by curri58987@gapps.uwcsea.edu.sg | Jan 27, 2022 | CAS, CAS Highlights, Creativity (CAS)
As IFP is an activity primarily for Grade 11 students and the final weeks after the Grade 5 workshop were spent on my CAS project, I would just like to write quickly to reflect on the experience as a whole. I was able to collaborate with many new people in this activity, as well as face challenges with them as we communicated and persevered through the pandemic, planning projects together and delegating tasks and discussing. Although sometimes we had disagreements, we all realised that we had similar morals in wanting to create a respectful, tolerant and open-minded environment regardless of our views.
We also had many amazing workshops from some great speakers about listening, paraphrasing and other important skills which translate not only to presentation and facilitation skills, but also in daily friendships and interactions. These understandings underpinned every activity we did afterwards. Furthermore, as we planned through the pandemic it became increasingly important to be accountable for any issues that were encountered safety-wise in our workshops, especially as there were some activities that could have risked injury, as well as activities in-person where we had to be aware of health regulations. If we did not heed these restrictions, it would have a detrimental effect on the future (similar) events hosted by future IFP teams, and therefore I think that we all felt morally obliged to adhere to restrictions.
I also learned about the difference in the facilitation of discussions to learn about global issues versus actually learning about the global issue. Although it is very helpful in understanding systematically the issue at hand (using many conflict analysis tools such as Galtung’s conflict triangle) it is not always necessary in order to be a good facilitator. Good facilitators enable understanding by encouraging students to take initiative to think critically and develop their own, unique ideas about an issue rather than telling them what to think. Therefore, I aimed to align myself with this definition of a facilitator (learned through IFP) throughout the year and further into my future in my career choices.
I had an amazing experience with IFP even though we weren’t able to run workshops overseas (as is the usual protocol) due to the pandemic, and I am thankful for the opportunity to connect with new people and learn so much about the fundamental principles that underpin how humans can successfully and peacefully interact with each other.
by curri58987@gapps.uwcsea.edu.sg | Jan 27, 2022 | Activities (CAS), CAS
- How did I show perseverance/resilience/commitment in this activity? What actions did I take to overcome challenges?
One of the major challenges halfway through the year was that the dance instructor I usually dance with broke away from Studio De S, and started holding private lessons. This meant that weekly, regular dance classes became sporadic and request-based. However, staying committed via messaging my teacher and regularly requesting songs allowed me to continue dancing. Also, after a brief period away from Studio De S, I decided to also continue dancing there in order to ensure that I could stay committed to the activity.
- How has my involvement in this activity made me aware of my strengths and areas for growth? How can I use the skills I developed in this activity in other areas of my life?
I improved a lot of my control and power in this activity. I also found that dancing a lot more inspired me further to attempt to choreograph some dances for myself using learned ideas about shape, as well as participate more in dance activities at school. I also want to start up an alternative social media account for dance covers where I can organise my own stage outfits, makeup, etc. and record at home. I have a lot of ideas, so in the future even after finishing the IB I hope I can pursue these opportunities.
by curri58987@gapps.uwcsea.edu.sg | Jan 26, 2022 | CAS, Service (CAS)
Much of Term 3 was spent pursuing the initiatives mentioned in the last reflection – that is, connecting better with Lamdon School, developing a signature ‘brand’ as well as a product to go with. Two of those objectives were achieved with a good extent of success. We were able to speak to Lamdon School, inform them of the success of our event, as well as speak with some students and ask them some questions in which we found great insight. We also created several designs for a logo, as well as created corresponding poster designs spreading awareness about the challenges faced by the Ladakhi community, their tourist industry and their education system upon the onset of climate change. The product, however, is still in development. We have reached out to the Sustainable Enterprise Consultants, and a member of their team chats with us regularly regarding development of the product and new ideas we may have. I find myself happy, satisfied and proud of the progress we have made as a team in achieving many of our goals in different spheres of action (indirect, research and advocacy).
We spent the end of Term 3 thinking about Move to Make a Difference 2021, with the hope that we would be able to run the event in person. However, over the summer, many things have changed regarding the logistics (once again) of the event, presenting many challenges to the leadership team similar to the ones we faced last year. As I will be handing over leadership after the event ends, I want to ensure that possible future leaders of the GC would attend the meetings surrounding the organisation of Move to Make a Difference, which would allow them to take greater responsibility and initiative regarding our main fundraising event. We will be doing advertising again, handing over responsibility of the podcast towards A.C.E GC, and Daraja GC will be handling logistics. We have already begun employing similar methods of work distribution and a centralised organisation and accountability system to craft all the advertising materials needed for the event, applying the skills learned from the first Move to Make a Difference.
Although we have planned for an in-person event, I find myself wishing to simultaneously craft ‘virtual event’ advertising materials as a back-up plan in the case that we are unable to run the event in-person. I find that being prepared for as many outcomes of a scenario as possible (especially when regulations change on a day-to-day basis in the midst of a pandemic) is more efficient and less stressful for all the people involved, especially for a big event such as this. Given that so many people are involved (three GCs, as well as many SSD personnel) I think that a good strategy of working collaboratively is to outline potential risks together and work to minimise them, which I aim to do by suggesting crafting our ‘Plan B’ materials when meetings resume in August.
by curri58987@gapps.uwcsea.edu.sg | Jan 26, 2022 | CAS, Service (CAS)
The major challenge this term was, I felt, was kickstarting the process to find a product, as well as attempting to organise a call with Lamdon School amidst a communication vacuum to announce the results of Move to Make a Difference, where we managed to raise over $1790 split between the three GCs involved. These funds will go to support the construction of infrastructure, technology, sustainability (such as the planting of apple trees) and further resources for the students. We at Ladakh GC also find ourselves curious as to the pandemic experience of the Ladakhi students, and hope to connect with them on this topic further.
Despite sending many emails, we didn’t receive a reply from Lamdon School, and so we reached out to the Service and Sustainable Development Department, and they were thankfully able to get us in contact with the principal and reestablish our email link after some time. However, we were anxious, and left in waiting for some time, which left some members in the team without things to do as they were responsible for communicating with Lamdon School. Therefore, I encouraged them to start up a new advertising and awareness campaign involving posters, our portfolio website and the creation of a logo in order to create a brand as a GC, which will be continuing into the next term. Some goals I have for them are the successful consolidation of a ‘brand’ with standardised colour sets, fonts, insignias and a motto as well as seeing posters put up around the school.
The ‘branding’ project goes hand in hand with our Enterprise team, who are honing in on developing a product that we would be able to sell on a weekly basis to the student body. Our aspirations for this product is that not only is it in some demand (that is, there is student awareness and demand for what we provide) but also that it is unique, characteristic to what our group stands for and relating to Lamdon School and most importantly, sustainably and ethically sourced and producers. Some ideas we had related to some traditional Indian dishes such as lassi or pani puri, which could come in a variety of flavours or have a variety of dishes. However, finding ways to regularly make this as well as source organic and ethical ingredients proves a challenge still. Therefore, in the future, our enterprise team will be continuing to discuss opportunities for products, liaising with the SSD Department and the Sustainable Enterprise Consultant Group at school simultaneously.
I found that coordinating all of these groups’ myriad efforts as well as encouraging each individual members’ unique ideas (encouraging creativity and initiative within my team) to be the biggest area of learning and growth for myself. I have learned how being a leader is much more than someone who provides direction for the group – they also inform, exemplify and calibrate that direction to suit every individual in the team.
