If grammar is the skeleton of a language, vocabulary is its muscles. Without words, communication simply cannot happen. If they lack the right words, they cannot express ideas clearly or confidently, or interpret the meaning of spoken or written texts. More words = more options. For this reason, vocabulary instruction deserves deliberate planning rather than being left to chance.

The first principle of effective vocabulary teaching is selection. Not all words are created equal. We teachers choose vocabulary based on student need, level, and context. My own classes range from a1-a2 (basic nouns) to c1-c2 (writing long persuasive essays). Vocabulary should be useful, reusable, and relevant. Teaching obscure or low-frequency words wastes time and does little to empower students in real communication. Vocabulary selection should be purposeful, not random.

Once selected, vocabulary must be assessed regularly and meaningfully. Digital tools such as Wayground and Kahoot offer efficient and engaging ways to check understanding. These platforms allow us to run quick quizzes that provide immediate feedback. This is crucial for formative assessment. Instead of waiting until a final test to discover misunderstandings, I can identify gaps in real time and reteach accordingly. When students see their results instantly, learning becomes transparent and responsive. The classroom shifts from “teach and hope” to “teach, check, adjust.”

Equally important is recognising the reality of memory. The Ebbinghaus forgetting curve reminds us that students forget new information quickly unless it is reviewed. Vocabulary must be revisited frequently and spaced over time. Short, repeated quizzes using tools like Wayground and Kahoot help interrupt the forgetting process. Five minutes of retrieval practice at the start or end of a lesson can dramatically strengthen retention. Repetition, when varied and purposeful, is not boring, it is essential. In a way, it’s like a game, and the game is learning.

However, recognition alone is not mastery. Students must move from knowing a word to using it. Writing and speaking tasks built around a structured wordlist allow learners to embed vocabulary in meaningful contexts. When students debate, describe, explain, and argue using new words, those words become part of their active language. Structured speaking prompts, short writing tasks, and peer discussions ensure vocabulary is not merely memorised but internalised.

Spring Wellbeing Guide: Nurturing Emotional and Social Growth

Written by Ms. Wency, March 2026

As we step into March, we see the first promising signs of spring. Here at BIS, this season of renewal is a perfect time for us to pause, reflect, and check in with our most important garden: our emotional and social well-being. Here are some tips and techniques we can use.

For Our Parents: The Art of “Emotional Coaching”

This March, please try the practice of “Emotional Coaching”:

• Name it to Tame it: When your child comes home frustrated or upset, resist the urge to immediately solve the problem. Instead, help them label the emotion. “It sounds like you felt really left out at lunch today,” or “I can see you’re feeling frustrated with that math problem.” When children can name their feelings, the intensity of those feelings often decreases.

• The “Two-Question” Check-in: Instead of asking “How was school?” (which often gets a one-word answer), try these two specific questions:

1.”What was one moment today that made you feel proud?”

2.”Was there a moment today that felt really tricky for you?”

This opens the door for dialogue about both highs and lows.

For Our Students: The “Reset” Button

Please try: The 5-4-3-2-1 Grounding Technique

When you feel stressed about a test, overwhelmed by homework, or frustrated with a friend, try this exercise to bring yourself back to the present moment. It’s a secret tool you can use anywhere—even at your desk.

• 5: Look around. Name 5 things you can see. (e.g., the whiteboard, a pen, the clouds outside).

• 4: Acknowledge 4 things you can touch. (e.g., your chair, your desk, your clothes).

• 3: Listen. Name 3 things you can hear. (e.g., the air conditioner, voices in the hall, your own breathing).

• 2: Notice 2 things you can smell. (e.g., your pencil, the air in the room).

• 1: Notice 1 thing you can taste. (e.g., the mint from your toothpaste, or just the taste of your mouth).

This simple practice pulls your brain away from worry and anchors it in the safety of the “now.”

As we move through March, let us remember that every child is a work in progress, and so are we as parents and educators. There is no such thing as a perfect day, only real ones. Let’s celebrate the small victories—the deep breath before a test, the apology given to a friend, the patience shown after a long day.

As always, if you have concerns about your child’s social or emotional well-being, please do not hesitate to reach out. We are here to support your family.