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STEMBRIDGE BOOK

STEMBRIDGE beginning
Opening of Stembridge School in Minsk (2018)
HISTORY

In spring of 2018, a group of enthusiastic educators gathered together across the idea to create such a school where children and adults would say each day: "I want to go to school!" - because it is about people and for people and creates the future in the moment. On June 20, 2018, Minsk City Executive Committee registered a private educational institution "Stembridge Secondary School" (UNP (Payer’s Account Number) 193095827). In September 2018, the school was opened to its first 50 students. After 3 years, we have more than 300 stembridgers: students in full-time school, individual plan and online school (Stembridge Phydgital).


In 2022, Stembridge became the first Belarusian school to receive IB school accreditation (International Bacalaureate – an international standard of school education).


In September 2021, the school “Stembridge LT” was registered as a legal entity in Vilnius and opened its doors to its first students. Since January 2022, the school “Stembridge LT” has been registered as a comprehensive school of the Republic of Lithuania.

THE MISSION OF THE SCHOOL
We create a modern and comfortable educational space for students of different cultures which is aimed at developing creative, flexible, independent individuals with a scientific worldview, who identify themselves as full members of the community.
SCHOOL VALUES

What is important to us and what underlies our thoughts, decisions and actions:

  • Freedom and responsibility

    Like two sides of the same coin. On the one hand, we are free to choose how and what to learn, on the other hand, we are responsible for our results, the degree of involvement in school activities and events. One person’s freedom ends where another’s freedom begins, which means that we are free within certain boundaries – the boundaries of responsibility and the culture of Stembridge.
  • Respect

    To all participants in the educational process, be it a classmate, a junior student, a teacher, a hostess or a parent. This manifests itself in intonations and appeals, actions and behavior, the absence of lateness and the presence of a task completed by the forces, mutual assistance and silence, so as not to interfere with others to learn.

  • Safety

    At all levels: physical (caring for life and health), mental (caring for the brain and intellectual development) and psychological (caring for a comfortable state, a stress-free and anti-bullying environment).

  • Trust and openness

    Both in the transparency of the studying and educational process, trust in the professionalism of teachers, the desires and abilities of children, and in the open exchange of experience outside the educational institution.

  • Studying as a process

    Maintaining comfort and trust, encouraging imagination and development, without building rigid frameworks of "educational institution", we put children's education at the forefront. It is education and development that is the main meaning of Stembridge - this is why students come here.

  • Community

    It is important for us to be not just a school, but a real family!

SCHOOL PRINCIPLES
  • All participants share and are guided by values
    every day, in every decision and action, in attitude and in deeds.
  • We recognize margin of error
    because they learn from mistakes. Through mistakes, development takes place and a new one begins. But it is important to learn from mistakes, and not repeat the same ones many times – then it is laziness and negligence, and there will be no right to such mistakes.
  • We care, because everyone matters
    a person, a day, a subject… Therefore, we do not pass by if someone is sad, or a candy wrapper is lying on the floor. We leave behind order and cleanliness – because we don't care what kind of space, we live in. We support and help those who are not succeeding yet – and we will also be supported when we need it.
  • We communicate and collaborate
    because one head is good, and two are better. Taking on a piece of teamwork, we definitely do it so as not to let our comrades down. We distribute the load among everyone according to their abilities and desires. We agree and look for solutions that are as good as possible for all participants. We contribute to the common cause every time and are proud of the results.
  • We seek and support motivation for studies and activities - yours and others
    The effectiveness of our studying and development depends on us, and therefore we ourselves are responsible for what happens as a result. For some, the result is important, for others - the process, for the thirds – the relationship, for the fourth - the common cause, for the fifth - be the coolest, and so on. And it is not so important, what exactly motivates someone, only you decide how much to enter and stay in this state of involvement, interest, energy and pleasure, without expecting someone to entertain or indicate what and how to do. But if suddenly someone has lost motivation along the way, the task of others is to help find it and return.

The graduates profile is the desired result of the education and development in Stembridge that we aspire to every day.
The IMAGE of a GRADUATE

The supposed portrait of Stembridge’s graduate is the following:
  • knows himself, confident, realizes his goals and does everything to achieve them
  • interacts constructively and creatively in society
  • adaptive and flexible
  • knows how to study and learn again
  • loves and thinks for himself, creatively, critically
  • has a scientific world outlook
  • knows how to gain and apply knowledge to practice
  • knows how to be friends, respectful, grateful and thankful
  • keeps to a healthy and active lifestyle
STEMBRIDGER'S COMPETENCIES

Based on the Image of a Graduate, Stembridge describes the competencies of a stembridger - these are the qualities and characteristics that we consider important and develop in ourselves and help others to develop. Based on these competencies, we set goals and evaluate ourselves based on the results of some time. Each competency can be developed, and the degree of its development is manifested in life - in behavior, attitude, decisions and actions. This is like our guideline for the formation of a balanced and successful personality:

  • Interest and Curiosity
    wants to learn more and more, asks many questions – both to the teacher and to himself; finds answers to the questions; acquires the skills to do researches. He is able to self-study and to study in cooperation. He’s enthusiastic about studying and keeps a love for learning in different situations
  • Knowledge and Critical thinking
    develops and uses conceptual thinking, acquires knowledge in a wide range of disciplines. Studies problems and ideas of both local and global importance. Does not take for granted what is said but cross-checks the information; puts into questions both the statements of other people and his own opinions; compares data; infers cause-and-effect relationships; and is able to validate conclusions. Is able to change his opinion/attitude due to information analysis. Uses critical thinking to solve tasks and problems
  • Persistence and Goal commitment
    knows what to do and the reasons of the actions; gets the job always done, faces difficulties head-on even being in a gum tree or lacking resources; doesn’t let laziness take over; always keeps his word and fulfils his promise; knows that work comes first, leisure comes second and brings it into action
  • Initiative and Proactivity
    does not wait for the assignment to be given but takes the lead in class tasks, personal projects and school life, launches an initiative confirmed by teachers, coaches, classmates. Is proactive in making reasonable and moral decisions
  • Communication/Teamwork
    expresses his thoughts with confidence and creativity in several languages and in various ways. Engages substantively and considers opinions of groupmates. Arranges teamwork without showing off, cooperates for the best overall result. Adapts his communication style and communicates in such a way that the common case progresses; there is evidence in the form of team projects and feedback from classmates on how much they want to work in a team
  • Creative thinking
    knows how to turn a problem into a work task; finds solutions beyond the obvious, the usual; solves educational problems/assignments in an unconventional way; thinks out of the box
  • Adherence to principles and Responsibility
    man of principle and honest, shows adherence to principles and burns with a sense of justice, respects human dignity and rights of people all over the world. Responsible for his actions and their consequences
  • Balance of physical – intellectual – emotional
    takes care of both the body, the mind and the state of mind - does sports regularly, thinks about adequate nutrition and various diet, solves complicated school tasks, develops emotional intelligence
  • Reflexivity
    meaningfully analyses the outside world and his own ideas and experience; tends to understand and assess his strengths and weaknesses, and applies this assessment to further learning and personal development
There is a practice of reflection in Stembridge at all levels: teachers begin their weekly teachers' council with reflection and finish every quarter with reflection. In the student's timetable reflection is a mandatory module.
THE PRACTICE OF REFLECTION

Reflection is the ability to stop in the flow of life, look back and around to see what has happened and why, what conclusions can be made for the future. It is the ability to see and to hear yourself, to understand what others have seen and compare the pictures of perception.

Reflection practice includes goal setting and goal achievement. Conclusions are made from the past experience and fixed in the goals for the coming period.
In order to summarize at the next reflection what was/was not implemented (thanks to what/why?). This is how we learn to be the creators of our lives, to set goals and achieve them, acting environmentally and consciously.

There is a practice of reflection in Stembridge at all levels: teachers begin their weekly teachers' council with reflection and finish every quarter with reflection. In the student's timetable reflection is a mandatory module.


General goals of reflection:

  • Development of emotional intelligence and empathy, as well as all competencies of Stembridge
  • Feedback on the educational process
  • Management of attention and time (where attention is, there is energy; what do I spend my time on and where do I direct my attention; is this really what I want?)
  • Learning to set personal goals (for this to be aware of what I want and what is important, why do I want and why is it important) and monitor their achievement (what did I do, what has happened, what resources are not enough, what help is essential ...)
RULES
  • We come to school to learn and develop, make friends and communicate and respect all those who are around.
  • Dress-code – casual. We go around school in second pair of shoes that does not leave marks / stripes on the floor and in comfortable clothes.
  • We always come to lessons and classes prepared: with completed homework, a pencil case with writing utensils, notebooks, a diary or planning, a charged educational gadget, etc.
  • We respect time and try to be punctual. We do not wait for those who are late for the lesson more than 5 minutes, but mark them as absent and we have to catch up on our own.
  • Personal gadgets (phones) are kept in personal lockers during lessons.
  • We eat only in the canteen (even takeaways) to keep the learning space clean and tidy.
  • We clean up after ourselves - everywhere: plates and crumbs after meals, materials after class and the entire study.
  • Self-study in school is an opportunity, not an obligation. This is the time when you can go to class to self-study and do your own learning tasks. You can (and should) ask other stembridgers for help.
  • When someone is studying, whether it is during class time or self-study, it is a time of silence.
  • During group outings, we stick together to see and hear the senior/responsible person.
  • During breaks, we go out into the common space/recreation area, allowing the classrooms to be aired and prepared for the next lesson.
CARD SYSTEM

Card as a form of feedback on undesirable behavior.
PROGRAM, TEACHING AIDS and SCHEDULE
The class schedule is in your personal account and in the classrooms. We study in 80-minute modules with a change of activities within these 80 minutes.

Textbooks for the Lithuanian program are available in electronic format when connected to the Eduka platform. Some textbooks are available in paper form at school. Textbooks for the Belarusian program are available in electronic form on our Google Drive. In addition, we use additional manuals, printed workbooks, various educational services, platforms and applications to optimize and individualize the learning process.

Each student should have their own educational gadget - a tablet or laptop (not a phone!). It is the student's responsibility to ensure that the educational gadget is charged, free of viruses and ready to work during school hours. During school hours, these devices can be used to perform educational tasks - and only educational ones (social networks, online/offline games, etc. - outside of school).

Each student has a personal e-mail in the stembridge.lt domain zone, through which access is provided to the stembridge G Suite with all Google tools for education: Google Classroom (information and assignments from teachers on subjects), Google Forms, Google Presentations, Google Sheets, Google Docs, Jamboard, etc.

We use an electronic diary of our own design. Each student, parent and teacher has a personal account. The electronic diary displays lesson topics, homework, grades and teacher comments.

NUTRITION

After the 1st module - breakfast.


After the 3rd module - lunch. The lunch schedule (which class at what time) is posted in the cafeteria.


You can take more after everyone has had lunch, so as not to create a situation where someone is left hungry because there were not enough portions. After eating, we leave a clean place (table and chair), removing dishes and crumbs.

A refrigerator and microwave are available at the school.

LIBRARY
The school has some paper textbooks and various manuals. They can be used at school in consultation with the teacher or administrator. It is important to use them carefully and always put them back in place.

There is also a library with fiction literature. You can take these books home. To do this, you need to select a book and tell the administrator that you are taking it for a while; and after reading, return it to the administrator. If you wish, you can make a contribution to the library - bring your home book, which you have already read, and you no longer need it at home.

The school has board games. You can play them in your free time, play carefully and return to its place after the playing.
Communication with parents
The connection " teacher - student - parent" is important in the process of upbringing and development of a person, so that the movement is unidirectional, and does not tear the child in different directions. Therefore, constant communication between a school and a family is very important.

How it is achieved at Stembridge:

• Administrator's phone number for prompt communication with your child at school +370 66946472.

In case of absence of the child from school (due to family circumstances or illness), it is necessary to notify the administrator and class teacher in advance by sending a message in Telegram indicating the student’s name, dates and reasons for absence.

Stembridgers (students, teachers, administrators) can also contact parents through the administrator.

• The class teacher has the parents' contacts and, if something happens
with the child, informs the parents.
• Official school channel in Telegram (for up-to-date news from
the school)
• Class chats in Telegram - for prompt communication and decisions on the class.
• Electronic journal, which reflects the current picture of
academic performance and allows you to write to each teacher, and teachers can also send comments to parents.

• Parent-teacher meetings once a year (in autumn) – with the purpose of getting to know and communicating with the parent group, coming up with something together, discussing something important and interesting for everyone. Important: this is not a place to voice complaints or discuss children – an individual format is more suitable for this.

• Parent-teacher-student meetings (at least once a year - in the middle of the school year) - to discuss the student's achievements and dynamics, agree on goals for the upcoming period, discuss areas of support, etc. The most active role at this meeting is given to the student, and the teacher helps and directs the conversation. This is a time for exchanging opinions, clarifying meaning, agreeing on concepts, goals and areas of responsibility.

• Communication with parents via e-mail – from the administration and teachers.

• If there is a need to talk personally with subject teachers, this can be done by agreeing on a time with the teacher.

• The director is also glad to see parents - come in, having first clarified when it is mutually convenient.

• We periodically request structured feedback through surveys and research.
We will be glad to see you!
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