一个月后，耀中耀华新入学的孩子们怎么样了？

A month later, how are the children who have just entered Yew Chung Yew Wah?

寒露过后，耀中耀华北京亦庄校区已经开学一个月了。新学年开始的校园，洋溢着老生的激动和兴奋，也装载着新生的紧张和好奇。新新的学年、新新的环境、新新的老师和同学，即便是成年人，面对陌生的处境，大概也会有些许不安，何况是孩子呢？

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After the Cold Dew, the new school year at Yew Chung Yew Wah Beijing Yizhuang has been underway for a month. The campus at the beginning of the new school year is filled with the excitement and excitement of old students, as well as the nervousness and curiosity of new students. New school year, new environment, new teachers and classmates, even adults, facing unfamiliar circumstances, probably will be a little uneasy, let alone children?

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所以，这一次，我们想走近新生，探访一下：他们适应新的校园生活了吗？他们从老师和同学这里得到了怎样的帮助支持呢？家长们又是如何看待孩子们的校园适应生活的呢？

让我们听听孩子、家长和老师们的反馈，从中一探究竟。

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So, this time, we want to get closer to the new students and ask: Have they adapted to the new campus life? What kind of help and support have they received from teachers and classmates? How do parents view their children's adaptation to campus life? 

Let's listen to the feedback from children, parents, and teachers to find out.

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耀中耀华全校的教学主任Grace老师分享到：“耀中耀华，在每个学期的第一个月都有一个【新生适应计划】。在这一个月，老师们会特别安排有趣的环节，增进师生间的沟通了解，增进孩子间的沟通，老师们也会频繁地和家长进行沟通，通过紧密的家校合作帮助新生适应新的环境。”

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Grace, the Whole School Coordinator at Yew ChungYew Wah, shared: "Yew ChungYew Wah has a 'New Student Adaptation Plan' in the first month of each semester. In this month, teachers will specially arrange interesting sections to enhance communication and understanding between teachers and students, and between children. Teachers will also frequently communicate with parents to help new students adapt to the new environment through close home-school cooperation."

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幼儿段——进入集体生活

Early Childhood Education - Entering Collective Life

幼教部主任Lydia老师说到：“对于耀中耀华幼教段的新生来说，新入学第一个月的主要课题，是帮助孩子们‘无痛地’与父母分离。虽然不可能真的无痛，但是我们有一套非常完善的体系，帮助孩子们学习和父母分离，让他们从小的家庭生活，过渡到有序的集体生活当中。

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Lydia, the ECE Coordinator, said: "For new ECE students of Yew Chung Yew Wah, the main task of the first month of school is to help children 'painlessly' separate from their parents. Although it's not really painless, we have a very complete system to help children learn to separate from their parents and transition from small family life to orderly collective life.

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开学的第一个月非常关键，我们专门制定了明确的日程表。这个日程表大致内容是：孩子每天到校的时长；是否有家长陪同、陪同多长时间；孩子和家长分别需要做什么……当然，孩子入校的不同阶段，适应程度会不同，所以日程表也会有所不同。

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The first month of school is very crucial, and we have specially developed a clear schedule. The general content of this schedule is: how long the child comes to school every day; whether there are parents accompanying, how long the parents accompany; what the child and parents need to do... Of course, at different stages, the adaptation level will be different, so the schedule will also be different.

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比如：刚入校的前三天，家长需要陪伴孩子到上午11点，让孩子慢慢对环境产生熟悉度、信任度，不要一下子把孩子拉到一个陌生的环境。从第4天开始，孩子们开始离开父母，单独进班。孩子们愿意独处的可以独处，愿意交朋友也可以交朋友，甚至还可以去别的班选择自己喜欢的活动。第一周结束后，我们的目标是让孩子们能脱离父母的照顾，在班里待够一上午。第二周，我们会带着孩子开始探索校园，如：图书馆在哪里，图书馆老师是什么模样的……逐步到更大的世界里进行探索。”

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For example: for the first three days of school, parents need to accompany their children until 11 o'clock in the morning, let the children gradually become familiar with and trust the environment, and don't suddenly pull the children into a strange environment. Starting from the fourth day, the children start to leave their parents and enter the class alone. Children who want to be alone can be alone, those who want to make friends can also make friends, and they can even go to other classes to choose activities they like. After the first week, our goal is to let the children be able to stay in the class for a whole morning without the care of their parents. In the second week, we will start to explore the campus with the children, such as: where is the library, what does the librarian look like... Gradually explore the larger world."

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小学、初中段——对新校园说你好

Primary and Secondary - Saying Hello to the New Campus

小学和初中段的学生，和幼儿段就大有不同了。如果说幼儿段新生的主要课题是分离，那么对于小学和初中段学生来说，主要课题就是融入。如何让他们在新环境中适应课堂节奏，适应中外教老师多元的教学方式，适应新的伙伴……是他们在第一个月的课题。

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The Primary and Secondary students are quite different from the ECE students. If the main task for new ECE students is separation, then for Primary and Secondary students, the main task is integration. How to help them adapt to the classroom rhythm in the new environment, adapt to the diverse teaching methods of Chinese and foreign teachers, and adapt to new partners... this is their task in the first month.

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Grace老师和我们娓娓道来：“在开学第一天，我们不急于让新生进入硬核的学习模式，而是让老师和同学先破破冰，在游戏中熟悉新环境、新老师、新同伴。我们将第一个月划分为3个阶段，每个阶段给孩子一个挑战，循序渐进。孩子在完成挑战的过程中，逐步对学校有更深的了解，逐步适应新的环境。”

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Grace shared with us: "On the first day of school, we are not in a hurry to get the new students into hardcore learning mode, but let the teachers and classmates break the ice first, getting familiar with the new environment, new teachers, and new companions through games. We divide the first month into three stages, giving each child a challenge at each stage, gradually progressing. Through the process of completing the challenges, the children gradually gain a deeper understanding of the school and gradually adapt to the new environment."

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1

第一阶段：了解

First Stage: Understanding

首先，我们会带着新生参观整个校园，让他们了解学校的历史，以及班级教室、小提琴教室、图书馆、餐厅、游泳馆、运动馆、琴房、医务室、洗手间等空间所在的位置，以便孩子熟悉学校的各个功能区域。

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First, we will take the new students on a tour of the entire campus, allowing them to understand the history of the school and familiarize themselves with the locations of classrooms, violin rooms, libraries, canteens, swimming pools, gyms, piano rooms, medical rooms, restrooms, etc. This helps the children get acquainted with the various functional areas of the school.

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第二阶段：沟通

Second Stage: Communication

第二个阶段开始，我们会向新生发起小挑战。请孩子在学校自由选择三个人，尝试和他们聊聊天、试着交朋友。这三个人可以是学生、老师、学校的工作人员。请新生试着和对方交换姓名、班级或者部门，了解他们日常都做什么、兴趣爱好是什么。挑战最后，新生填写【交朋友资料卡】，老师引导学生分享自己在学校认识的三个新朋友。

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In the second stage, we will launch a small challenge for the new students. We ask the children to freely choose three people in the school, try to talk with them, and attempt to make friends. These three people can be students, teachers, or school staff. The new students are encouraged to exchange names, classes or departments with them, understand what they do every day, and learn about their hobbies. At the end of the challenge, the new students fill out a "Friendship Information Card", and the teacher guides the students to share about the three new friends they've made in school.

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第三阶段：领导力

Third Stage: Leadership

在新生对学校、同伴日渐熟悉以后，老师会再次发起挑战——在班级日常的管理活动中，每次请一个新生做小组长，比如排队小组长、收作业小组长等。这样，可以逐步培养新生在新环境中的主人翁意识。

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When the new students become more familiar with the school and their peers, the teacher launch another challenge - in the daily management activities of the class, a new student is asked to be the group leader each time, such as the line-up leader, homework collection leader, etc. In this way, we can gradually cultivate the sense of ownership in the new students in the new environment.

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新生适应月

Adaptation Month for New Students

一提到新生适应月，老师有很多话想分享。这适应的一个月，孩子或许会状况百出，或许会惊喜连连，或许会安宁沉静……但这不都是成长中最真实最宝贵的经历吗？

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When it comes to the adjustment month for new students, teachers have a lot to share. During this month of adaptation, children may experience a variety of situations, they might be full of surprises, or they might be peaceful and quiet... but aren't all these the most genuine and precious experiences in growth?

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幼教部的Michael小朋友，开学前一直没有离开过家庭，进校后的第二周，仍需要父母的陪伴。为了帮助Michael更快地适应新环境，老师和Michael的父母进行了沟通，针对他的个体需要制定适恰的日程表：先让家长和孩子一起共同参与到学校的活动中，体验学校活动的乐趣；再接着告诉Michael，爸爸妈妈会先离开一会，下午再回来……慢慢地逐步分离，Michael知道了父母会什么时间来接他，和老师也慢慢地建立了信任，在新环境中找到了归属感。终于，他在一个月后完成了学校生活的第一个挑战，变得更加独立，并开始享受集体生活的乐趣。9月的最后一周，他更是成为了班里的开门小组长，每次班级里排队出门时，他都帮着大家开门，尽职尽责。

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Michael, an ECE child, had never left his family before the start of school. In the second week after starting school, he still needed the company of his parents. To help Michael adapt to the new environment faster, the teachers communicated with Michael's parents and established an appropriate schedule tailored to his individual needs: first, they let the parents and the child participate in school activities together, experiencing the fun of school activities; then they told Michael that his parents would leave for a while and come back in the afternoon... Gradually separating, Michael learned when his parents would pick him up, and slowly built trust with the teacher, finding a sense of belonging in the new environment. Finally, he completed the first challenge of school life a month later, becoming more independent and beginning to enjoy the fun of collective life. In the last week of September, he even became the door-opening team leader in his class. Every time the class lined up to go out, he helped everyone open the door, fulfilling his duties responsibly.

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小学部的Bella老师提起新生适应的状况，也忍不住和我们分享到：“刚开学新生一到校，我们就在班里进行了破冰活动。让孩子们在10-15分钟内，找3个新的朋友，问问这个新朋友的情况，并记下细节：比如是男孩还是女孩、几岁了、喜欢什么，然后就开始交朋友的活动。在破冰环节，我们让性格不同的孩子进行巧妙的搭配，比如“社牛”属性的小朋友会主动出击，他们的热情恰好化解了内敛腼腆的小朋友的慢热，很快，大家都交到了朋友。”

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Bella, a Primary teacher, couldn't help but share with us about the situation of new students adapting: "As soon as the new students arrived at the beginning of the school year, we conducted ice-breaking activities in the class. We let the children find 3 new friends within 10-15 minutes, ask about the new friend's situation, and note down the details: for example, whether they are a boy or girl, how old they are, what they like, and then start making friends. In the ice-breaking session, we cleverly match children with different personalities, such as outgoing kids who will take the initiative, their enthusiasm just happens to help introverted shy kids, and soon, everyone has made friends."

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在老师们的悉心指导和帮助下，新生们很好地融入了校园生活，他们每天充满活力，怀着对知识和新生活的渴望来到学校。他们不仅适应了新的学习环境，也结交了许多新的朋友，并与老师们建立了信任的关系，他们一起在学术和不同的领域进行着探索，享受学习的乐趣，享受成长的快乐，享受在学习社区里发现新的自己的成就感。

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Under the careful guidance and help of the teachers, the new students have integrated well into campus life. They come to school every day full of energy, with a thirst for knowledge and a new life. They not only adapted to the new learning environment but also made many new friends and established trusting relationships with the teachers. They explore together in academia and different fields, enjoying the fun of learning, the joy of growth, and the sense of accomplishment in discovering new selves in the learning community.