The AISV Community Life program is rooted in the School’s Guiding Statements, particularly in our values:
- Empowered international community
To build an international AISV community that maximizes participation, communication, empowerment and celebrations.
- Meaningful learning opportunities
To provide meaningful learning opportunities through organic, experiential and inquiry-driven learning processes.
To personalize learning to enhance each student’s capacity.
To foster social and emotional well-being and promote authentic interactions among all members of the school community.
To facilitate collaborative processes among teachers, students and parents to achieve the most innovative outcomes.
To expand cultural proficiency and celebrate AISV diversity through curricular and co-curricular opportunities
To creatively expand and renovate school facilities to support the most inspiring learning environment.
To provide a psychologically and physically safe environment for all members of our community.
AISV Community Life is a developmentally appropriate program that:
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Takes place during a regularly scheduled period of time when teachers meet with groups of students for the purpose of advising them on academic, social, or future-planning issues.
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Follows a developed curriculum and clear set of routines.
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Ensures that at least one adult in the school is getting to know each student well, making sure their learning needs are being met, and encouraging them to make good academic choices and plan for their future.
Why does AISV include social/emotional learning in its program?
Studies show that students who have access to social/emotional learning demonstrate:
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better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive instruction relating to social/emotional issues.
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improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior.
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fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals.
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reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.
References:
(http://www.casel.org/social-and-emotional-learning/outcomes/)
https://www.edglossary.org/advisory/
