At the American International School, innovation in education goes hand in hand with a commitment to student ownership of learning. This year, AIS High School World History teacher, Ms. Lisa Rose-Jeffreys, has introduced AI into her AP World History classroom in a way that empowers students rather than replaces them.

From day one, Ms. Rose-Jeffreys set the tone: AI is here to guide, not to give answers. Using a custom-built “tutor-bot,” she has created a generative study aid that helps students think critically, ask better questions, and connect big-picture historical concepts with specific details. The bot is carefully curated with knowledge of the AP World History syllabus and strategies for structuring answers on the AP exam. However, the responsibility for generating ideas, retaining knowledge, and applying understanding remains with the students themselves.

The tutor-bot works by prompting students to reflect on their prior learning before diving deeper into specific content. Instead of handing students information, it challenges them to articulate what they already know and then guides them to expand that knowledge through their own research. As Ms. Rose-Jeffreys explains, “It’s important to place an emphasis on the development of historical knowledge from the foundations of the course so that students know what they know at each step of the process.”

A recent classroom activity brought this approach to life. Students were divided into groups and tasked with mastering the first unit of AP World History using the AI tutor-bot for guidance. To make the process engaging, Ms. Rose-Jeffreys organized a race between groups: each team studied the topics with AI support, then explained their learning to their peers from memory, focusing on clarity and connection. This peer-to-peer teaching required students to recall information without relying on notes or searches, reinforcing their confidence in what they knew. Ms. Rose-Jeffreys emphasized that she wants students to see early on that they are capable of retaining and sharing large amounts of information independently. By framing the activity as a competition, students felt a deeper sense of responsibility and belonging, since each member’s success was tied to their group’s performance. As Ms. Rose-Jeffreys reflected, “Students were telling their own story of the history they had learned—with some guidance from AI. The AI is used to teach them to teach others.”

The benefits of this approach extend beyond historical knowledge. Students are also learning how to use AI both ethically and effectively. For example, when students ask a straightforward question, the AI tutor-bot responds with its own line of questioning to assess prior knowledge before guiding them through the topic in a way tailored to their learning, rather than offering a one-size-fits-all answer. While some students initially struggled with crafting effective prompts, Ms. Rose-Jeffreys observed that persistence and teacher support quickly transformed early frustration into moments of genuine discovery.

Does Ms. Rose-Jeffreys think AI will replace teachers?

Absolutely not. She encourages students to use the chatbot as a resource—even to get feedback on practice essays—but always reminds them of its limitations, including potential bias and error. “Students should not see AI as a replacement for the teacher, but instead as a partner. They still need to bring their work to me for feedback, because human interaction is irreplaceable,” she explained. Grade 10 student Chun Ka C. echoed this perspective, sharing that while there were some initial issues, the tool has already proven useful. “The bot gives very good examples through short-answer questions and lots of feedback on the answers I write,” he said. At the same time, he acknowledged its limits: “Sometimes it’s too supportive and not as detailed as the teacher’s feedback—but I think it will improve as the bots are trained more.”

Far from making the teacher’s role smaller, the integration of AI has made the classroom more dynamic. Freed from answering every basic content question, Ms. Rose-Jeffreys is busier than ever engaging in rich discussions, guiding research, and deepening understanding. Grade 12 student Cherrie W. noted the unique benefits of the AI tutor-bot compared to other tools. “It’s better than DeepSeek because it keeps asking questions and doesn’t let you miss the important concepts,” she explained. “Other platforms sometimes give you more irrelevant information.” Still, she suggested one area for improvement: “It would be better if it was more transparent about its sources.”

In a world where AI is becoming more present in everyday life, AIS is ensuring that students remain at the center of the learning process. With the support of innovative teachers like Ms. Rose-Jeffreys, AIS students are gaining not only historical knowledge but also the confidence, creativity, and ethical awareness to thrive in the age of AI. 

As Grade 12 student Cherrie W’s previous comment illustrates, used strategically, AI is also supporting the development of important critical thinking skills.

Mr. David Snow has been a teacher for almost 30 years in the United States of America. He came to AIS from his most recent school in Denver, Colorado and has two children: a daughter in college studying biology and a son in high school interested in mechanics. Mr. Snow enjoys traveling, the outdoors, and exploring new cities. We’re excited that he is joining our High School faculty as our new PreCalculus and AP Calculus BC teacher.

A friend got me interested in international teaching a year ago. Now I’m here!

I am quite enjoying the staff, the students, and the new city.

My family and friends inspire me. They are all accomplished, fascinating people.

I enjoy hiking, swimming, and kayaking. I want to learn badminton and tai chi.

A power bar.

We’re excited to welcome Ms. Michaela Staller as our new Head of the PE & Health Department and PE & Health teacher for Grades 9–12. Originally from just outside of Vancouver, Canada, Ms. Staller brings over 10 years of experience teaching IB MYP Physical and Health Education. A passionate educator and coach, she has led school teams in volleyball, soccer, and basketball—and looks forward to continuing her coaching journey here at AIS!

The real answer, my partner! He wanted to move back to Hong Kong and recommended AIS during the job search. I knew after my initial interviews that AIS seemed like a tight knit community that was focused on developing well rounded individuals. The curriculum alignment was similar to Canada along with standards based grading. I never had the opportunity to travel as I started teaching locally in my early 20s after completing my practicum. AIS is my first international teaching stop.

When Anita [AIS Head of School] mentioned we “hire for heart” it was evident that this would be the right place for me. Some of my favourite moments in my career have been celebrating little victories or big moments, whether that is in class, on the field or on the court. PEH is more than just physical skills, it’s social skills, awareness and encouraging everyone to be their very best. Everyone has been so welcoming, helpful, and inclusive thus far.

I am inspired by all of the great teachers and coaches that I have had throughout my life. I was fortunate enough to be coached by 2 former olympic athletes in both school and club volleyball. They taught me valuable skills such as having a work ethic, positive communication, resilience, and mental skills to succeed. These skills helped propel me to play college golf on a scholarship for 4 years.

I continue to play numerous sports into adulthood, including golf, softball, volleyball, soccer and running. I recently started Dragon Boat as it’s my partner’s hobby and he wants to share it with me. Hong Kong is my first stop in Asia and I can’t wait to continue to eat the local cuisine, travel to nearby countries, and hike once the weather gets cooler.

Great question! Food delivery or whatever my partner cooks for me. I love my seafood!

What a way to start year 13 of teaching!

Ms. Schnatterbeck is our new Head of Counseling and High School Counselor and has been a counselor for the last 10 years in Chicago Public schools. Prior to moving to AIS, she worked as a Community-based Social Services Officer/Career Consultant in a Government Public Service Agency in Singapore. We’re excited to welcome her aboard the 2024-25 academic year!

Earlier this term, Oscar Yu (Class of 2024) returned from Mongolia, where he had been representing the Hong Kong junior team at the East Asian Youth Games. It is wonderful that Oscar was selected to represent Hong Kong in this U18 age group International tournament. Even more impressive, Oscar managed to do extremely well in his match ups, in the 63-73 kg category, and ended up placing second bringing home the silver medal for Hong Kong.

Oscar has been learning and practicing Taekwondo since he was about ten years old. He began doing it with friends, and although at one point he became more interested in football he just kept going as he enjoyed the challenge of taking on opponents and the battling, competitive nature of the sport! Nowadays, Oscar trains 4-5 times a week for between 2-4 hours at a time. It is hard work, but it pays off with successes, like his recent ones in Ulaanbaatar, Mongolia.

When our High School Principal, Mr. Wing asked him about his most recent tournament success, Oscar said that he had to battle hard to overcome his opponent in the semi-finals with last second kicks in each round to score enough points to defeat his opponent from the Republic of Korea. It was a very exciting match, and Oscar described it as his best ever performance. When asked why he thinks he did so well in that match up, he said he “just kept going and never gave up”. He was determined to win and kept believing in himself. “Just one more kick to his torso and I’ve got this”… and he did!

“When I am focused on something like my opponent in a Taekwondo match, I am so in the zone that I can’t hear anything else; it is the same in school: when I am focused on something I do not get distracted by anything else around me.”

— Oscar Yu

Oscar says that he believes the training and work that he has to do for Taekwondo has contributed to his determination and focus when it comes to schoolwork too. He says “…when I am focused on something like my opponent when I am in a Taekwondo match, I am so in the zone that I can’t hear anything else; it is the same in school: when I am focused on something I do not get distracted by anything else around me”.

Mr. Wing had a wonderful time speaking with Oscar. We can all be proud of our fellow Eagle and his international sporting success, but we can also all learn from Oscar’s experience and the importance of hard work, determination, believing in oneself, not giving up and staying focused no matter what challenge you may face.

We were very excited to launch our updated Outdoor Education and Leadership Program (OELP) Service in Action Week in November after 3 years without our overseas OELP taking place. While From Global to Local brought us closer to organisations in Hong Kong, it was time for our Eagles to spread their wings again and venture further afield! 

We had 6 overseas programs running this year. Students ventured as far as France and Fiji, or stayed closer in Chengdu, Bali, Thailand, and Nepal. Each group experienced the culture, natural beauty, and adventurous activities in each destination, while also taking time to learn about and working to support initiatives in the local communities. 

In Bali, students focused on marine preservation in a coastal village. In Chengdu, students interacted with students at a local school and also helped care for pandas! In Chiang Mai, students supported a local school in the highlands in building a shaded play area. In Fiji, students supported the local community in making meals for those in need. In Nepal, we visited Moonlight School and spent time with the children there. In France, students helped clean up for the Olympics while also visiting a retirement resident and performing for those living there. 

In Hong Kong, we had 2 groups focusing on different areas of need in Hong Kong. One group worked with Africa Centre, Habitat for Humanities and Feeding HK to address the social inequities faced by many living in our local community. While the other group focused on the natural environment through work with A-Team Edventures, World Wildlife Fund, and Voltra. Both groups saw a different side of Hong Kong than they were used to, and learned more about how they can alleviate these issues happening close to home. 

All in all it was a week filled with memories and learnings that will last a lifetime. Be sure to watch some of the videos made by AIS students to showcase their adventures as we look forward to Service in Action Week 2024! 

Ms. Nartia is our new High School Head of Department (HOD) of Science and teaches Physics and Chemistry at American International School in Hong Kong. She is an educator, chemist, and environmentalist. While she may have grown up amidst the urban hustle, her heart finds solace in embracing nature’s beauty. To those unfamiliar with Ms. Nartia, it might seem that her intellect is her standout trait. Yet, those who truly understand her recognize that Ms. Nartia’s most potent asset lies in her ability to uplift and assist others.

The eagerness to learn more about teaching and find something new. Also, the core values of AIS (Justice, Knowledge, and Love) really caught my attention.

The good people.

My students inspire me. Teaching and educating students gave me reasons to always believe in a brighter future.

I love exploring different islands while I capture good videos and photos and create poems about the things I see and observe. I paint what I see during my travels when I have extra time.

Rice! But I’m trying so hard to add some colorful veggies these days.

I love meeting people from different cultures and backgrounds, it makes me more grounded and humble.

It is with great pleasure that we announce the recent university offers of the Class of 2023 from many of the most prestigious universities around the world. We are incredibly proud of our students and their achievements, and we are excited to see what the future holds for them.

Congratulations to the Class of 2023, and best wishes for a bright and successful future! Chase your dreams, never stop learning, and never stop reaching new heights. Below are the Class of 2023 university offers to date. Please note an asterisk (*) indicates more than one acceptance.

At the beginning of the 2019-20 school year, a group of freshman girls petitioned the Athletic Director, High School Principal and Head of School to appeal the decision that we do not run sports teams for High School during Season 4 since we are too busy with end of year projects, AP exams and other special events. Eventually, it was agreed that since they were Grade 9 students and so unlikely to be significantly impacted by the AP exam schedule we would permit the introduction of the Touch Rugby team to our school’s sporting calendar.

However, that was the year COVID broke and no Season 4 sport team has run again until 2022-23. With sports opening up again this year, these students – now seniors – were given their chance to finally compete: We set up the U20 Mixed Touch Rugby ? team for Season 4 and joined the International Schools’ Sports Federation of Hong Kong (ISSFHK) league! Well, after all the training and hard work that has gone on during the busy time of April and May, the team had won all of their fixtures and reached the playoffs!

After falling behind to the first score of the match there was concern on the sidelines, but the team fought back with tries from Maia Itakura-Prepscius, G12, and Abir Malhotra, G10, putting the Eagles in front going into halftime. However, in the second half our opponents, International College Hong Kong (ICHK), came back strongly to cross the line for the next two scores and go back in front 3-2. This prompted AIS into a fiercely determined state and they advanced upfield for Nicholas Wu, G12, to burst through the defense and score the equalizing score before a fiercely competitive end to the game ensued with both sides nearly scoring the winning try! However, the final whistle blew and the game ended in regular time: 3-3.

What then followed was a period of extra time with a player removed from each side after every two minutes and a sudden death score to produce the winner. The game remained high on entertainment and drama with all spectators watching on the sidelines feeling extremely tense. There was a moment when AIS senior, Nick Wu once again sped past the ICHK defenders for what seemed like the winning score and the celebrations began but then were quickly dashed as the referee called everyone back claiming that Wu had been touched just before scoring!

However, the Eagles were not to be denied, and as the game boiled down to three against three, AIS superior fitness and skill level under pressure told. Morgan Rines pressured her opponent forcing them into an error that let AIS in. Rines fed Itakura-Prepscius the ball and she broke upfield to take the last tackle and pass on to Malhotra who crossed for the golden winning score! It was superb!

Oh, yes, they did it! Our U20 Mixed Rugby Team are Champions and have taken home gold medals. ?

We could not be more proud!! Dreams really do come true. Congratulations to all the players across the entire squad and to Coach Pagel for taking them to the top! After that petition to get this team off the ground, it was fitting that the dream eventually became a reality before some of the students graduated and this talented group of players ended up as champions! We are very proud of you all: Well done Eagles!

Ms. Aishani Chaudhuri, a sixth-year student at AIS, has achieved a notable accomplishment by recently being accepted to the prestigious University of Oxford. Her journey towards this achievement was unconventional. Ms. Chaudhuri sat down for an interview with Mr. Mike Wing, the High School Principal, Ms. Vicky Lam, the Director of Admissions and Advancement, and Mr. Jeremy Green, the Learning Activator, to reflect on her time at AIS and to shed light on her journey through the university application process.

How long have you been at AIS?

A: This is my sixth year at AIS.

What is your favorite memory at AIS?

A: There are a lot, but one of them that stands out is when in Grade 9 History class, Mr. D did a simulation to walk us through World War I. It was a lot of fun. In the simulation my country was called “Bahkan”, but in reality it was meant to represent Serbia. We ended up rewriting history by winning World War I. This definitely made me love history a lot more. It’s a year long simulation and we are taught lots of content, with more and more being added for each stage of the simulation. We started with creating our countries, and then it became more and more complex, eventually even having to establish trade with other countries. It was interesting to see how our decisions had impacts, not only on our nations, but also the rest of the world. Mr D also does mock trials which were a lot of fun, too.

Are there any other classes or activities that you particularly enjoyed?

A: I am part of three after-school clubs which I am very passionate about; Model United Nations, TED, and the American Mathematical Competition. But aside from these, all my classes are pretty fun. Right now in AP Literature we are reading Macbeth. The language and characters are so layered and rich, they evoke a lot of emotions. It’s really cool to unpack everything.

Please share your experience with applying to Oxford.

A: I had an unconventional journey. I decided to apply to Oxford in late August. I had a major dilemma between whether I wanted to major in English or physics.

That’s quite a contrast!

A: That’s the reason it was such an issue!

You’ve referred a lot to your experiences in the humanities at AIS, what have been the experiences that led you to pursue physics?

A: We had so many labs in Chemistry last year. It’s one thing to do the lab and the reports after, they seem like a lot of work, but once you finish them and you go through all the results, methodically organizing and discussing what you found in the lab, it feels so rewarding. One lab in particular, the titrations, had such beautiful colors. It was a lot of fun to do and we made mistakes, sometimes we would add a little too much, and we’d have to figure out how to fix that. To understand the mechanism behind that and be able to explain it, then have Dr. Rines tell you that you’ve done a great job was a very rewarding experience.

What has drawn you to physics?

A: In the summer between Grade 9 and 10, I attended a course called, “Big History and Collective Learning” at The Hong Kong Academy for Gifted Education. The course spun the entire history of the universe into one thread. It was interdisciplinary. It started with the Big Bang, and then categorized the history of humanity into different thresholds of development, ranging from star formation to the more modern development of language. Seeing everything put in context was very interesting but also introduced me to a lot of things that I hadn’t thought about before like how elements were formed. As a student in Grade 9, it blew my mind that elements were formed in the stars. This developed more of my interest in astrophysics.

Going back to my application, I decided to do physics but, in August, I wavered again and decided that I would apply to major in English in the UK at Oxford. Our high school counselor, Ms. Luk Van was very supportive. She encouraged me to apply early, gave me plenty of guidelines, and helped me follow up on deadlines. She was also very good with giving me immediate feedback on my essays, highlighting areas for improvement. It was quite an easy process and I didn’t have any issues with deadlines.

We sent it off in October and the notifications regarding interviews came in December. I had my interview on the 6th of December. It was a conversation with two professors, and they treated it like a mock tutorial. Half an hour before the interview started, I was sent two poems and an excerpt from an analogical reading.

During the interview, they asked me to discuss the poems in light of the concept from the reading. There were plenty of questions during the interview and then they gave additional information which was followed by them asking me to reevaluate my perspective based on the new information. At one point, they asked me to defend two opposing arguments using the same piece of evidence. It was a very intellectually stimulating interview and I loved it.

Do you feel like there are areas of our curriculum that gave you the skills necessary to excel in that situation?

A: Definitely! Well, it seems a little obvious, but I’ll start with AP Literature and AP Language where you are taught to break down writing and analyze it for meaning. Even History, I know I keep going back to Mr. D, but I can remember in Grade 9 History learning how to analyze a source given historical contexts and the author’s background. This was something that was specifically thrown at me in the interview. I was given two poems. They told me the first poem was written during this time when people were pushing back against older influences and “the greats.” That was something that I was used to doing by this point – seeing how the context of the times influenced what was created and said.

Regarding support, everything is very accommodating here at AIS, especially when it comes to course conflicts. In Grade 11, I took six APs thanks to Mr. Wing who helped me figure out I could do so by skipping Pre-AP Chemistry which allowed me to take the five courses I wanted to take plus another that was beneficial for my major.

You’re being modest on that because it was Calculus BC which is a double block, so all seven blocks you had were APs.

A: The month after the AP exams was incredible! I had nothing to do.

And you still managed to fit in student leadership responsibilities. In that year of all APs, how did you manage to maintain yourself as a well-rounded individual?

A: I would say I am pretty well-rounded. Even outside of school, I play piano and have played practically all my life since I was three years old. I never lost that habit. I also did MUN and Math Club. I read books, watched things online, and still talked to my friends.

Are you reading stuff that’s related to physics and engineering?

A: Last summer I read, “A Brief History of Time.” I felt like I should. It’s a staple. But my reading is mostly fictional.

You’ve also been more involved with sports this year, even joining the Girls Touch Rugby Team.

A: This year I have been doing more sports. My mom has wondered what happened to me. I actually won two medals on sports day! The Rugby Touch Tournament was also very fun!

Do you think those sorts of things – challenging yourself, pushing your boundaries and trying new experiences – that’s obviously part of developing as an adolescent. Do you think this is being encouraged for AIS students?

A: Yes, definitely! I wouldn’t have thought of joining the sports teams if not for the many people around me being so encouraging. In this case, it was not just the teacher, Ms. Brosnan, who encouraged me, but more importantly my friends encouraged me to just give it a try and it turned out to be a lot of fun.

Are there any other universities you are applying to at the moment?

A: The only other universities I am waiting for are Columbia and Georgia Tech, but I am currently leaning more towards the University of Toronto Scarborough as I received a sizable scholarship package from them. I applied through UCAS for Oxford, a few universities in the USA, and two in Canada.

You have such a range – English Literature at Oxford and Physics at Columbia. What’s the thinking behind it?

A: I applied for physics in North America. And that’s something I may not have gotten outside of AIS, because here there are no limitations on the courses you can take and you really get to choose what you want as long as you meet the necessary credits. That’s something I love about the American system – getting to choose your own courses.

Is that influencing your decision on where to go?

A: When I chose all the universities to apply to, and that was a long process, it was about the programs they offered and their rankings. Now that all the decisions are coming in, the decision is more financial. It was also about finally choosing between English and Physics. English can still be my hobby and I won’t lose touch with it if I don’t study it, but I can’t casually do astrophysics.

What do you hope to do with your degree?

A: I want to be involved in astrophysics research. If I went into English, I’d want to be a professor at a university.

Do you write on your own, outside of classes?

A: Yes, I write poetry. I have been published. There is the Berkeley Poetry Review (BPR). I was accepted for their Made at Home edition and it is being shipped to me at the moment. I have also been shortlisted twice for the Hong Kong Young Writers Award.

What’s the poem that’s been published? 

A: The theme of the zine is ‘Made at Home’.” This poem was one that I wrote this summer when I went home to India after not having gone there in three years and how weird it felt to be in a space where I felt like a child and now I am no longer a child. Everything in the house seems visually different because it’s not the way I remember it – everything is a little smaller. It’s a sense of alienation in a place that was so familiar.

While we’re on the topic of families, what was your parents’ reaction when they found out you have been accepted to Oxford?

A: They were completely ecstatic! My mom likes to say that she always knew I was going to get in. They took turns passing around the laptop looking at the little box that says ‘this university has offered you a placement.’ I wasn’t even sure if I’d been accepted because I couldn’t get my laptop back from my parents as they were busy reading the letter themselves. My grandparents are also very excited. Everyone was really happy.

So you remember that day very well? 

A: Yes, because I had actually gone to Crossroads for service work and forgot that it was January 10th, which was the day the decision was coming out. My mum had not forgotten. When I got home, she asked me, ‘Do you know what day it is?’  I changed slowly before opening my laptop because I was pretty sure I hadn’t gotten in. I have a friend who I knew had already gotten a second interview, so I thought I wasn’t moving forward to that stage. It turns out that the process wasn’t the same for everyone.

Maybe they just knew. Aishani ‘knocked it out of the park’!

A: It was a great interview and I had so much fun. The pieces they sent me were right in the sweet spot. I loved it. Speaking about confidence, I wasn’t too nervous in the interview.

What made you feel confident so you weren’t nervous walking into it?

A: I knew that the interview was going to be analysis, something I really enjoy and I’ve been told I am good at it. There wasn’t much more I could do to prepare myself. Going and reading a bunch of poems and trying to cram wouldn’t have done any good. The poems I received were all about creating art and whether art is something that is invented or recreated. I loved that debate!

Mr. Su, my English teacher – I love him. He’s so great! He has been such an important guiding stone throughout this entire journey – he knows all about my physics/English dilemma and he’s given me great advice. He’s also just been so supportive. Every time I turn in work, he provides me with so many comments that are both constructive and helpful, as well as encouraging. He’s the best!

What kind of advice would you give to future students who are thinking about applying to Oxford or Ivy League universities?

A: Ivy League university applications aren’t really different from any other university. I would say getting started earlier is better. Deadlines are important. I was ahead of most deadlines, and most of my applications were early action. 

The important thing is to know your own voice. A lot of people give you advice on your essays and their advice is very important. But you have to be able to apply that advice in a way that is authentic to you. Say what you want to say. Don’t lose sight of your voice. That’s what the universities want. They can tell if an essay is scattered or listening to other people. That’s definitely something to avoid. I might not know everything, but I know myself. It’s important to know yourself and also what you want other people to know about you. I am an introspective person and therefore my writing is also introspective, and more lyrical. Know how to represent yourself with words – be clear and coherent, but most importantly, be natural.