School and Kindergarten
We have harvested joy – learning with all the senses
In this report, we would like to introduce the work of Susan Wyatt, who has been at our school for five years. She has been here longer than any other international teacher – apart from our headmistress Barbara, of course.
Before joining us, Susan taught in Dubai and in her native South Africa, among other places. Here, she looks after our youngest pupils, aged four to six. And she won us over with her very first answer. It was about how we should imagine her lessons. Here‘s what she said: “First of all, it‘s important to understand that it‘s about much more than just learning letters and language. For us, learning begins when the children come through the school gate. With a greeting, with initial conversations and a smile. It‘s about making the children feel that they are in a safe environment.”
It is a beautiful idea—and one that is very much reflected in everyday life in the nursery, pre-school, and kindergarten. The days are filled with music, movement, stories and laughter. Lessons don‘t just take place in the classroom. When the children learn about nature, they also go out into nature and explore it with their hands and feet. As an example, Susan told us about an activity focused on teaching the children where their daily food comes from.
They planted watermelon seeds and then tended them together. Just a few days ago, the fruit was ready to be harvested. It was a moment of pride and excitement shared by the whole class. Susan can express it even more beautifully: ‘It wasn‘t about harvesting the fruit, we harvested joy.’
She is supported by a Cambodian teaching assistant, Ms. Molika. Together, they look after a lively group of 26 children and create a space where curiosity is encouraged and no child is left behind. Their partnership is based on trust and shared goals, and the classroom feels like a family.
What touches Susan most are the children themselves. Many of them grow up quickly and learn independence early on, as their parents work long hours, often away from home, to make ends meet for their families. In the classroom, the children show their friendliness and willingness to take responsibility. At school, they find stability, a place where they are cared for and protected and can simply be children.
Classes are taught exclusively in English, and the language can be a challenge, but Susan believes that love speaks louder than words. She focuses on building self-confidence, especially in the quieter children.
And it is precisely these quiet children that she has a wonderful little story about, which we would like to share here: “Do you remember? The last time we spoke, you asked me if I had a wish for the pupils, and I said: a playground. Now we have one. And it‘s so lovely to see the children playing. It‘s not just about developing different motor skills. It‘s about making decisions and communicating on the playground. Last week there was this very quiet boy. He doesn‘t say much. He‘s always quiet. I asked him what he liked best about the playground. He told me that he likes to climb the wall with his friends. That was the first time he had ever said a whole sentence.”
