Networking Event PSE

What went well?

I think that the sheet handed out to us helped us prompt our thinking. Also due to the different types of teachers present, there were various types of conversations being held that helped prepare us for the real world. I also felt that the environment was artificially created in such a way that it allowed us to take risks that we perhaps would not be able to have taken as there was low risk. As in, as some of us are not able to talk to teachers that easily this did help people step out of their comfort zone and try things that they may not have tried.

What could be improved

There was a distorted ratio of students and teachers. Therefore there was a lot of waiting for involved and caused groups of students to feel disinterested. There was also little incentive and preparation for this activity so that also decreased possible realistic level. A way to improve this may be to split the groups up into different days to improve the ratio.

What have you taken away from the process

That being confident and taking risks are good. Adding on to this, the way you talk to adults is different to children and so that was helpful.

IFP Training Day 2

We had our second training day on Saturday. It was held at UWCSEA East and lasted till 4pm. I found it very interesting and I liked that it built upon our training from the previous training session. It became more evident that our trainers are preparing us for how to host a conference and interact and lead groups through peaceful discussions. We are gifted with so much knowledge sometimes it feels that I should be taking notes. A constant theme was being put into different small groups and being able to hold conversations, be sociable, jovial and in this way put everyone at ease. There was a lot of brainstorming that had to be done which means that it is unequivocal to be comfortable to speak in your groups. Another common thread for each activity we were put in before lunch was that there was always a seemingly irrelevant opener or icebreaker. It is not until this reflection process that I realize that they should be mandatory in that they allow groups of people who probably have very little in common and do not know each other to have something to talk or laugh about.

Lunch was not an explicit training session but in some ways, it felt like one. Me and my friend, who would usually just sit with people we knew and were comfortable, saw someone that we just met in the previous activities and sat with them instead. People seemed to follow us and soon this long table was filled with people from an eclectic array of backgrounds who barely knew each other peoples names, chatting and laughing and agreeing together. The topics that we quickly leaped upon were of such a higher standard than anything that could have come with just me and my friend in months. We discussed issues of race, income inequality, corruption in influential institutions, and plans for the future. The connection that happens in a blink with people once they choose to be friendly and open is rare and I, as well as everyone, savored it.

After that, we had lectures by Cathy Jones and Mr. Watersomething. I found Mrs. Jones really interesting as it was a skill that otherwise I would have looked over. It was unprecedently challenging as it was suppressing the urge to talk.

Lastly, we got into our final groups and discussed activity plans.

It was a fruitful day and it was hard to leave school that day as it was also leaving that wonderful community! I was looking forward to coming back on Tuesday.

Joining Service Exec: New Portfolio Head!

I have joined Service Exec as a newbie this year. Having never joined before, I, along with other old dogs, had to attend a before school started training day where we become familiar with the process of how it runs and what we had to accomplish for this year. It was interesting to see how this group functioned and worked. As an outsider, I felt that my views on it would be unique and that I could give some overall observations onto the workflow and structure of this club.

My role is managing the new service website. I have to lead it to make sure that it is used by the school and tracks all the portfolio events of services. After helping to create a layout, discussing it with the team and so forth, now I have to use a lot of custom CSS and get this thing working. I love being a part of Exec as it is so interconnected to a lot of the other services that I am a part of. Moreover, I get to see first hand the amount of work and effort that goes into all the service events that happen at our school. Students coming early, staying late, setting and packing up: all for a good cause.

My role also allows me to work closely with other members of the team. I work with the, aptly titled, Portfolio Heads, who control and stream the content, and the Communications, who connect with the services and makes sure our website is as aligned to theirs. I also predict that I work with the content managers (video editors/photographers as that is always a main part of a website. I really like website design and creation so am excited for this role and really want to put my all into it and do the best job I can.

Coding for Good: Hackathon Initial concerns and goals

We are doing a hackathon. There is a lot of stuff to get done. I am learning first hand how to plan such an event and am enjoying the process tremendously. I should write down how the idea came about first. My role in Coding for Good seemed to be the contact person or project manager. This role seemed most sufficient for me as I was part of Exec and they always had projects they wanted C4g to do, so I thought me being in it would be easy and most convenient. I went about my role and did acquire new projects. However, the problem occurred when I went up to the most qualified members with a difficult project and they said that that they could do it but they were busy and could probably only take it up in a few weeks. This struck me as I questioned why I was even getting new projects if we did not have the capacity. That is when it hit me to start a hackathon to try and fill the gaps.

Coding for Good: Local Service Leadership Goals and Aims

Here is a folder showing evidence of some of the impact I have had on this service.

I really wanted to join this service this year, regardless if I was selected to be a leader or not. Thankfully, I was selected. I have enjoyed the past year of attending C4g (Coding for Good) and so wanted to continue it. I found that last year it was a really hands-on course and I learned a lot of stuff through the tutorials that Mr. Kann provided. I found out only this year in my HL/SL comp sci class that it was used in the introductory lessons for the HL comp sci students when they first learn Java and creating GUIs. This helped me become comfortable and knowledgeable on some of the software.

This year as a leader I entered with a goal to help spread the word about this service. I thought it was a very admirable service with a lot of potential.

Initial Reflection: Kolkata GC

I have been part of Kolkata since the beginning of High School and its Middle School counterpart: I-India. I have a lot of love and passion for this cause and so always wanted to continue working in this service trying to help the NGO in Kolkata as much as possible. In Grade 7, I think I joined the GC for a very jejune reason, which was connecting the dots that as I am Indian, I should, therefore, join a GC with the name “India” in it. This was purely the only deciding factor in my choice. To offer some defense, I did not really know anything about other GCs as well and so went with I-India. That may have been the reason that I joined, but was far from the reason that I stayed. In hindsight, I wonder what would have happened if I went with my other interest – preventing marine biodiversity loss, aquatic pollution, dissuading sea show patrons, really anything to do with the sea was a zealous interest of mine – and not join this GC that has now been a part of my life for more than four years.

Starting 11th grade, I was interested in pursuing a leadership role in this GC due to my knowledge of how it works and to further showcase my enthusiasm for the cause. I have always had an interest in finance and so took part in tracking the GCs finances last year under the leadership of an 11th grader (12th grader now). I am eager to continue my finance leader role this year and make sure this GC keeps track of its funds and remains a beau idéal for GC’s finance. I have so far, not explicitly taken part in the actual dance part of the GC, but have preferred to more work behind the scenes. This year I am thinking that I do want to get up on the stage and do something. I also want to offer some of my skills as an ex Graphics student by perhaps making some posters to draw even more attention to our main event: Kahaani. I also feel that I am a walking advocate for the show, Kahaani, as it seems that intertwining conversations regarding service, I always seem to find myself yelling “Sign up for Kahaani!”. Now that sign-ups are over, I intrinsically see my self changing the cheer slightly to “Go watch Kahaani!”

I am looking forward to the event to take place and be a success, as it always is, thanks to the deft leadership of the dance leaders and GC chairs. A goal I have for our GC is that perhaps we could be less dependent on this one event and branch out to other smaller events as well to help keep our GC more sustainable and proactive throughout the year. This is similar to an overarching aim the Service Exec, which I am part of, has.

I am also committed to making sure that Kolkata GC reaches the digital age with fervor. As I am a leader in Coding for Good, I know there is a project regarding the GCs website and making it clean and published. I need to make sure this is completed and ready. To achive that means clear communication.

As a finance leader, I need to make sure that I am always organized and communicate clearly with the chairs and relevant members in the GC. I will write another post when Kahaani is closer to see what has changed, regarding my role and my thoughts.

CAS Learning outcomes

for reference

Writing CAS reflections-yhcutr

Learning outcomes are differentiated from assessment objectives because they are not rated on a scale.The completion decision for the school in relation to each student is, simply, “Have these outcomes been achieved?” As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:
LO1. Increased their awareness of their own strengths and areas for growth
They are able to see themselves as individuals with various skills and abilities, some more developed than others, and
understand that they can make choices about how they wish to move forward.
LO2. Undertaken new challenges
A new challenge may be an unfamiliar activity, or an extension to an existing one.
LO3. Planned and initiated activities
Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger
projects, for example, ongoing school activities in the local community, as well as in small student‑led activities.
Creativity, action, service guide 5 Introduction
LO4. Worked collaboratively with others
Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.
LO5. Shown perseverance and commitment in their activities
At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.
LO6. Engaged with issues of global importance
Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).
LO7. Considered the ethical implications of their actions
Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in
relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various
ways, including journal entries and conversations with CAS advisers.
LO8. Developed new skills
As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in
increased expertise in an established area. All eight outcomes must be present for a student to complete the CAS
requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there
is some evidence for every outcome.