerns and even seeks additional supplementary learning opportunities.

Outside of classes, J. Zhou frequently utilizes the resources of the library to read original English books.

J. Zhou initially had a vague awareness of her proficiency in the sciences, but at WASHZ, she uncovered a true passion for biology and demonstrated a rapid grasp of key concepts. Upon discovering her aptitude, she eagerly participated in a biology competition. After the event, she shared with her mother, "I didn't realize the standards of international competitions were so high; I see areas where I can improve." Following this, she approached her teachers to explore any competition-related courses offered at the school.

The nurturing and relaxed atmosphere at WASHZ allowed her previously restrained personality to gradually flourish.

J. Zhou excelled in the Australian AMC and the British Biology Olympiad, earning impressive awards.

"She is becoming increasingly goal-oriented now," J. Zhou's mother said with a smile. "The more she understands what her strengths are, the more she feels the need to strive for those strengths, even considering them as a potential direction for her future profession."

C. Fang's mother strongly agrees with this perspective. Her eldest daughter recently received an interview invitation from Cambridge. When we were curious about uncovering the "secrets" behind academic success, she took a moment to reflect and then said with a smile, "I believe she gradually transformed into an academic achiever after joining WASHZ. She didn't dedicate her entire life to studying; she left time for developing hobbies and interests. Human energy and focus are limited, so it's essential to concentrate them wisely." Nurturing children is not about addressing weaknesses but rather cultivating strengths. It's crucial to identify interests and areas of expertise before putting in efforts

C. Fang participated in?TED TALK?

Despite excelling in a particular STEM subject, the daughter doesn't find much joy in it. Consequently, even when presented with rare opportunities for competitions, she hesitates and ultimately chooses to focus on activities she truly enjoys.

C. Fang's mother has consistently provided strong support and encouragement in the areas that interest her daughter. Whether it's reading, spending hours painting in the studio, or actively volunteering at a local counseling center due to her interest in psychology, C. Fang's mother wholeheartedly supports her pursuits.

Unbeknownst to them, the daughter delves deeper into the field of psychology. She proactively signs up for Cambridge's summer camp, participates in the school-organized TED TALK, confidently discussing psychology topics on stage. This year, she naturally applies for a psychology-related major at Cambridge

C. Fang, showcasing her talent in multiple fields

Unlocking Learning Enthusiasm：The Playful Essence of International Schools

Many jokingly claim that "international schools are all about happiness," but in the perspective of Y. Sheng's academically-focused mother, the noticeable increase in her child's happiness stems not from being "left to their own devices" but from receiving excellent support and feeling accepted by both teachers and the environment.

Upon Y. Sheng's initial enrollment, his proficiency in Chinese was weak. The teacher, recognizing his challenge, adjusted the class pace, introduced differentiated teaching methods, and incorporated engaging activities. This prevented the child from disengaging due to his struggles in the subject. The teacher also provided personalized guidance for homework during dedicated sessions.

Addressing Y. Sheng's reluctance towards writing, the teacher set small goals, encouraging the child to write confidently without fixating on word count. Regular encouragement empowered Y. Sheng to overcome his fear of exposing areas of uncertainty. He began to ask questions without hesitation, shedding his initial restraint and anxiety. The teacher also thoughtfully documented each of his improvements, cultivating a sense of accomplishment.

Y. Sheng not only improved in Chinese but also actively participates and asks questions in class.

Overcoming challenges in subjects he initially struggled with, Y. Sheng's confidence and proactive learning approach have been consistently on the rise. Following the teacher's recommendation of the popular American learning platform IXL, he dedicates his free time to tackling mathematical reasoning problems on the website. Y. Sheng also conscientiously records any mistakes, facilitating his progress in conquering difficult concepts.

IXL offers a wealth of learning resources.

Some may question whether a relaxed mindset in children is a result of simplified learning in international schools. However, Y. Sheng's mother notes that evaluating her son's classes requires a departure from traditional measures. The mature approach of project-based learning in international education emphasizes the seamless integration and application of interdisciplinary knowledge.

In a history class, for instance, the teacher assigned a project titled "Exploring the Living Environment of Early Humans." While this topic might seem daunting even for adults, a group of sixth-grade pupils systematically divided tasks, working collaboratively to construct models, gather information, create PowerPoint presentations, and deliver comprehensive explanations. Through this process, they not only absorbed the subject matter but also honed their analytical and judgment skills, along with enhancing their public speaking abilities. Isn't this a more effective learning approach than simply absorbing lectures from teachers?

The school frequently organizes activities that may seem like play but are, in fact, comprehensive learning experiences. During the STEAM week held every semester, ????Grade 3 and Grade 4?pupils collaborated on a Rube Goldberg machine that occupied an entire floor corridor. The precision and intricacy of their creation can only be described as flawless.

In another approach, teachers craft laboratory sessions as intricate escape room adventures, where each clue unveils a chemistry equation and the application of specific knowledge points.

"To be honest, I don't believe that transferring to an international school equates to an easy journey. Success still demands dedication" says J. Zhou's mother. She notes that her daughter has become even more engaged since the transfer, but the distinction lies in her heightened determination.

J. Zhou recently completed an outdoor project for the Duke of Edinburgh Award organized by WASHZ. Over three days, from Friday to Sunday, she hiked almost 12-20 kilometers each day, carrying a backpack weighing 30 kilograms. Upon returning, her mother asked if she wanted a day off to rest. She waved it off, saying there was no need, and on Monday, she returned to school with renewed vigor.

The three-day hike for the Duke of Edinburgh Award is a unique experience for the pupils.

Confronting anxiety, they navigate through the tumult with resolute purpose.

Confronted with the burden of children facing late-night homework, parents harboring excessively high expectations, and the pervasive fear of academic underperformance, have those opting for international education discovered more effective solutions?

In the case of C. Fang's family, who previously lived in the UK, the embrace of international education philosophy is centered not merely on grooming an academic achiever for prestigious institutions but on nurturing a child's enduring "curiosity." This innate curiosity serves as an unending wellspring of motivation, prompting a willingness to explore diverse pursuits—not necessarily driven by competition but purely for the sake of discovering personal potential.

Upon returning to China, C. Fang found that WASHZ's educational philosophy and system bear a striking resemblance to her child's school in the UK. With a spectrum of over 100 extracurricular activities, some of which are unique and unavailable even in British schools, children are presented with abundant opportunities for exploration.

Over her three-year journey at WASHZ, C. Fang has amassed a series of noteworthy "firsts": the inaugural stint as a band lead singer, the initiation into playing the electric guitar, the foray into KPOP dancing, the debut in a TED TALK presentation, and the reception of the Principal's Award. This sequence of experiments and challenges has afforded her child a profound self-discovery. As the pivotal moment of university applications approached, the courage cultivated through these experiences emboldened her to take a leap towards Cambridge—a prospect unfathomable three years ago upon entering WASHZ.

J. Zhou's mother distinctly remembers the eye-catching feeling when first perusing the list of activities: rugby, field hockey, field ice hockey, swimming, soccer, basketball, and an ever-evolving roster. In the current discourse around "fragile students," "ten-minute breaks between classes," and "doing homework while hanging out at the water cooler," students who relish the freedom to run on the sports field and connect with nature outdoors radiate vitality and vigor.

After over a year of studies, as the novelty of the distinct educational system wanes, she remains convinced that her decision to transition was highly apt. In WASHZ, where personalized education takes precedence, her daughter is the recipient of both attention and care from teachers. Whether delving into personal interests or engaging in academic pursuits such as international competitions, she has access to unparalleled and abundant resources, gradually unveiling and igniting her potential.

Can we proclaim that these parents have now bid farewell to anxiety? That's far from realistic. However, they've opted to manage the emotional aspects themselves. C. Fang's mother perceives her role as a container adept at holding her child's emotions, turning problems into pathways to find solutions.

Education is entrusted to the school, and home is meant to be a loving and secure haven for the child—rather than a source of stress or an instigator of anxiety. Recently, when C. Fang felt the escalating pressure of university applications, her mother consoled her, saying, "Whether or not you receive an offer from Cambridge, your life won't be defined by a single offer."

J. Zhou's mother adds, "At times, I find myself affected by anxious emotions, but after regaining composure, I reflect on what both my child and I genuinely desire. A child is not a product, and education cannot be measured by input-output ratios. In choosing this path, I aim to broaden my child's international perspective. Whether she pursues a career abroad or returns to China, she will have greater autonomy in choosing her professional future."

Just this week, a video of an elementary and middle school student crying about the pressure went viral on the internet. Since when did learning become a self-depleting spiral? As parents, what kind of life and future do we ultimately hope for our children? By breaking free from conventional molds, we might discover a path that suits our children better.