“I’m not sure what to do. Can you help me?”

“I forgot to bring what I need for class today. What should I do?”

“Look！I finished my project!”

“老师，我不知道该怎么办，你能帮帮我吗？”

“老师，我忘了带今天要用的材料，怎么办？”

“老师，我完成我的作品了，你快来看看！”

Every day at Wahaha International School (WIS) is packed with big ideas, unexpected challenges, and quiet breakthroughs. Through it all, homeroom teachers are the first to hear a call for help, tune into subtle emotions, and celebrate every milestone.

A gentle “I’m here for you” provides safety to explore;

A confident “I believe in you” gives students the courage to reach higher.

在杭州娃哈哈外籍人员子女学校的每一天，都有无尽的奇思妙想、突如其来的挑战与悄然发生的蜕变。而班主任（Homeroom Teacher），永远是那个第一时间听见求助、精准捕捉情绪、并为每一次微小进步鼓掌的人。

一句“别怕，有我在”，给孩子探寻未知的安全感；

一份“我相信你”，赋予孩子迈向下一个台阶的底气。

Part 1 | Truly Seen: The Anchors of Whole-Child Care

极致看见：做最懂孩子的“全人守望者”

At WIS, homeroom teachers are far more than class managers—they are the cornerstone of our student support system. Moving beyond one-size-fits-all education, we nurture each child’s academic, social, and emotional wellbeing.

在WIS，班主任不仅是班级的管理者，更是整个学生关怀体系的基石。我们拒绝流水线式的管理，关注每一个孩子在学术发展、社会交往与情感健康上的全人成长。

A key part of their role is to create a caring, inclusive, and supportive classroom environment where every child feels respected, valued, and safe enough to express themselves.

Every voice is heard, uniqueness is celebrated, and students feel safe to express themselves and learn from mistakes.

他们的核心职责，是营造有爱、包容、互助、尊重的班级氛围。在这里，没有“隐形”的孩子，每一个声音都被倾听，每一次独特都被尊重，让孩子拥有敢于表达、勇于试错的绝对安全感。

Through everyday classroom life, homeroom teachers guide students to understand different cultures and perspectives, care for others, and take responsibility when working together—bringing the attributes of the IB Learner Profile into daily practice.

在班级生活中，老师引导学生理解不同文化与观点，在合作中学习关心他人、承担责任，让IB学习者培养目标融入日常。

As the primary contact for families, homeroom teachers share not just academic updates, but emotional shifts and character highlights. We listen to parent perspectives to build a unified circle of support.

作为家长日常沟通的第一联系人，班主任不只反馈孩子的学业进展，更分享孩子的情绪起伏与性格闪光点。我们倾听家庭的困惑，提供专业的育儿协同，形成“家校合力”的教育闭环。

Our Team Support Network:

Quality care requires professional rigor.

Through professional training, WIS helps homeroom teachers strengthen their skills in student wellbeing and classroom management. During weekly homeroom teacher meetings, teachers share updates about their students, exchange experiences, and learn from one another’s approaches.

背后的支撑体系：

学校通过专业培训帮助班主任不断提升学生关怀与班级管理能力；每周的班主任会议中，老师们也会分享学生近况、交流经验与方法。

Grade Leaders and Coordinators provide further support, ensuring that the care each student receives does not rest on one teacher alone, but is strengthened through collaboration among homeroom teachers, families, and the wider school team.

年级组长与协调员共同参与支持，让对每一个孩子的关怀，不只来自一位班主任，更建立在家校沟通与整个团队的协作之上。

Part 2 | The Co-Homeroom System: From Dual Support to Independent Growth

双班主任制度：从“双倍守护”走向“独立飞翔”

Education is about empowering independence. WIS implements a co-homeroom model (Chinese and English co-teachers) during foundational stages, working in tandem to support students through a scaffolded approach that adapts to their developmental needs.

教育的本质是赋能独立。在成长奠基阶段，WIS实行中英双班主任制。两位老师紧密协同，根据孩子的年龄与认知发展规律，提供阶梯式的成长支架与全程守护。

Primary Years (PYP): Dual-Teacher Synergy & Social-Emotional Foundations

小学阶段（PYP）：中英双班主任沉浸式陪伴，筑牢心理与社交底座

With both a Chinese-speaking and an English-speaking homeroom teacher per class, PYP students receive continuous, immersive support across cultures and languages.

For younger learners, small peer friction can cloud the entire day. Rather than imposing quick solutions, co-homeroom teachers give both sides space to share feelings, listen, and problem-solve together. Emotional resilience and social intelligence grow through these real-world moments.

在PYP阶段，每个班级均配备一名中文班主任与一名英文班主任。两位老师深度沉浸于日常教学与班级生活中，为学生提供跨语言、跨文化的全天候关怀与支持。

对于低年级孩子而言，同伴间的一点小矛盾都可能影响一整天的情绪。双班主任不会简单粗暴地进行干预或裁判，而是留出充分的时间，引导双方说出内心的委屈、倾听对方的想法，并共同寻找下一次的化解方案。孩子的心理安全感、抗挫力与社交智商，正是通过这些真实情境中的不断练习而生根发芽。

The Middle School Transition (G5–G6): Dual Support through the MYP Leap

小升初衔接（G5–G6）：双班主任全程护航，无缝过渡至MYP

·  Grade 5 (Building Autonomy): Teachers introduce middle school routines, focusing on independence, goal-setting, and resilience. When facing complex projects, students learn to break down tasks. When falling behind, they reflect and adjust—developing ownership with a strong safety net.

·  Grade 6 (First Year of MYP): Retaining the dual homeroom model helps smooth the transition. Facing new subjects and time management demands, students can bring unresolved questions to either teacher. Through co-planning and independent execution, the leap from PYP to MYP feels manageable and supported.

·  五年级（独立性的起点）： 逐步引入贴近中学的学习模式，重点培养学生的自主性、目标设定能力与韧性。面对复杂的大型项目时，老师教他们将任务拆解为可执行的小步骤；当进度落后时，引导他们复盘瓶颈并及时调整方法——在赋予孩子充分自主权的同时，始终为他们筑牢安全底线。

·  六年级（MYP的全新起点）： 作为中学项目的起始年，六年级延续了“中英双班主任”配置，以平缓学生的跨学段适应焦虑。面对全新的学科体系与时间管理要求，学生可以随时带着尚未理清的困惑找任意一位班主任寻求指引。在“共同梳理，自主执行”的过程中，让PYP到MYP的跃升变得平稳且充满支持。

Middle Years (G7+): Guided Transition to Single Mentorship & Self-Responsibility

中学高年级（G7+）：平稳过渡至单班主任，重在启发与自主

As students mature, classes gradually transition to a single homeroom teacher who shifts into a coaching role.

• Teachers encourage critical thinking through questions such as: “What strategies have you tried so far?” “What support do you need next?”
• While continuing to monitor emotional wellbeing and peer dynamics, teachers empower students to manage their time, take ownership of their learning, and confidently navigate daily challenges.

随着学生迈入中学成熟期，班级逐步过渡为由一位班主任进行精细化管理，老师的角色也由“引导者”转变为“成长教练”。

• 班主任更多地采用启发式提问：“你目前已经尝试过哪些方法？”“接下来你觉得需要什么支持？”以此激发孩子的独立思考能力。
• 在持续关注学生情绪健康与同伴关系的同时，老师退至幕后，鼓励他们自主规划时间、敢于承担决策后果，逐步具备独立应对学习与生活挑战的底气。

Part 3｜ Often, It Is the Little Things That Bring Warmth to Our Campus

True education lives in the details:

润物无声：那些温暖校园的日常微光

真正的教育，往往藏在那些不被注意的细节里：

During morning meetings, some students can hardly wait to share a new discovery, while others raise their hands, hesitate, and quietly lower them again.

晨会里，有孩子急着分享新发现，有孩子举起手又悄悄放下。

Homeroom teachers give that hesitation a little more time. They notice the child who seems quieter than usual, too. Sometimes, all it takes is a gentle word or a warm greeting to help a child feel seen—and begin the day with a little more confidence.

班主任老师为那份犹豫多留一点时间，也留意格外安静的孩子，用一句温和的问候开启充满力量的一天。

At lunchtime, students love inviting their homeroom teachers to see something they have just built or asking them to join a game.

在中午休息时，孩子们喜欢邀请班主任老师看看刚搭好的作品，或加入一轮游戏。

As teachers listen to their excited stories, they also notice the child standing nearby, wanting to join in but unsure how to begin. Sometimes, a simple, “Shall we go over together?” is enough to take that first step and break the ice.

老师一遍听着兴奋的讲述，一边留意角落里想加入却不知如何开口的孩子——“走，我们一起过去看看好吗？” 轻轻一推，打破社交的破冰困境。

At the end of the day, backpacks are packed, but some students still want to stay for just another moment.

放学时，书包已经背好，孩子却还想多停留一会儿。

“Wait, I have one more thing to tell you.”

Some say goodbye and then turn back. Some wait for a high-five. Others walk a few steps away before turning around for one last wave.

“老师，我还有一件事想告诉你。”有人说过再见又转身回来，有人等着和老师击掌，走出几步还不忘回头挥手。

Homeroom teachers listen to the story that still needs finishing, smile, and say, “See you tomorrow”—leaving something to look forward to for the next day.

老师耐心听完没讲完的话，笑着回应“明天见”，把见面的期待留给明天。

These everyday moments of closeness gradually grow into trust. By knowing when to stay close and when to give students more space, WIS homeroom teachers help children understand that there will always be someone behind them, ready to support them.

这些日常里的亲近，积累成了师生之间的信任。一路陪伴，一路放手，WIS班主任老师让孩子知道身后始终有人支持他们。

From needing a hand to guide them at the beginning, to walking alongside their teachers and talking things through, and eventually finding the confidence to follow a direction of their own—each stage of growing up brings a different view.

从最初需要牵着手向前，到后来能够与老师并肩讨论，再到有一天，自信地走向属于自己的方向——成长的每个阶段，都有不同的风景。

And through it all, WIS homeroom teachers remain in just the right place: close enough to see each child, steady enough to believe in them, and ready to support them as they grow.

而WIS的班主任们，始终站在那个“恰到好处的位置”，看见他们，也相信他们。