2020年的这个寒假漫长而特殊，孩子问我们最多的一句话：“爸爸妈妈，我们什么时候开学？我想回学校上课了，我想老师和同学了。”
课程的进步感到高兴，为孩子的逐渐变化开朗的性格感到欣慰，为孩子不断开阔的创造性思维感到惊喜。如今回头再看过渡期时期陪娃爬过的那些“坑”，无论是我们还是Lily，皆会庆幸一切都值得吧！
【答 案】：
果然不出所料，四年级刚开始，前期全英文的课基本听不懂。“课上懵圈课下恍惚”，我们作家长的真是看在眼里急在心上。
但老师们一直很耐心地帮助她、鼓励她，同学们也很热心地带动她勇敢表达自己的观点。减消了心里的迷茫和胆怯，Lily开始对这一切有了更多的向往和归属感。
第一学年结束时，Lily基本上已经完全放下了语言带来的紧张和不安，看着她与老师同学们互动交流增多，关系也日渐亲密，整个人的状态变得愈加活泼轻松起来。我们平日与她讨论的话题好像也从以前的“分数至上”变得开阔和多样了，生活里经常看见她开心的笑容和自信的模样。
我们相信并且无比感谢，是学校和老师们给予了她足够的爱、关心与支持，多方面正向鼓励引导她逐步克服了这些困难，才迎来属于孩子自己的一次全新绽放！
场景复盘二
【问题】：
如果说语言是Lily遇到的第一个挑战，那么“学习方法”和“思维方式”是她需要面对的第二大考验。（可能也是对家长的巨大考验！）
“爸爸，我们今天布置的作业是用三个途径解答这个热带雨林生态系统的问题，老师说可以查网络、查阅图书、问父母……”
“来来来，爸爸和你一起上网查资料!”隔着屏幕是不是都能感受到我的心虚和紧张？
感谢青苗国际双语学校小学部五年级 Lily爸爸 黄清先生供稿
IBS in G3.
I’m happy to her progress not only on language skills and courses, but also on her personality and creative thinking ability.
Scenario 1
【Problem】
Lily liked English during her public school time, but still, she was worried that she may not understand the foreign teachers in BIBS.
“No worries my dear. I used to speak very little English too but it only me a year to catch up. You are much smarter than daddy and you will only do better.”
Having said that to Lily, we kept concerns to ourselves. We were very worried that she may give up.
Scenario 2
【Problem】
If language was Lily’s first challenge, learning methods and way of thinking were her second obstacle. (For parents too!)
“Dad, my homework today is to solve the problems of rainforest ecosystems. I can search online, look up in books or ask my parents…”
“OK! Let’s look on the internet!” Had to raise my voice to cover my tension.
There has been a lot of changes to Lily in the past 2 years. She is sunny, healthy and positive teenager now. I want to thank BIBS for such brilliant turn-out.
Special thanks to BIBS G5 student Lily's father Mr. Qing Huang