Chinese "International" School* vs. Holistic and Progressive Education: The promise and the reality

I thought I had been hired to teach at an IB International School; however, the school parades its promise  without substance to back it up.  IB inquiry-based learning doesn't happen in real life in the classroom and antiquated methods of education and behavioral methods are utilized.  This is the drone-model of education where the output are drones and the teachers are expected to behave likewise.  Turns out, a true international school in China requires its students to be foreign passport holders with the plan of attending an English-speaking school overseas that follows British or American curricula.  Also, the staff is international and the student body is primarily foreign. In a true international school, ELL (English Language Learners) are in a separate class until their skills are on par with the age- or developmentally appropriate class level, or they are only accepted for admission after meeting EL skill requirements.  ELL is not the main content area of the classroom or school. These reasons and those following elucidate why I am so unhappy and unfulfilled at my current school; I am not using any of the skills or knowledge I worked so hard to attain! 
​The left column lists what I deal with on a daily basis.  On the right are my requirements for my next school! 

The Reality:

• Does not follow IB inquiry model
• 3 months out of the school year is focused on dance/skit performance children are forced to learn and perform whether they want to or not
• Learning is teacher-led, not student-directed
• Learning is not truly inquiry-based or project-based
• Student work is rejected if it is not "beautiful", "pretty enough", or perfect.
• "Student work" on display is often created by teachers rather than students
• Highest priority in school is that the classrooms look "beautiful"; this is more important than inquiry or holistic learning
• Holistic learning does not exist: their is little Socio-emotional Learning (SEL), teaching life skills, nature learning is almost non-existent
• Outdoor time and free play is secondary to academic work and required performances
• Hundreds of thousands of rmb are put toward performances and superficial gloss rather than classroom supplies and books
• Outdoor and nature learning is non-existent: students rarely leave campus - it is discouraged even though there is a park across the street, outdoor learning consists of playing on plastic gym sets located outdoors on astro-turf--very little nature exists on campus
• Recycling, reusing, is actively discouraged; rather, waste is encouraged through the creation of posters and boards with student drawings that are thrown away, students are not taught the value of recycling or protecting their natural resources, they are not taught to care for classroom supplies or resources, much waste is created and sent to a landfill, especially during the required performances where props and signs and miscellany are created from paper and cardboard and then discarded.
• Majority of supplies in classroom are plastic, rather than made of natural materials
• Corporal punishment, yelling, punishing is common, (Postive Behavior Support) PBS methods are not encouraged, learned, or supported. 
• Communication from school administration to overseas staff is poor at best, definitely not proactive or timely.
• Collaboration between overseas staff and native-born Chinese speakers is a facade; ultimately, the Chinese teacher runs the classroom.
• Creative thinking, independent thinking, problem-solving, and critical-thinking skills are discouraged as teachers coddle the children and think for them and do for them. 
• Focus is on ESL and requirements for Chinese primary school, rather than a holistic approach including STEM and SEL.  Science and Tech are non-existent in the classroom. 
• Chinese teachers are not encouraged to embrace progressive education methods such as PSB, SEL, or needs of non-neurotypical children.
• There is no support from administration or Chinese teachers (because there is little knowledge in this area) for teachers dealing with multiple children in the classroom who demonstrate sensory-processing, spectrum , or other non-neurotypical characteristics. 
• Children are labeled "bad" or "naughty" and dealt with through behavioral punishment/reward systems rather than addressing the individual child's needs with a holistic, PBS, or SEL approach
• Knowledge of children's neuro-cognitive. behavioral, and emotional developmental processes and stages is non-existent in Chinese staff, and not taught by leadership.
• Does not address individual developmental needs of each child
• Change is unwelcome and research-based methods presented by overseas staff is ignored. 
• Archaic and disproven behavioral methods are still used: Naps are forced on children, they are foced to sit in chairs for long periods, necessarily frequent movement breaks are not allowed, transitions are chaotic, routines are not practiced, basic life skills and health practices are not reinforced (handwashing, cleaning up, caring for classroom resources),  self-management skills are not taught, mindfulness and stress-reduction and yoga are not taught
• Multiple-intelligences and individual learning styles are ignored
• The focus of each unit is output to be presented to the parents and administration
• Priority is pleasing rich parents and catering to their whims rather than the needs of the children or teachers
• Autonomy, self-actualization, personal growth, professional development are not encouraged amongst staff or students
• Positive methods and attitudes are not promoted; employee morale is terrible
• Say "I'm sorry" is a frequent instruction, rather than utilizing and teaching conflict resolution
• I literally have to engage in verbal fighting with my lead co-teacher to get progressive methods into the classroom

Progressive Education Model:

• True inquiry- and project-based learning that is student-directed by teachers who act as mentors and guides
• Holistic approach that addresses the full spectrum of each individual child's developmental needs: physical, emotional, intellectual, spiritual (natural world/nature), cognitive
• Nature and outdoor learning - connection between self and natural world, conservation of resources, RRR (reduce-reuse-recycle)
• Support for non-neurotypical children
• Teachers take part in co-creating the school, along with children and administrators
• Children have choice and freedom; learning is self-directed, creativity, critical thinking, and problem solving are actively encouraged through the curriculum and philosophy of the school
• Learning is student-directed
• Classroom agreements are co-created by children and teachers
• Classroom management is based on PBS
• SEL is valued equally alongside academic success
• Life skills and self-management are part of the curriculum
• Collaboration and conflict resolution skills are taught and encouraged between staff members and within student to student relations
• Yoga, meditation, NVC (non-violent communication) and cooperative games are part of the curriculum
• In a true international school, the language used in the classroom is English and all students demonstrate proficiency in English (ELL are in a separate classroom, although the progressive model is adhered to in the ESL environment as well)
• Multiple intelligences and learning styles are embraced and addressed
• Both the classroom and the staff are compose a multicultural, diverse group within the school community
• Global thinking, social justice, community activism, and health are incorporated into the model 

* Let me make it clear that I love living in China, the culture, and the people.  It is the education model of this particular school, which is actually a Chinese-owned corporation that runs 20+ private schools in the city, that I find distasteful and backwards.  Unfortunately, the education system here is similar to American's poor education system - memorize and regurgitate, but don't actually learn to think or be a better human.