K12 Digest – May 2024 – Most Inspiring Education Leader – 2024

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Shaping the Future of Education

Welcome to the latest issue of K12 Digest Magazine. We are thrilled to bring you inspiring stories and insights from the world of education. This edition highlights remarkable leaders and institutions shaping the future of education globally.

On the cover, we proudly feature the “Most Inspiring Education Leader – 2024,” Nick Alchin. As the Head of College at United World College of South East Asia, Nick has dedicated his life to transforming education. Starting his teaching career in 1995 at UWCSEA Dover, he has worked at various schools worldwide. He is also an author, an IB examiner, a workshop leader, and a consultant.

We also spotlight the “Prominent International School to Watch in Nigeria – 2024,” CITA International School. Nigeria, with its vibrant culture and economy, hosts many innovative educational institutions. CITA stands out for its academic excellence, with students consistently excelling in national and international exams, achieving top grades in subjects like English, Mathematics, Sciences, Arts, and Social Sciences.

Our feature on the “Most Admired International School in Asia” showcases Fettes College Guangzhou. This institution is a collaboration between Fettes College UK and Country Garden Schools. It offers a comprehensive 15-year international education, from early years to high school, combining respected traditions and a global reputation.

In Tokyo, Elite Open School is recognized as a “Prominent International School to Watch in 2024.” Accredited by both WASC and Cognia, Elite Open School is part of the Elite Education Group, known for its emphasis on college preparation since 1987.

Each leader and school featured in this issue embodies excellence and innovation. Their stories go beyond academic achievements; they highlight resilience, creativity, and a strong belief in the power of education to change lives.

As you read their stories, we hope you find inspiration and insights that resonate with your educational philosophies and aspirations. We are excited to share these remarkable journeys with you and look forward to continuing our journey together in championing the best in education. Enjoy reading!

Sarath Shyam

10 NICK ALCHIN

HEAD OF COLLEGE, UNITED WORLD COLLEGE OF SOUTH EAST ASIA (UWCSEA)

SHAPING CHANGEMAKERS

AN INTERVIEW WITH NICK ALCHIN, HEAD OF COLLEGE, UWCSEA

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN NIGERIA-2024

Empowering Students Through Excellence, Inclusivity, and Innovative Education CITA INTERNATIONAL SCHOOL

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN TOKYO-2024

ELITE OPEN SCHOOL LEARNING RESOURCE CENTER TOKYO

Empowering Students with Personalized Education and Global Opportunities

Where Holistic Education Meets Global Excellence FETTES COLLEGE GUANGZHOU

MENTOR’S MANTRA

26

THERE IS JOY IN LEADING A SCHOOL DISTRICT: STRATEGIES FOR EDUCATIONAL LEADERS

Dr. Tahira DuPree Chase, Superintendent of Schools, Westbury Union Free School District

BEST PRACTICES

60 HOW TO INCREASE SEL AMONGST YOUR STUDENTS WITH ONE QUESTION

Jean Clervil, Keynote Speaker

ADMIN PERSPECTIVE

84

THE IMPORTANCE OF ACES AND PCES IN OUR STUDENTS AND EDUCATORS

Tevis Haynie, Senior Office Assistant at Tennessee State University

ACADEMIC VIEW

48 CULTIVATING BLACK MALE EDUCATORS INTO SCHOOL LEADERSHIP: A PATHWAY TO SUCCESS

Dr. B.T. McGuire, Assistant Principal at Metro Nashville Public Schools

80 SELF-REFLECTION AND BEHAVIOR MANAGEMENT TOOLS VIA GENERATION ALPHA

Dr. Shantram Hawkins, Assistant Principal of High School, Ombudsman Educational Services

NICK ALCHIN

HEAD OF COLLEGE, UNITED WORLD COLLEGE OF SOUTH EAST ASIA (UWCSEA)

AN INTERVIEW WITH NICK ALCHIN, HEAD OF COLLEGE, UWCSEA

An Odyssey in Education

Nick Alchin’s journey in education began in 1993 at a state school in the United Kingdom. He recalls, “It was a truly comprehensive school with a catchment area covering the ‘dreaming spires’ of Oxford and some very socially deprived areas, and a terrific place to begin what has turned out to be a wonderful experience in education.”

Driven by a thirst for adventure, Nick and his wife Ellie sought new horizons and in 1995 they secured roles in Singapore, at UWCSEA Dover, where Nick taught Theory of Knowledge and Mathematics.

“We spent six idyllic years really learning the craft of teaching,” he shares. “Like parenting, it’s not something that you ever master, though things begin to seem more familiar and natural after a few decades!”.

In the decades that followed, Nick’s career path took many turns and saw him in various roles at the International School of Geneva in Switzerland; Sevenoaks School in the UK; and at the Aga Khan Academy in Mombasa.

It was 2012 when Nick returned to Singapore as the High School Principal of the newly opened East Campus. Here he played a pivotal role in establishing the UWCSEA East High School. Fastforward 10 years to August 2022 and Nick was appointed as Head of College at UWCSEA.

Reflecting on his time at UWCSEA, Nick shares, “My three kids are now UWCSEA graduates, and have had a spectacularly enriching education,” he says. “My wife Ellie is now Director of

Nick Alchin, Head of College at UWCSEA, scales the climbing wall on East Campus in support of the UWCSEA Foundation’s annual Giving Day event.

What we do at UWCSEA is important, it’s meaningful work and with inspirational colleagues; I honestly wouldn’t want for anything to be different

Teaching and Learning at our Dover Campus, and I find myself with the enormous privilege of leading this 6,000-strong school with such an inspirational and important mission for peace and a sustainable future.”

Nick’s academic journey is underpinned by a robust educational background, boasting a Bachelor’s Degree in Natural Sciences from Fitzwilliam College, Cambridge, and postgraduate certificates in Engineering and Education from Wolfson College, Cambridge, and Manchester College, Oxford. Additionally, he holds a Master’s in Educational Leadership from the Open University.

His extensive professional expertise extends to serving as the Ex-IB Chief Assessor for Theory of Knowledge globally and ex-Vice Chair of the IB Examining Board. Nick is also a respected textbook author, IB examiner, workshop leader, and consultant.

The importance of meaningful work

Reflecting on his career choices, Nick emphasises the importance of allowing for spontaneity and joy in one’s career pursuits. “I wouldn’t say I ever ‘pursued a career’ – I changed subjects at college every year, including for postgraduate work, and I always took jobs that looked interesting, more than simply taking the next step on the ladder,” Nick remarks.

“A poignant moment in my life was when I was working with children with profound needs at summer camps in Pennsylvania,” he said. “The work was the hardest work I had ever done, by far, and also the most rewarding.” This experience set the tone and trajectory for Nick’s life-long journey in education, “While I have always loved the intellectual excitement and thrill of new ideas – it’s knowing that the work has made a difference

that has kept me going,” he affirms. “What we do at UWCSEA is important, it’s meaningful work and with inspirational colleagues; I honestly wouldn’t want for anything to be different,” he adds.

The philosophy of learning

The landscape of educational philosophies is vast and diverse. When asked about his view, Nick quotes Dylan Wiliams: “Everything works

somewhere, nothing works everywhere.” He goes on to reference the contrasting educational philosophies of the Scandinavian emphasis on intrinsic motivation and individualism versus the Confucian emphasis on academic rigor and conformity. “These two systems take strikingly different approaches; both seem to be topping the international educational leagues.” he said.

“I’ve worked in schools which sit towards both ends of this spectrum; UWCSEA sits

UWCSEA students rehersing their cultural dance for the annual UN Night celebrations.

squarely in between these two extremes. Our holistic, liberal progressive approach is placed within a driven Confucian work ethic. We value both individualism and community; our massive Service and Activities curriculum exists alongside the out-of-school tuition culture,” he says.

Of learning as a leader Nick has this to say, “It’s really important that you go back to the things fundamental to your beliefs about the

purpose of education. Is it to develop students who are work-ready for today? Or for tomorrow? Who will conform to social norms? Or who will challenge them? Students who are deeply embedded in their own culture? Or able to switch between several others? Who will go along with and succeed in the world as it is? Or who will disrupt it, and strive – likely at some discomfort to themselves – to make the world a better place?

East Campus Primary School students learn about sustainability, urban farming and permaculture through hands-on activities with a brood of resident chickens

There is no objective answer to these questions – which is why the debate will never stop. In his essay on Modern Education and the Classics, T. S. Eliot argued that to think about the aims of education is also to think about fundamental ends and purposes as human beings: “Education is a subject which cannot be discussed in a void: our questions raise other questions and the bearings are on more ultimate problems even than these: to know what we want in general, we must derive our theory of education from our philosophy of Life.”

The Importance of Regeneration

At the heart of Nick’s stewardship as Head of College at UWCSEA lies a dual commitment: to uphold the College’s mission of fostering global unity and peace while navigating the complexities of governance and growth. Reflecting on his role, he emphasises the imperative of continuous renewal to ensure the vitality

Programmes are increasingly creating powerful creative thinkers who are more like fresh graduates than high school students

Nick Alchin, Head of UWCSEA College with Sinéad Collins, Director of Engagement and External Relations at UWCSEA.

and relevance of the College. “At one level it is obvious – to help the College fulfil its mission to unite people, nations and cultures for peace and a sustainable future, Nick states. “But as Head of College, I have also become aware of the privilege and responsibilities of directing a College that employs over a thousand people as one of a network of 18 schools globally around the world.”

Acknowledging the unique challenges and opportunities inherent in serving both Singapore and its expatriate community, Nick emphasizes the need for College regeneration to

counter complacency and embrace innovation. “For me, it’s not a question of excellence, but one of regeneration,” he explains. “No matter how excellent we may be, it’s also possible - especially as a 50+-year-old successful organisation – to be caught in habits and rigidities that will bring us down.”

Drawing inspiration from John Gardner’s insights on leadership and renewal, Nick advocates for a multifaceted approach to Collegeal revitalisation. “Continuous renewal is necessary,” he asserts. “Leaders must understand how and why human systems age,

and must know how the processes of renewal may be set in motion.”

He goes on to emphasize the significance of remaining curious and adaptable in navigating diverse organizational contexts. “A key is always to remain curious - not to think that something that worked well for me somewhere will necessarily transfer,” he asserts. “If you can maintain that curiosity, then it likely means you are always learning, which is both fun and also - critically - energizing for everyone.”

In practical terms, Nick stresses the importance of cultivating exceptional individuals and teams through inclusive hiring practices and robust professional development initiatives. “At UWCSEA, we’ve put enormous effort into ensuring we hire as diverse a group of people as we can, who share our vision,” he shares. “We run courses in pedagogy, curriculum, on how to be a coach, on leadership, on dozens of technical aspects and so on.”

Nick takes pride in the College’s ability to foster continuous learning and growth among its staff, noting the high satisfaction levels reported in exit interviews and the propensity for former staff to return. “All this adds up, I think, to a central role being to foster the release of human possibilities, through education and lifelong growth,” he says.

Finding the right balance in a holistic programme

UWCSEA’s holistic Learning Programme comprises five elements - Academics, Activities, Personal and Social Education, Outdoor Education, and Service. In reflecting on the essence of this holistic education, Nick

Students gaining important personal and social skills as they support each other on the Dover Campus high ropes course.

High School students propagate saplings of threatened rainforest tree species as as part of UWCSEA’s Rainforest Restoration Project in collaboration with Singapore NParks. Students are pictured here with Kirtida Mekani, Independent Director of UWCSEA Foundation and 2024 inductee to the Singapore Women’s Hall of Fame as a champion for the environment.

emphasizes the importance of recognizing the distinction between means and ends. “While academic excellence has some intrinsic value, it is not an ultimate good,” he asserts. “If we churn out thousands of brilliant, intellectual graduates who are not at ease with themselves, who feel no responsibility to others or to our precious planet, and who cannot get along with others, then we will have failed.”

Instead Nick advocates for a nuanced approach that acknowledges the transformative power of academic achievement while embracing personal growth and social responsibility. “It is an absolute

moral imperative to hold these two truths in one’s head simultaneously,” he emphasizes. “I see so many cases where the emphasis seems to swing too far one way or another.”

At UWCSEA, holistic education extends beyond the confines of the traditional classroom, encompassing curricular, extracurricular, and cocurricular experiences. “Students will learn things wherever they are – the only question is, what will they learn and how will they learn it?” he reflects.

Contrary to the notion of balance as a dichotomy between academic excellence and broader participation, Nick sees a confluence of the two. “Our most academically highattaining students are often extremely highly committed right across the programme, often in leadership roles,” he notes. “In reality, it’s more often a synergy.”

Charting a Path to Future Readiness

As Head of College at UWCSEA, Nick is responsible for spearheading transformative initiatives aimed at aligning the College’’s educational offerings with the evolving needs of its diverse student body and the dynamic landscape of the future workforce. “I have long thought we could do better than to follow the UK (i)GCSE courses,” he remarks, highlighting the College’s departure from traditional curricular frameworks in favor of developing innovative and bespoke Grade 9 and 10 courses. “Free of the constraints of courses written for a different time and many thousands of kilometers away, we can deepen the academic stretch, create interdisciplinary experiences and be far more creative with assessment.”

High School students using VR technology as part of their mathematics lesson.

This departure from conventional norms extends to the College’s involvement in shaping the future landscape of international education. UWCSEA is at the forefront of piloting new courses to inform the 2030 International Baccalaureate Diploma Programme (IBDP) renewal, with a groundbreaking “Systems Transformation” course designed to empower students as agents of change. “It addresses real issues and is taught through projects and authentic assessments,” Alchin explains. “It has the chance to go live for all schools globally - so this is a profound opportunity for us to shape the future of international education for millions of students.”

In addition to academic innovations, UWCSEA places a strong emphasis on preparing students for the world of work through its expanded Careers Programme. Leveraging its extensive alumni network and strategic partnerships within Singapore, the College offers students diverse opportunities for company placements and internships. “Programmes are increasingly creating powerful creative thinkers who are more like fresh graduates than high school students,” Nick observes.

This multifaceted approach reflects UWCSEA’s commitment to equipping students with transferable skills and nurturing their growth as responsible global citizens. “All of

UWCSEA High School graduate accepts his graduation certificate from Nick Alchin.

“We really do make a real difference. Across a lifetime, the impact can be profound.”

UWCSEA High School graduate accepts her graduation certificate from Nick Alchin.

it adds up to our determination to educate our students for a future where things will be very different,” he adds. “And to be decent human beings who will leave the world a better place than they found it.”

Inspiring Stories and Lifelong Impact

Nick reflects on the transformative experiences and profound impact of UWCSEA’s scholarship program, global initiatives, Singaporean ethos, and alumni conversations. “In our scholarship program, we recruit students of promise who may not otherwise have the opportunity to join us,” he explains. “Every one of those students has a marvelous story.” He recounts the inspiring journey of Kim, a Cambodian student who overcame immense challenges to excel academically and contribute meaningfully to her community. Kim came from extreme poverty and had no formal education. She graduated from UWCSEA with her IB Diploma and a full scholarship to a US College. She is now back in Cambodia working in development and giving back to her community. Kim’s story epitomizes the transformative power of education and leaves Nick optimistic about the future.”

When talking about the highlights of the initiative undertaken by UWC alumni to bring meaningful education to refugee camps worldwide Nick says, “The enthusiasm from students, parents, teachers, and administrators across UWCSEA allowed Amala Education to set up the first-ever high school diploma designed for and with refugee youth.” Despite uncertainties, the commitment and determination of the UWC community have led to tangible outcomes, offering refugees hope for a better future.

Reflecting on his time in Singapore, Nick acknowledges the nation’s remarkable achievements in creating peace and prosperity for its citizens. “What I have learned from the country and from Singaporeans is the power of people who can stand against fashionable sentiment and commit to causes outside themselves,” he observes. This ethos of principle and service has profoundly influenced Nick and the UWCSEA community.

Conversations with alumni further highlight the long-term impact of UWCSEA’s education. Nick recounts the journey of a former student who, years after graduation, realised the significance of his time at UWCSEA in shaping his approach to life. “Our success is not to be measured in the short-term,” he reflects, “but really happens when our alumni work out what our Mission might look like for them, in the context of their own lives.” These experiences underscore the joy and responsibility of education. “We really do make a real difference,” Nick shares. “Across a lifetime, the impact can be profound.”

Embracing Innovation and Human Connection

When talking about the evolving landscape of education, Nick emphasises the need to preserve what works while embracing innovative practices. “The tech paradigm often dominates thinking, but we must remember that human development follows steady biological laws.” With this in mind, Nick stresses the importance of retaining and amplifying what works in education, particularly the fundamental role of human connection in schooling.

When asked about key innovations shaping the future of education Nick talks of greater student freedom, a focus on growth over

Nick Alchin and UWCSEA scholars share the impact of giving at a donor celebration event organised by the UWCSEA Foundation.

control, and enhanced attention to well-being and ethics. He advocates for more group work, real-world case studies, and interdisciplinary learning to foster transferable skills and global awareness.

With these in view, UWCSEA will continue to build on its foundations, moving towards a more personalised, inclusive, and ethical education. For Nick, education is not

just about preparing students for adulthood, but empowering them to critically appraise and improve the world around them. He extends an invitation to educators who share a vision for a more peaceful and sustainable world. “We need educational institutions to amplify our aspirations,” he concludes, urging educators to join him in shaping the future of education and society, one change-maker at a time.

There is Joy in Leading a School District: Strategies for Educational Leaders

Dr. Tahira DuPree Chase, Superintendent of Schools, Westbury Union Free School District

As an educational leader with a decade-long tenure as Chief Executive Officer/Superintendent of Schools, I have found immense joy in steering the trajectory of school districts. While the responsibilities are indeed weighty, the fulfillment derived from shaping students’ educational experiences and supporting the growth of our faculty and staff is immeasurable. In this article, I will delve into several key

strategies that educational leaders can employ to find joy and satisfaction amidst the challenges of leading a school district.

One of the most rewarding aspects of educational leadership is the opportunity to make a positive impact on students’ lives. By anchoring ourselves to the district’s mission and vision, we can stay focused on the greater purpose behind our work. Whether it is enhancing academic outcomes, fostering equity and inclusion, or instilling a

By prioritizing diversity, equity, and inclusion, leaders can create an environment where all students, regardless of background or circumstance, feel valued and supported

Dr. Tahira DuPree Chase, with a Bachelor of Science in Communications Arts from Norfolk State University, holds a Master of Arts in English Education and a Master of Education from City University of New York Graduate Center and Mercy College, New York. Her award-winning doctorate in Executive Leadership is from St. John Fisher College, New York. With a 30-year tenure as an educator, 10 of which as Superintendent of Schools, Dr. Chase currently leads the Westbury Union Free School District (New York) garnering notable results. As a transformational leader, Dr. Chase received numerous awards, citations, and accolades. In addition to changing the trajectory of students’ lives, she is a consulting author of two national textbooks series and co-authored It Takes a Village to Raise a 21st Century Student. Currently, Dr. Chase hosts a visual podcast, Strictly Education. Dr. Chase is an active member of Alpha Kappa Alpha Sorority, Incorporated.

By continually investing in our own development, leaders can inspire and empower others to do the same, creating a culture of continuous improvement and excellence within their district

passion for learning, staying aligned with the mission brings a sense of fulfillment and joy.

In the fast-paced realm of education, it is relatively easy to become consumed by the myriad challenges and setbacks we encounter as school chiefs. However, it is essential for educational leaders to pause and celebrate successes, both big and small. Whether it is acknowledging student achievements, recognizing the dedication of our faculty and staff, or highlighting progress towards district goals, celebrating successes uplifts morale and fosters a positive work environment.

Building strong relationships with students, families, faculty, staff, and the community is paramount for effective educational leadership. By prioritizing open communication, active listening, and collaboration, we not only enhance outcomes but also cultivate a sense of belonging and unity within the district and community itself. Personally, collaborating with our ParentTeacher Association (PTA) and engaging with the Superintendent Student Advisory Council brings a profound sense of connection and purpose to my leadership role. Relationship building enables me to learn about the needs of the community and students I joyfully serve. Another way educational leaders can cultivate a sense of community and belonging within their districts is by fostering inclusive practices and initiatives. By prioritizing diversity, equity, and inclusion, leaders can create an environment where all students, regardless of background or circumstance, feel valued and supported. This can involve implementing inclusive curriculum and programming, establishing support networks

for marginalized groups, and actively addressing issues of bias and discrimination.

Embracing innovation is essential for addressing the complex challenges facing modern education. Expanding further, educational leaders can enhance their effectiveness by fostering a culture of innovation and creativity within their districts. Encouraging teachers and staff to explore new teaching methodologies, experiment with technology integration, and design innovative programs can not only improve student outcomes but also invigorate the entire educational community. Providing support and resources for professional development in these areas can empower educators to embrace innovation and adapt to the ever-evolving educational landscape.

Whether it is implementing new teaching methodologies, integrating technology into the curriculum, or designing innovative programs, educational leaders have the opportunity to spark inspiration and creativity within their districts. Moreover, leveraging Artificial Intelligence (AI), for example, has empowered me to analyze data more effectively and support our school principals in the decision-making processes. Educational leaders can optimize their impact by leveraging data and technology to inform decision-making and improve outcomes. By harnessing the power of data analytics, leaders can gain insights into student performance, identify areas for improvement, and allocate resources effectively. Similarly, embracing technology tools and platforms can streamline administrative processes, enhance communication, and facilitate personalized learning experiences for students.

Continuous learning and professional growth are indispensable for educational leaders to stay informed, engaged, and effective in their roles. By investing in professional development opportunities such as conferences, workshops, and networking events, we can expand our knowledge base, gain fresh perspectives, and reignite our passion for the work. Furthermore, educational leaders can strengthen their leadership skills by seeking mentorship and professional coaching. Connecting with experienced leaders in the field, participating in leadership development programs, and seeking feedback from peers and colleagues can provide valuable insights and support for growth. By continually investing in our own development, leaders can inspire and empower others to do the same, creating a culture of continuous improvement and excellence within their district.

As educators and educational leaders, we do not discuss our own wellness as often as we should. In fact, many of us spend more time prioritizing the wellness of our own students, staff, and personal family members that we oftentimes neglect our own wellness needs. In essence, maintaining a healthy work-life balance is paramount for sustaining longevity and effectiveness in educational leadership. Prioritizing self-care through activities such as exercise, hobbies, and spending quality time with loved ones rejuvenates the mind, body, and spirit, enabling us to approach our work with renewed energy and enthusiasm.

Our attitude about the work can shape how we approach the work. Starting each day with a sense of gratitude can profoundly impact

our mindset and outlook. Instead of focusing on the inevitable challenges we face, begin the day by listing the things we are grateful for. This shift in perspective can set a positive tone for the day ahead and cultivate a mindset of abundance and appreciation. While this shift in mindset is not easy as a daily task, it is simple to take at least three minutes as you awake each morning to think intently about gratitude. Gratitude facilitates joy in the work.

Finally, John Dewey tells us, “We do not learn from experience, we learn from reflecting on the experience.” Reflecting on our experiences and recommitment to our values and vision reinforces our sense of purpose and direction as educational leaders.

Engaging in self-reflection cultivates stronger leadership skills, encompassing better communication, conflict resolution, and the ability to inspire and motivate others. Leaders modeling reflective practices set a positive example, fostering a culture of continuous improvement and learning among educators and staff. By staying true to our beliefs and aspirations through reflective practices, we can find joy and fulfillment in the meaningful work of leading a school district.

While the demands of educational leadership are considerable, the opportunities for joy, impact, and fulfillment are equally abundant. By embracing innovation, fostering inclusion, leveraging data and technology, seeking mentorship, and prioritizing self-care, educational leaders can navigate the challenges of their roles with resilience, purpose, and joy. There is joy in educational leadership if only you are courageous enough to find it.

PROMINENT

INTERNATIONAL SCHOOL TO WATCH IN NIGERIA-2024

CITA INTERNATIONAL SCHOOL

Empowering Students Through Excellence, Inclusivity, and Innovative Education

CITA International School, formerly known as Fidelity Preparatory Nursery and Primary School, began its journey in 1981 with a simple yet ambitious vision: to provide global-standard education in a nurturing environment. Over the years, CITA has evolved into a dynamic educational community dedicated to unlocking the potential of every child.

Originally a Nursery and Primary school, CITA has expanded to include a thriving Day and Boarding High School, catering to the diverse needs of students. With a legacy spanning over four decades, CITA has distinguished itself through its unwavering commitment to excellence in education and service.

“At CITA, our commitment to excellence drives everything we do,” says Roland Ebiye-Koripamo, Head of Centre and COO

ABOUT ROLAND EBIYE-KORIPAMO, HEAD OF CENTRE AND COO OF CITA INTERNATIONAL SCHOOL

Roland Ebiye-Koripamo has been a part of CITA since its inception. He became a part of CITA International School as a student. His roles have since been reversed as he currently serves as the Head of Centre and COO of CITA International School and has done so for the past 13 years. He Holds a Bachelor of Science degree in Computer Engineering from the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana as well as a Master of Science Degree in Databases and Web-based Systems from the University of Salford.

After his master’s programme at the University of Salford, he started his career as a Customer Service Adviser with the Royal Bank of Scotland Group (now Natwest Group). While in the UK, he was also the international Liaison and logistics officer for the school. He was offerred a permanent position as the Head of Centre with the High School as his base of operations on his return to Nigeria.

In his position as Head of Centre and COO, he operates in multiple capacities as project manager, facility manager, head of the ICT and e-learning department, digital marketing lead, Cambridge International Examination (CIE) coordinator and British Council International School Awards (ISA) Coordinator. He trains the staff and mentors the students

of CITA International School. “We believe in providing equal learning opportunities for all students, including those with Special Education Needs.”

Central to CITA’s philosophy is the belief that every child possesses unique talents and capabilities waiting to be nurtured. “Our goal is to create an environment where children can explore their passions and realize their full potential,” adds Ebiye-Koripamo.

Currently, CITA operates across two campuses: the Rumuogba campus, which houses the Nursery, Primary, and Day High School, and the Igbo Etche campus, dedicated to boarding facilities. Both campuses are guided by the school’s motto, “Building on Sure Foundation,” emphasizing the importance of a strong educational grounding for future success.

“Our values of excellence and character are embedded in everything we do,” shares EbiyeKoripamo. “They serve as the cornerstone of our Vision and Mission Statements, guiding our efforts to empower students to become responsible citizens and leaders of tomorrow.”

At the heart of CITA’s success is its dedicated team of academic and non-academic staff. “We have a team of professionals who are committed to delivering a holistic learning experience,” notes Ebiye-Koripamo. “Our focus is not just on academic achievement but also on instilling values such as responsibility and a commitment to excellence.”

Nurturing Academic Excellence

CITA International School is an academic beacon, where students consistently excel in national and international exams. “Our students’ achievements in exams such as the Cambridge Checkpoint, the Cambridge International General Certificate of Secondary Education (IGCSE), the West African Senior School Certificate Examination (WASSCE), and the National Examination Council (NECO) reflect our unwavering commitment to academic excellence,” states Ebiye-Koripamo.

Over the years, CITA has maintained a commendable success rate in external exams, consistently securing As and Bs across various subjects, including English, Mathematics, Sciences,

CITA International School is an academic beacon, where students consistently excel in national and international exams

Arts, and Social Sciences. This stellar performance has paved the way for our students to gain admission into prestigious universities worldwide, where they excel academically and distinguish themselves in their respective fields. “Our hybrid curriculum, combining the Nigerian and British curriculum, sets us apart,” affirms Ebiye-Koripamo. “We deliver lessons using the Montessori method, fostering a dynamic learning environment that promotes critical thinking and problem-solving skills.”

In addition to academic rigor, CITA places a strong emphasis on holistic development through a diverse range of co-curricular activities. From sports to music, entrepreneurship to agriculture, and public speaking to cultural activities, students are encouraged to explore their interests and talents while nurturing independence and confidence. “At CITA, we believe in equipping students with the skills and determination to succeed at every stage of their educational journey,” shares EbiyeKoripamo. “Our comprehensive approach to education ensures that every child emerges not only academically proficient but also well-rounded individuals prepared to face the challenges of the future.”

Empowering Students Through Vocational Training

CITA International School goes beyond the traditional academic curriculum to offer a wide range of vocational training initiatives aimed at empowering students with practical skills for real-world success. “Our commitment to holistic education extends to providing diverse vocational training opportunities,” explains Ebiye-Koripamo.

One such initiative is the Fashion Design program, where students engage in hands-on training sessions facilitated by industry experts like renowned designer Ade Bakare. “Our goal is to inspire creativity and innovation in our students,” says Ebiye-Koripamo.

The school’s DIY program equips students with the skills to create everyday household products such as bleach, liquid soap, air fresheners, hand sanitizers, and shoe polish using readily available materials. Additionally, students learn how to repurpose waste materials, turning single-use plastics into cobblestones, Styrofoam into glue, old tires into household furniture, and waste paper into papier-mâché sculptures.

“Our emphasis on sustainability and innovation drives our creative art program,” notes Ebiye-Koripamo. “Students learn to think critically and creatively, transforming waste into wealth while contributing to environmental conservation efforts.”

In addition to these initiatives, CITA offers vocational programs in farming, media literacy (including videography, editing, and radio broadcasting), and coding. These programs not only prepare students for potential careers but also foster essential skills such as problemsolving, collaboration, and communication.

“Our Pre-Career Attachment Programme (PAP) allows students to explore various career paths and gain practical experience in their chosen field,” adds Ebiye-Koripamo. “While the COVID-19 pandemic temporarily disrupted this program, we remain committed to helping students make informed career decisions through online career tests and guidance.”

At CITA International School, vocational training is not just about acquiring skills; it’s

about empowering students to become lifelong learners and proactive contributors to society.

The Dedicated Faculty of CITA

At CITA International School, the faculty and staff are the cornerstone of the institution’s commitment to providing a safe, nurturing learning environment. “Our faculty and staff embody qualities of passion, innovation, empathy, and compassion,” affirms Ebiye-Koripamo. “These qualities are essential for creating a supportive atmosphere where students can thrive.”

Comprising university graduates with Bachelor’s and Master’s Degrees, as well as postgraduate diplomas in education, the faculty at CITA is highly qualified and dedicated to excellence. Continuous professional development is a priority, with regular training sessions conducted by both local and international experts.

At CITA International School, vocational training is not just about acquiring skills; it’s about empowering students to become lifelong learners and proactive contributors to society

“We believe in investing in our faculty’s ongoing development to ensure they remain at the forefront of educational best practices,” states Ebiye-Koripamo. “For example, we’ve partnered with Scholastic Learning Zone in California to train our teachers in literacy applications, fostering a culture of reading among our students.”

Furthermore, training sessions on the Singapore Maths method have been instrumental in making mathematics more engaging and accessible to students. Refresher courses on Montessori teaching methods are also conducted regularly to enhance teaching effectiveness.

“In addition to academic training, our faculty undergo specialized training to support students with Special Education Needs and learning difficulties,” explains Ebiye-Koripamo. “These efforts not only improve our faculty’s work ethics and teaching methods but also contribute to better learning outcomes for our students.”

Creating Learning Spaces

CITA International School prides itself on its exceptional facilities, meticulously designed to enhance the learning experience for students.

“Our facilities are integral to fostering a conducive learning environment where students can thrive,” emphasizes Ebiye-Koripamo.

The school’s state-of-the-art classrooms provide spacious and bright settings conducive to learning. Equipped with comfortable seating arrangements and the latest interactive projectors, these classrooms support dynamic and engaging teaching practices. “Our science labs are equipped with everything students need for hands-on experimentation,” notes Ebiye-Koripamo. “Safety is paramount, and students undergo comprehensive training in lab safety procedures.”

The library at CITA International School serves as a hub of knowledge and discovery, staffed by knowledgeable and friendly librarians. Here, students have access to a diverse range of resource materials to support their academic pursuits. In the computer lab, students hone their digital skills using the latest technology and software, with access to the internet and online resources to enrich their learning experience.

“Our music lab offers students a unique opportunity to explore their passion for music,” says Ebiye-Koripamo. “Equipped with a variety of musical instruments and staffed by experienced instructors, we provide a nurturing environment for musical growth.” The multipurpose hall serves as a versatile space for various activities, from sports events to performances and assemblies. With professional sound systems and projector screens, it accommodates a wide range of events seamlessly.

“At CITA, we prioritize physical fitness and sportsmanship,” adds Ebiye-Koripamo. “Our sports facilities, including basketball courts, football pitches, tennis courts, handball courts, and beach volleyball courts, cater to diverse interests and skill levels.” CITA International School’s commitment to providing top-notch facilities underscores its dedication to holistic education, ensuring that students have the resources they need to excel academically and beyond.

Fostering Well-Rounded Development

At CITA International School, students are encouraged to explore a diverse range of extracurricular activities, fostering holistic development beyond the classroom. “Our extracurricular programs are designed to provide students with opportunities for personal growth and enrichment,” explains Ebiye-Koripamo.

The library at CITA International School serves as a hub of knowledge and discovery, staffed by knowledgeable and friendly librarians

In addition to traditional sports and music activities, students can choose from a variety of clubs, including the Human Rights Club, Sustainable Development/Geographical Club, Press Club, Drama Club, JETs Club, Arts Club, Robotics and Programming Club, and the CITA High Parliament Club. “Our goal is to provide students with a platform to explore their interests and passions,” says Ebiye-Koripamo. “These clubs and activities promote leadership skills, teamwork, and civic engagement.”

Furthermore, CITA International School offers extracurricular activities such as taekwondo, karate, and ballet, catering to a wide range of interests and preferences among students. “As part of our commitment

to community engagement, we organize outreach programs to support communities in need,” adds Ebiye-Koripamo. “This includes initiatives with IDP camps, orphanages, motherless baby homes, and support for widows in the local community.”

Through participation in events such as the Your World competition organized by the British Council Partner Schools Network, CITA students actively engage in raising awareness on important social and environmental issues. “Our students have created impactful videos addressing topics such as mental health, environmental conservation, and climate action,” notes EbiyeKoripamo. “These initiatives empower students

to become agents of positive change in their communities and beyond.”

Celebrating Excellence

Over the past decade, CITA International School has garnered widespread recognition for its outstanding achievements, marking a legacy of excellence and innovation in education. “In 2004, CITA made a significant impact in the Geneva Philately International Stamp Competition, securing the 3rd position with a stamp designed by ex-student Mr. Chinonso Chukwuogor,” recalls Ebiye-Koripamo. “This early success set the stage for a series of triumphs in subsequent years.”

Subsequent years witnessed a string of victories across national and international platforms, showcasing CITA’s academic prowess and creative talent. From winning the Indomie State and National Secondary School Competitions in 2005 to multiple recognitions in the Commonwealth Essay Competition, CITA consistently demonstrated its commitment to excellence.

“In 2014, CITA earned accreditation for the British Council International School Awards, becoming one of the four pioneer schools in Sub-Saharan Africa to achieve this honor,” states Ebiye-Koripamo. “This accreditation affirmed our dedication to global standards of education and student development.”

CITA’s commitment to promoting French language and culture was acknowledged by the West African Student Union Parliament, further enhancing its reputation for linguistic excellence. The school excelled in the Nigerian Association of French Teachers competitions, securing top positions in essay and drama categories from 2015 to 2019.

“In addition to academic accolades, CITA demonstrated its commitment to community engagement and environmental stewardship,” highlights Ebiye-Koripamo. “Participation in initiatives such as the Shell Environmental Conservation Clubs National Competition underscored our proactive approach to addressing real-world challenges.”

Furthermore, CITA’s success extended beyond academics to include artistic and athletic accomplishments. Victories in competitions such as the Lions Club Peace Poster Contest and the Shell Children’s Day Match Past and Dance Competitions showcased

the school’s diverse talents and vibrant school spirit. As CITA International School celebrates over 40 years of excellence, it remains dedicated to nurturing the talents and potential of its students while continuing to set new benchmarks for educational achievement.

Embracing Diversity

At CITA International School, every child is valued and celebrated for their unique potential, fostering an inclusive learning environment that embraces diversity. “Our belief in the inherent value of every child drives our commitment to inclusivity,” explains Ebiye-Koripamo.

CITA prides itself on being an inclusive school, catering to both mainstream students and those with learning difficulties and special needs. Rather than segregating students, those with special needs are integrated into mainstream classrooms with the support of facilitators.

“While our students with special needs learn alongside their mainstream peers, they also receive specialized therapy sessions at our Sunshine Unit,” notes Ebiye-Koripamo. “Professional therapists develop Individual Education Programs tailored to each student’s unique needs, ensuring they receive the support necessary to thrive academically and socially.”

At CITA International School, socioeconomic background is not a barrier to education. Students from diverse economic backgrounds are welcomed and afforded equal opportunities to excel. “We foster a culture of respect and inclusivity among our students and staff, regardless of ethnicity, economic background,

Through participation in events such as the Your World competition organized by the British Council Partner Schools Network, CITA students actively engage in raising awareness on important social and environmental issues

CITA International School places a strong emphasis on integrating technology into teaching and learning practices, enhancing the educational experience for students

or position within the school,” emphasizes Ebiye-Koripamo. “Every staff member is valued for their contributions, and students are treated as individuals, not objects.”

Empowering Education through Technology

CITA International School places a strong emphasis on integrating technology into teaching and learning practices, enhancing the educational experience for students. “Our commitment to incorporating technology into education is driven by our desire to make learning more engaging and accessible,” explains Ebiye-Koripamo.

The school adopts a Bring Your Own Device (BYOD) policy, encouraging students to use their own devices to supplement classroom learning. Audiovisual aids such as projectors, videos, and digital notebooks are seamlessly integrated into lessons, bringing subjects to life and catering to different learning styles.

“In addition to BYOD, we utilize a Virtual Learning Environment (VLE) for the

dissemination of results and virtual learning,” states Ebiye-Koripamo. “The implementation of the VLE was inspired by real-world challenges, such as the Iceland ash cloud incident, which disrupted travel and necessitated remote learning solutions.”

The VLE has proven invaluable during crises such as the Ebola and COVID-19 pandemics, facilitating remote learning and exam preparation with exceptional results. “Virtual learning tools have not only improved academic performance but also fostered collaborations with schools worldwide,” adds Ebiye-Koripamo, referring to the British Council International School Award accreditation program.

Recognizing that many students are visual learners, the integration of technology has led to a better understanding of concepts and improved academic outcomes. “Our goal is to equip Nigerian students to compete on a global scale,” affirms Ebiye-Koripamo. “To achieve this, we continually review and enhance our curriculum, teaching methods, and extracurricular activities.”

Cultivating Black Male Educators into School Leadership: A Pathway to Success

Dr. B.T. McGuire, Assistant Principal at Metro Nashville Public Schools

In the dynamic landscape of K-12 education in the United States, the presence of Black male educators is steadily growing. However, a common phenomenon emerges as we progress in our careers – many find ourselves assuming leadership roles as Dean of Students. This trend is not merely coincidental but rather indicative of a broader societal perception that often pigeonholes Black male educators into

roles centered around discipline and support. My journey, as a First-Generation College Student and now as an Assistant Principal, sheds light on the transformative power of education and the path to leadership for Black male educators.

My journey epitomizes resilience and determination. Navigating the educational landscape with unwavering commitment, I pursued academic pursuits fueled by a

To cultivate leaders and foster diversity in school leadership, educational institutions must prioritize mentorship and professional development initiatives tailored to the needs of Black male educators

Dr. B.T. McGuire embodies the transformative potential of education as a First-Generation College Student. With an unwavering commitment to learning, he quickly transitioned into School Leadership and Administration in 2020, now serving as a Middle School Administrator and Instructional Leader in Nashville, TN. His mantra, “No one can be you like you can be you,” resonates throughout the learning community, emphasizing individuality’s value. Recognized for his achievements, McGuire has received prestigious accolades such as the 2022 Nashville Black Top Forty Under 40 and the Bridging the Gap Award from the University of Louisville. He is known for his ability to build trust, show compassion, provide stability, and nurture hope among stakeholders, all while consulting schools and training educators nationwide. Beyond his professional endeavors, McGuire cherishes his roles as a partner, son, brother, and member of Alpha Phi Alpha Fraternity, Inc. These personal connections underscore the importance of support and community in his life. Dr. McGuire’s journey exemplifies his commitment to growth, inclusivity, and empowerment in education, leaving a lasting impact wherever he goes.

passion for transformative education. From earning my Bachelor of Arts in Political Science to attaining a doctorate in Learning Organizations and Strategic Change, each milestone marked a step forward in my quest to make a difference in the lives of students.

Reflecting on my journey, I emphasize the pivotal role of mentorship: My journey in education has been marked by unwavering commitment and continuous growth. Mentorship played a pivotal role in shaping my trajectory from a classroom teacher to an Assistant Principal.

The trajectory of my career, from Social Studies Teacher to Assistant Principal and even serving as an Interim Principal, offers valuable insights into the challenges and opportunities faced by Black male educators.

Beginning my career as a Social Studies Teacher at my Alma Mater, Danville High School in Danville, KY, where I was the lone Black corecontent teacher in the entire district, I encountered firsthand the importance of representation in the classroom. Serving as a role model for students of color, I strived to create an inclusive and empowering learning environment.

Within the realm of K-12 education, the role of Dean of Students often falls upon Black male educators. While this role is crucial for maintaining discipline and fostering a positive school culture, it can inadvertently limit the leadership potential of Black male educators.

My experience as a Dean of Students underscores the importance of mentorship and guidance in cultivating aspiring leaders. Under the mentorship of Dr. Kevin Armstrong, I was able to articulate my aspirations and chart a path towards instructional leadership.

By empowering me to coach teachers and lead initiatives in instructional practices, Dr. Armstrong facilitated my transition to Assistant Principal, thus demonstrating the pivotal role of supportive leadership in nurturing talent. Dr. Armstrong is now the 2023-2024 President-Elect of the National Association for Elementary School Principals. Statistics reveal the underrepresentation of Black male educators in leadership positions within the K-12 sector. According to data from the National Center for Education Statistics (NCES), while Black males constitute approximately 7% of the teaching workforce, they represent only 2% of school

principals (NCES, 2021). Furthermore, a study by the Albert Shanker Institute found that only 11% of Black male educators aspire to become school principals, citing lack of support and opportunity as primary barriers (Albert Shanker Institute, 2019). Additionally, research from the National Education Association indicates that schools with higher proportions of Black students are less likely to have Black principals, exacerbating the lack of representation (National Education Association, 2020). Moreover, a report by the Center for American Progress highlights that Black male educators are often disproportionately assigned to

Professional development opportunities focusing on instructional leadership are essential for equipping Black male educators with the skills and knowledge necessary to excel in leadership roles

By actively recruiting and retaining Black male educators and providing them with opportunities for leadership development, schools can create a more representative and equitable leadership pipeline

schools with high poverty rates and low academic performance, limiting their access to leadership opportunities (Center for American Progress, 2020). The journey to leadership for Black male educators is often marked by systemic challenges and barriers.

Addressing these disparities requires a multifaceted approach that encompasses mentorship, professional development, and equitable hiring practices.

To cultivate leaders and foster diversity in school leadership, educational institutions must prioritize mentorship and professional development initiatives tailored to the needs of Black male educators. Mentorship programs, such as the one I benefited from, provide invaluable guidance and support to aspiring leaders. By pairing aspiring leaders with experienced mentors who can offer insights and advice, these programs facilitate professional growth and empowerment.

Furthermore, professional development opportunities focusing on instructional leadership are essential for equipping Black male educators with the skills and knowledge necessary to excel in leadership roles. Instructional leaders play a pivotal role in driving student learning outcomes and fostering a culture of excellence within schools. Through targeted professional development in areas such as curriculum design, assessment practices, and data-driven instruction, Black male educators can enhance their effectiveness as instructional leaders.

Another critical aspect in cultivating Black male educators into school leadership roles is fostering a supportive organizational culture. Educational institutions must create environments that value diversity, equity, and inclusion. This includes implementing policies and practices that promote diversity in hiring and advancement opportunities. By actively recruiting and retaining Black male educators and providing them with opportunities for leadership development, schools can create a more representative and equitable leadership pipeline.

Additionally, systemic barriers such as implicit bias and stereotype threat must be addressed to create a level playing field for Black male educators. Professional development initiatives that focus on cultural competence and anti-bias training can help educators recognize and mitigate biases in their interactions with students and colleagues. By fostering a more inclusive and welcoming environment, schools can empower Black male educators to thrive and excel in leadership roles.

In conclusion, the journey of Black male educators like myself serves as a testament to the transformative power of education and the importance of supportive leadership in nurturing talent. By dismantling systemic barriers and prioritizing mentorship, professional development, and equity-focused practices, educational institutions can empower Black male educators to ascend to leadership positions and make a lasting impact on student success.

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN TOKYO-2024

ELITE OPEN SCHOOL LEARNING RESOURCE CENTER TOKYO

Empowering Students with Personalized Education and Global Opportunities

Elite Open School stands as a fully accredited middle and high school, recognized by both WASC and Cognia. It holds its place within the esteemed Elite Education Group, a trailblazer in education services since 1987, emphasizing college preparation.

In 2015, Elite Open School inaugurated its flagship, the Elite Open School Learning Resource Center Tokyo. Initially conceived as an afterschool college preparatory program, it swiftly transitioned into a full-fledged institution. This evolution was spurred by the discerned necessity for a robust American academic curriculum tailored to students in Japan aspiring for admission into top-tier US universities.

The school’s core mission revolves around cultivating a rigorous academic environment fostering personal development and discipline. Its aim is to equip students with the requisite knowledge and skills to unlock their academic potential and secure admission into their desired colleges and universities. Beyond academics, Elite Open School is committed to igniting a passion for learning and nurturing a culture of academic ambition among its students. It encourages them to explore their interests and talents, empowering them to realize their academic and personal aspirations.

Elite Open School’s reach extends globally, catering to families from various countries, including Canada, China, Indonesia, and Korea. Since its inception in 2015, its Tokyo branch, the Elite Open School Learning Resource Center Tokyo, has provided a tailored American curriculum to students from diverse backgrounds. Conveniently close to the Shibuya hub, the school is tucked away on the pleasant streets of boutique and cafe-filled Daikanyama.

Offering Personalized Learning

Elite Open School stands out for its commitment to providing each student with a personalized curriculum tailored to their unique needs. Whether students are progressing at an accelerated pace, delving into extra AP and UC-approved college courses, or require flexibility due to commitments such as NCAA participation, Elite Open School ensures quality education while accommodating individual circumstances.

Recognized among the top 2% of private K-12 schools in America, Elite Open School extends its rigorous academic program globally through its Learning Resource Centers. Elite Open School employs a Blended Learning approach,

Since its inception in 2015, its Tokyo branch, the Elite Open School Learning Resource Center Tokyo, has provided a tailored American curriculum to students from diverse backgrounds

empowering students to challenge themselves academically while accessing extracurricular certified programs, professional admissions consulting, and guidance from onsite educators and mentors.

In addition to its accolades as one of the Best Private K-12 and High Schools in America and California, Elite Open School boasts exceptional Niche Grades across various categories. Furthermore, the school recently earned certification from the College Board to offer the AP Capstone Diploma™ program and AP with WE Service program, further enriching its academic offerings.

Bridging Distance, Fostering Excellence

At Elite Open School, students engage in computer-mediated class activities that are overseen and graded by teachers based in the US. Meanwhile, onsite educators and mentors ensure that students receive the necessary support and guidance for their learning journey. This dual approach allows students to progress at their own pace while availing themselves of extracurricular certified programs, professional admissions consulting, and personalized assistance from onsite staff.

Elite Open School’s curriculum and learning methods are meticulously designed to deliver the most effective and efficient academic experience for middle and high school students. Adhering to UCapproved graduation requirements, the school’s rigorous curriculum motivates students towards self-directed learning and discipline, preparing them for success in higher education and beyond.

Elite Open School prides itself on providing an educational platform that combines the flexibility of its approach with the quality of a top college-bound program. By offering a conducive environment for personalized learning and academic excellence, Elite Open School equips students with the tools they need to thrive in the competitive landscape of higher education and beyond.

Elevating Academic Horizons

Elite Open School is known for its academic excellence and offers a wide range of opportunities for its students. With over 95 courses, including Advanced Placement, DualCredit, and Honors courses, Elite Open School provides students with the tools to excel academically. These courses span diverse subject areas such as Computer Science &

With over 95 courses, including Advanced Placement, Dual-Credit, and Honors courses, Elite Open School provides students with the tools to excel academically

Technology, Esports, Business, and Art, making it easier for students to prepare for college admissions and outshine their peers.

Beyond academic rigor, Elite Open School prioritizes personalized support through regular academic counseling. This ensures that students remain on course with their educational goals, fostering early college readiness and paving the way for future success.

At the heart of Elite Open School’s academic offerings lies the Minerva Baccalaureate program, tailored for high school students. This advanced curriculum, spanning three years of coursework with

an optional fourth-year Capstone Project, places a strong emphasis on critical thinking, problem-solving, and decision-making skills. Through two live courses daily, featuring instructor-led discussions and collaborative peer engagement, students embark on a deep and enriching learning journey.

Graduates of the Minerva Baccalaureate program not only receive a high school diploma from Elite Open School but also attain the prestigious Minerva Baccalaureate diploma. With over 32 college credits to their name, they lay a solid foundation for their future academic endeavors, poised to thrive in higher education and beyond.

How To Increase SEL Amongst Your Students with One Question

Jean Clervil, Keynote Speaker

“Emotions are what makes us human. Make us real. The word ‘emotion’ stands for energy in motion. Be truthful about your emotions, and use your mind and emotions in your favor, not against yourself.” This is a quote from Robert Kiyosaki that I stumbled upon shortly after my senior year in high school. Here I am, a 17-year-old, trying to understand how the culmination of my emotions is

guiding me…or misguiding me. Every day of my senior year, I felt burdened with decision fatigue accompanied by emotions that could either make me quit or persevere. Carrying the weight of the expectations from my mother, my school and even my friends was burdensome and difficult. And here’s the thing…EVERY student (and person) is dealing with problems and obstacles in and out of the classroom. How do we deal with those

When a student feels as though that they can do something, they will at least try. Trying is one of the most important things a student can do

As an inspirer, Jean has motivated many to find out exactly what they want to do for a living; especially students through his poetry, inspirational stories, and successful strategies. Having overcome his internal battles with fear and pressure to succeed as a college student, Jean used his imagination to create a career for himself. Jean’s gifts made room for him as he published two books while in college along with taking social media by storm with his influential quotes. His keynotes and strategies have not only left students inspired but motivated to take action toward the career of their dreams. Jean changes lives by showing audiences across the globe how they are an idea away from being a success story.

When a student identifies their why, it better equips them for the journey ahead

problems? How do we empower our students while the outside (and inside) noise is trying to limit them? We begin by asking the right question(s). We begin by effectively showing them how much we care. From my experience, one thing is for certain…a student will not care to listen to you until the student believes that you care about them.

I’m not going to lie to you. I had no idea what SEL truly was until I was deep into my professional speaking career. I just thought it was another buzzword that people were abusing. It wasn’t until teachers and administrators educated me on how I was already using SEL in my keynote speeches that I began paying attention. It’s not like I was given a PowerPoint about SEL growing up, but what I did realize is that the faculty members that I have the closest relationships with…used SEL to increase my own self-efficacy. Self-efficacy is the belief that you have what it takes to make things happen. I already had feelings of doubt and unworthiness, so when someone else took a genuine interest in my progress…it changed everything.

Now what is SEL? SEL stands for social and emotional learning. Although there are many definitions, the best way that I can put it is this…it’s the process of mastering our emotions to better support each other (relationships) and ourselves (goals). How you feel emotionally dictates what you do physically. When I was consumed with doubt and unworthiness, I did not care to do much. I was afraid to move forward. Confidence and learning are deeply connected. When a student feels as though that they can do something, they will at least try. Trying is one of the most important things a student can do.

Now you’re probably wondering what is the question that increases the social and emotional learning of your students. It is simple, the question is WHY? I always assumed that whatever a faculty member told me to do was because they were paid to do so. The first time a counselor asked me why I wanted to be successful, I felt seen. Not only did I feel seen, but I took a creative writing class as an elective because writing was a passionate hobby of mine. Little did I know that writing would not only be my career but also open doors for me that I couldn’t dare envision. A student is their most vulnerable when they first discover something they’re passionate about. SEL is about how we feel emotionally and how we in turn act on that emotion. If a student is not motivated, they will not move. When a student is inspired, their entire demeanor changes.

I strategically ask students (and faculty) to identify their WHY during my keynotes. This empowers them to see themselves in a positive manner in the future while removing limiting barriers that threaten their progress. During one of the breakout sessions last year for NJFEA (New Jersey Future Educator’s Association), a student shared with me how his WHY literally changed the trajectory of his high school career. I stress how one’s WHY has to be personal and bigger than one’s self. His WHY for being successful is his mother (which is actually the same as mine). “A lot of coaches told me that I wasn’t going to achieve my goal in playing lacrosse because of my height, but having my mom on my side believing in me gave me the WHY to push. As a result, this past summer I was recruited

by 4 different schools. I felt like I’ve achieved something bigger than myself which was to make my mom proud because she believed in me.” I then asked him how did the support of his mom make him feel. He replied “It made me feel confident in myself. It kept me going to practice 7 days a week.”

When I was in high school, not only did certain faculty members ask me why I wanted to be successful, but they also asked me why do I even show up to school. These were questions that forced me to look and dig deeper within myself. Although I didn’t find the answers I was looking for until years later in college, the fact that I started to look for them beforehand changed everything for me. I went from feeling unworthy and not seen to embarking on a journey of selfdiscovery with the help of the right people around me. I didn’t personally know any best sellers, but that didn’t stop faculty members from referring a few to me to research. I didn’t know any renowned poets, but that didn’t stop my friends from taking me to open mics that submerged me in the world of expression and transparency. Sometimes, a student just needs to see a glimpse of what’s possible for them not to quit. When a student identifies their why, it better equips them for the journey ahead. Let me be clear, none of this is easy…but the outcome is worth it.

I challenge you to dig deeper and ask your students WHY? WHY do they show up for class? WHY do they do the work when they don’t feel like it? WHY do they want to graduate? WHY do they want to become successful? I always say that the WHY is more important than the HOW. Help your students identify their driving force and you will be better equipped to lead them.

FETTES COLLEGE GUANGZHOU

Where Holistic Education Meets Global Excellence

Fettes College Guangzhou is a result of a collaboration between Fettes College UK and Country Garden Schools, combining their respected traditions and global reputation. Our institution provides a comprehensive 15year international education that covers all levels, from early years to high school. We offer a unique blend of bilingual teaching and British-style boarding facilities to our students. “We aim to provide a holistic education that bridges Eastern and Western cultures,” says Jeroen Gakes, FCG’s Expat Head of College.

Underpinning our educational philosophy is the motto Industria, emphasizing the value of diligence and practice in shaping wisdom and foresight. Building upon the 10 IB Learner Profile attributes, our core values also include Industria (diligence) and Kindness. Therefore, our core values encompass

Jeroen Gakes, FCG’s Expat Head of College

Industria (diligence), Kindness, Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. These values form the bedrock of our vibrant learning community, fostering an environment characterized by wisdom, courage, and compassion. “We believe in nurturing not just academic excellence but also character development,” adds Julie Zheng, FCG’s Chinese Head of College.

Exploring the Fettes College Guangzhou Campus

The Fettes College Guangzhou campus, a marvel crafted by the renowned global firm Brandway Malyan, harmonizes Oriental and Lingnan culture with China’s national

education standards and FCG’s educational ethos. This international campus is in verdant surroundings, fostering a tranquil atmosphere conducive to learning. “Our campus design reflects our commitment to providing a nurturing environment that inspires academic and personal growth,” notes Mr. Gakes.

Boasting cutting-edge teaching facilities, the campus is dedicated to creating a holistic and technologically advanced setting. It emphasizes the fusion of education and technology within a natural backdrop, furnishing students with contemporary learning amenities and ample spaces for selfdirected study and exploration. “Our goal is to offer students a modern educational

The Fettes College Guangzhou campus, a marvel crafted by the renowned global firm Bao Mayan, harmonizes Oriental and Lingnan culture with China’s national education standards and FCG’s educational ethos

experience grounded in traditional values,” adds Ms. Zheng.

The campus is replete with amenities, including three libraries, over 50 individual instrument practice rooms, indoor and outdoor sports facilities such as an Olympicstandard heated swimming pool, theatres, climbing walls, squash and tennis courts, basketball courts, a gymnasium, FIFAcertified soccer fields, FIBA-certified basketball courts, and the region’s sole 1000-square-meter indoor equestrian arena. Fettes College Guangzhou operates under a distinctive system wherein both Chinese and expatriate heads of the college collaborate in its management. This collaborative ethos extends to teaching,

Julie Zheng, FCG’s Chinese Head of College

with a blend of Chinese and expatriate educators working in tandem. “Our collaborative teaching model enriches the educational experience by fostering cultural exchange and critical thinking,” explains Mr. Gakes.

Most classes are supported by both a Chinese and an expatriate homeroom tutor, providing students with comprehensive mentorship. This collaborative teaching method nurtures critical thinking and intercultural understanding among students. “This approach allows students to benefit from diverse perspectives and develop versatile skills,” adds Ms. Zheng. Moreover, both Chinese and expatriate boarding staff are dedicated to the holistic well-being and development of boarding students.

Fettes College Guangzhou prides itself on its diverse faculty, comprising qualified expatriate teachers from various countries alongside Chinese educators with international educational backgrounds

The Educators of Fettes College

Guangzhou

Fettes College Guangzhou prides itself on its diverse faculty, comprising qualified expatriate teachers from various countries alongside Chinese educators with international educational backgrounds. This amalgamation of talents creates a rich multicultural learning environment for students. “Our faculty represents

the global essence of education, bringing diverse perspectives into the classroom,” affirms Mr. Gakes.

With nearly a hundred teaching staff and house parents from around the world, the school fosters an inclusive atmosphere. The majority of expatriate teachers hail from English-speaking nations such as the UK, the US, Australia, and Canada, with British nationals constituting half

of the total. “Our diverse faculty ensures that students receive a well-rounded education that prepares them for success in an interconnected world,” asserts Ms. Zheng.

The faculty at Fettes College Guangzhou boasts impressive academic credentials from renowned universities worldwide. Sixty percent have undergone overseas study experiences, and all hold teaching certifications. With an average of over 8 years of teaching experience, educators not only demonstrate expertise in their fields but also excel in guiding students toward academic excellence and personal growth.

The institution prioritizes the professional development of its faculty, offering diverse training opportunities to keep them abreast of educational innovations. “We are committed to providing our teachers with the tools and resources they need to excel in their profession,” states Mr. Gakes.

Through supportive feedback mechanisms and clear paths for career advancement, Fettes College Guangzhou ensures that its faculty remains motivated and engaged, delivering the highest standards of education to students. Annual performance reviews and constructive feedback contribute to a culture of continuous

In the Primary and Middle School divisions, Fettes College Guangzhou adopts a

the

curriculum based on

Chinese National Curriculum (CNC) infused with elements of the PYP/MYP curriculum

improvement and teaching excellence within the institution. “Our goal is to empower educators to continuously enhance their teaching practices,” adds Ms. Zheng.

Academic Offerings

In the Primary and Middle School divisions, Fettes College Guangzhou adopts a curriculum based on the Chinese National Curriculum (CNC) infused with elements of the PYP/ MYP curriculum. In the High School division, students have the option to enrol in IGCSE and A-Level courses, providing a diverse array of academic pathways. “Our curriculum is designed to provide students with a wellrounded education that prepares them for success in a global context,” states Mr.Gakes.

The institution also offers specialized art programmes in collaboration with the Cambridge Visual Performing Arts College. These programmes allow students to pursue domestic art curriculum or a combination of domestic and overseas exchange study,

preparing them for admission to prestigious art universities. “Our goal is to offer students a comprehensive academic experience that caters to their individual interests and aspirations,” adds Ms. Zheng.

Furthermore, Fettes College Guangzhou boasts an extensive selection of elective courses and extracurricular activities, totalling over 80 options across sports, arts, humanities, science, technology, and academics. From equestrianism to English drama, students have ample opportunities to explore their interests and foster holistic development. “Our art programmes provide students with tailored guidance and opportunities for artistic development,” notes Mr. Gakes.

The institution maintains a remarkably high teacher-to-student ratio, employing a small class teaching model to ensure personalized attention and support. This approach allows for tailored learning plans to meet the diverse needs of students. “Our small class sizes enable teachers to provide

individualized support and guidance,” explains Ms. Zheng.

With a structured schedule that includes formal classes, self-directed study, extracurricular activities, and designated prep time, Fettes College Guangzhou aims to instil effective time management skills in students. This balanced approach to learning facilitates academic success while allowing students to pursue their passions and interests outside the classroom.

Specialized Programmes and International Opportunities

Fettes College Guangzhou partners with the Cambridge School of Visual and Performing Arts (CSVPA), offering students the choice between a three-year domestic art programme or a combination of two years of domestic study and one year of overseas exchange. This prepares students for further education at their desired art universities, encompassing both performing and visual arts. “Our partnership with CSVPA provides students with specialized training in the visual and performing arts,” states Mr. Gakes.

Tailored for students in grades 6-12 with a passion for performing arts and music, this programme integrates international academic courses with specialized performing arts and music courses, aiming to cultivate students’ artistic talents within an international framework. “Our goal is to nurture future artists with a global perspective,” adds Ms. Zheng.

Through collaborations with overseas institutions like Fettes College UK, Fettes College Guangzhou offers international exchange programmes that broaden students’ horizons and expose them to diverse cultures

and educational systems, enhancing their global competitiveness. “Our international exchange programmes provide students with invaluable experiences and perspectives,” explains Mr. Gakes.

Fettes College Guangzhou boasts a 1,000-square-meter indoor equestrian centre, offering comprehensive courses from beginner to advanced levels for equestrian enthusiasts. The curriculum covers basic horsemanship, advanced riding, jumping, and competition preparation, providing students with a wellrounded equestrian education. “Our equestrian programmes cater to students of all skill levels and interests,” notes Ms. Zheng.

In addition, the school’s aerospace science and education courses offer a comprehensive learning path for aviation enthusiasts and future professionals. From theoretical knowledge to practical operation, students engage in flight simulation training, drone operation, and participation in aerospace projects. “Our aerospace courses provide hands-on learning experiences that prepare students for careers in the aerospace industry,” states Mr. Gakes.

Fettes College Guangzhou’s commitment to specialized programmes and international opportunities underscores its dedication to providing students with a well-rounded education that prepares them for success in a rapidly evolving global landscape. “Our students have the opportunity to apply their knowledge in real-world settings and develop practical skills,” adds Ms. Zheng.

Comprehensive Extracurricular Offerings

Fettes College Guangzhou offers an extensive selection of over 80 extracurricular activities

Fettes College Guangzhou partners with the Cambridge School of Visual and Performing Arts (CSVPA), offering students the choice between a three-year domestic art program or a combination of two years of domestic study and one year of overseas exchange

Fettes College

Guangzhou offers an extensive selection of over 80 extracurricular activities spanning various fields, designed to foster students’ interests and skills comprehensively

spanning various fields, designed to foster students’ interests and skills comprehensively. “Our diverse extracurricular programme provides students with opportunities for holistic growth and development,” Mr. Gakes.

The activities are categorized into several areas:

Sports Activities: Including a wide range of sports such as baseball, boxing, American football, cheerleading, equestrianism, martial arts, swimming, basketball, tennis, and golf. These activities aim to enhance students’ physical fitness, teamwork, and sports skills.

Arts and Culture: Offering activities such as calligraphy, traditional Chinese painting, English drama, fashion design, art competitions, and chamber orchestra. These activities cultivate students’ aesthetic sense, creativity, and cultural awareness.

Science and Technology: Involving robotics, chemistry clubs, psychology societies, mathematics and science competitions, and economics exam tutoring. These activities stimulate students’ spirit of inquiry, scientific literacy, and problem-solving skills.

Practical Skills: Including financial literacy, fitness, tea art, community design, and college guidance. These activities help students acquire life skills, enhance social adaptability, and develop self-management abilities.

Language and Literature: Offering activities such as English reading, IELTS writing, and English comedy clubs. These activities strengthen students’ language use, literary appreciation, communication, and expression skills.

At Fettes College Guangzhou, fostering a global outlook and an international mindset is a priority, demonstrated through extensive collaboration in teaching and administration, embodying the essence of holistic education

Music and Performing Arts: Including opportunities in rock bands, violin, and debates. These activities nurture students’ musical talent, performance skills, and confidence.

Mind and Strategy Games: Such as Go, to exercise students’ logical thinking and strategic planning abilities.

Each category of activity is designed to be both engaging and educational, ensuring students achieve comprehensive growth in a diverse environment while pursuing their personal interests. “Our aim is to cultivate well-rounded individuals with diverse interests and talents,” adds Ms. Zheng.

The school regularly organizes various events such as art festivals, music festivals, science and technology festivals, and sports days, providing platforms for students to showcase their talents and achievements. In addition, Fettes College Guangzhou organizes resilience activities and extracurricular exploratory activities to promote students’ perseverance and practical inquiry capabilities. The institution also offers distinctive winter and summer camp study tours in areas such as science, art, and sports, catering to the diverse interests and needs of students.

The Boarding Experience

The boarding system at Fettes College Guangzhou is a cornerstone of the institution’s educational ethos, providing students with an immersive and supportive environment. “Our boarding system aims to create a home away from home for our students,” states Mr. Gakes.

Staffed by a dedicated team of “parent” figures, including Chinese and expatriate teachers, expat house parents, Chinese and expat assistant house parents, expat academic advisors, and residential life teachers, the boarding section serves as an extension of both home and school. This multifaceted team ensures that students receive individualized attention and encouragement throughout their boarding journey. “Our dedicated boarding team ensures that every student receives personalized care and support,” adds Ms. Zheng.

With fluency in English among all house parents and residential life carers, students could communicate in English during their daily lives. However, Chinese is also used by residential life carers, providing students with opportunities to unwind and seek guidance or support in their native language when needed.

The boarding facilities feature warm furnishings and inviting communal spaces, including a cozy kitchen, comfortable sofas, and well-stocked bookshelves and individual instrument practice rooms. These spaces serve as hubs for socializing and relaxation, with the boarding department arranging opportunities for students to interact and unwind every evening.

Additionally, the boarding team organizes various activities such as swimming, basketball, fitness sessions, and art competitions. On weekends, students participate in rewarding activities like cooking, crafts, and hiking, led by teachers. These experiences foster independence and essential skills for university life abroad while cultivating cohesive relationships among students from diverse cultural backgrounds.

Fostering Global Citizenship

At Fettes College Guangzhou, fostering a global outlook and an international mindset is a priority, demonstrated through extensive collaboration in teaching and administration, embodying the essence of holistic education. “Our collaborative approach creates a diverse, cross-cultural environment that enriches the educational experience,” states Mr. Gakes.

Through integration of the strengths of both Chinese and foreign education systems, students at Fettes College Guangzhou are actively engaged in shaping their character and developing their extracurricular talents. The school emphasizes holistic growth and personal development, valuing students’ overall well-being alongside academic success. “Our goal is to provide students with a comprehensive education that extends beyond academic achievement,” adds Ms. Zheng.

An accord was reached between Fettes College Guangzhou and Rotorua Intermediate

Furthermore, Fettes College Guangzhou actively engages with international education organizations, providing students with diverse opportunities for participation in international conferences and volunteer activities. “These initiatives broaden students’ horizons and cultivate their sense of global citizenship,” adds Ms. Zheng.

Fostering Home-School Collaboration

Fettes College Guangzhou actively fosters a collaborative relationship between home and school, aiming to deepen parental understanding

School in New Zealand on various aspects, such as school management, teacher training, and comprehensive student development, leading to the signing of a collaborative agreement. This agreement encompasses enhancing teacher training programmes, initiating student exchange initiatives, and fostering in-depth cooperation in fields of educational research such as science, arts, athletics, and summer camps. Partnerships with institutions like CSVPA, Fettes College UK and Rotorua Intermediate School facilitate student exchange programmes and crosscultural learning experiences. “Our partnerships offer students valuable opportunities for international exchanges and collaborations,” notes Mr. Gakes.

and involvement in educational activities. “Our aim is to create a strong partnership between home and school for the benefit of our students,” states Mr. Gakes.

Through regular parent-teacher meetings and heads of college-parent dialogues, parents are provided with platforms for direct interaction with educational management. This allows parents to contribute their perspectives and concerns, ensuring that educational decisions are closely aligned with their needs and expectations. “We value parental involvement and strive to provide meaningful opportunities for engagement,” adds Ms. Zheng.

Additionally, the school utilizes online platforms like WeCom and parent groups to promptly share school updates, educational information, and students’ academic progress with parents. This communication fosters trust and strengthens the partnership between home and school.

Furthermore, the school organizes educational workshops and extracurricular activities, inviting parents to participate firsthand. These activities offer insights into their children’s daily experiences and the overall educational environment, enhancing parents’ sense of connection with the school.

The school also emphasizes enhancing parental educational literacy through lectures and sharing sessions. By imparting advanced educational concepts and parenting techniques, parents are empowered to support their children’s growth effectively.

Continuous Improvement and Collaborative Growth

Fettes College Guangzhou is committed to continuously updating and improving its

curriculum to reflect the latest academic research and industry trends. “Our goal is to provide students with a cuttingedge education that prepares them for the challenges of the future,” states Mr. Gakes.

The school achieves this by introducing innovative teaching methods and technologies, such as project-based learning, flipped classrooms, and digital learning platforms. These approaches enhance student engagement, learning efficiency, and foster critical thinking, innovation, and problem-solving abilities. “We prioritize innovation and collaboration to ensure our curriculum remains relevant and impactful,” adds Ms. Zheng.

Moreover, Fettes College Guangzhou aims to strengthen collaborations with top global schools to provide students with more international exchange and learning opportunities. “In addition to academic development, we prioritize nurturing students’ core competencies and skills to prepare them for the future,” explains Mr. Gakes.

The school operates within a strong educational conglomerate, benefiting from unwavering and comprehensive support. This support translates into significant investments in educational resources, ensuring consistently high standards and exceptional teaching quality. “We encourage active participation from parents and community members to create a supportive learning environment,” adds Ms. Zheng.

Furthermore, the Country Garden Schools consistently invest in the enhancement and modernization of teaching equipment, ensuring that Fettes College Guangzhou remains at the forefront of educational innovation.

ACADEMIC VIEWS

Self-Reflection and Behavior Management Tools via Generation Alpha

Dr. Shantram Hawkins, Assistant Principal of High School, Ombudsman Educational Services

There is a global phenomenon of complex knowledge attempting to identify and understand the behaviors and learning styles of Generation Alpha (2010-2024). To understand the future, we must examine the past; to understand this phenomenon, a researcher must examine the daily processes of children born in Generation Alpha (GA). Children are

exposed to a wealth of information at earlier ages. These children can access unlimited information on technological devices. The problem is the data gathered can cause drastic mental deficits that may lead to cognitive dissonance, lack of purpose, unstructured discipline without dignity, provide a false sense of hope, and neglect restorative practices in school environments.

Early community involvement and practical parenting assistance can help prevent problematic behaviors in GA in school settings

Dr. Shantram Hawkins has an impressive background in education with over 15 years of experience in various roles as a music teacher, Youth Interventionist, and assistant principal. Dr. Hawkins firmly believes in the importance of early childhood education and is an active member of several education-related organizations. His educational background includes Southern University A&M College, Liberty University, and American College of Education degrees. Dr. Shantram Hawkins has an impressive background in education with over 15 years of experience in various roles as a music teacher, Youth Interventionist, and assistant principal. Dr. Hawkins firmly believes in the importance of early childhood education and is an active member of several education-related organizations. His educational background includes Southern University A&M College (Bachelor of Arts in Music), Liberty University (Master of Arts in Human Services), and Post Masters in Educational Leadership and a Doctor of Education) American College of Education degrees.

Is There a Disconnect With GA?

Cognitive dissonance is a process that causes mental discomfort that may not align with one’s beliefs. The insufficiency of cognitive dissonance may also systemically impair one’s values or attitudes, causing feelings of shame, inner conflicts, and disconnect. GA social media culture is a new phenomenon where social media influencers, pop culture, rap, and TikTok trend moguls have replaced traditional cultural and community practices. These practices have exuded into the home and school communities. Some GAs impacted by the GA social media culture may have major disconnects in a conventional school environment where boredom may persist, making schoolwide expectations challenging to adhere to, which may not align with traditional social norms, and not being entirely accepted and invested in the school environment. Students who do not have access to robust and supportive family or communitystructured environments may lack purpose. The fundamental question is, is the lack of parental support the nucleus of this concern? Most school-related problems stem from students who may have a lack of parental support. A study by the author discovered parents are frequently blamed for their child’s school-related issues rather than the school curriculum, instruction, policies, or resources. Attributing underachievement to a lack of parental support is unfair. Underprivileged parents want their children to have a good education but often lack financial capital for educational support, social connections, and access to top schools. Early community involvement and practical parenting assistance

can help prevent problematic behaviors in GA in school settings.

Discipline With Dignity

Adequate behavior support for GA students is to provide a supportive and structured discipline system utilizing dignity. Schoolwide expectations are structured to create safe environments. Sometimes, students’ behavior infractions will appear to cause school staff to reverberate as if their last two nerves are in a survival battle. Student behavior infractions are also one of the primary causes of why teachers are leaving the profession. Moreover, we have seen an influx of teachers responding to students with unethical practices via the news through walkouts, engaging in verbal, and physical aggression due to fight or flight stimuli. The loss of responding to discipline with dignity has been a problem for some teachers. Responding to behavior problems should be exhibited in a respectful manner, even when faced with adverse negativity. It is highly unethical to respond with degrading tactics such as verbal threats, changes to students’ grades, speaking ill in front of colleagues, etc. Students should receive corrective responses from a place of dignity and compassion.

A Tale of Two Worlds: Tradition vs. Social Media Culture

GA is a general of hope despite popular belief. They like to explore knowledge on their own. Some GAs are asynchronous learners. Most GA learners benefit from non-traditional learning styles, such as sitting in a chair, being told to be quiet, and paying attention

Adequate behavior support for GA students is to provide a supportive and structured discipline system utilizing dignity

all day. This generation prefers to broaden their understanding through multiple learning styles, such as visual, kinesthetic, auditory, logical, social, and solitary learning. They prefer to investigate what they are taught and desire to know how their learnings will impact them in real-world situations. The problem is when they are not taught to conduct research properly, they are left to learn from online components that may not be peer-reviewed or ethical. Such concerns cause an influx in trust in the social media community to gain knowledge that is not always based on facts. Social media culture has sadly become the new era of social-emotional learning creating peer pressure concerns and increasing cognitive dissonance.

Hope is The Answer

Steve Jobs once stated, “You can’t connect the dots looking forward; you can only connect them looking backward. So, you have to trust that the dots will somehow connect in your

future. You have to trust in something—your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.” Hope is the possibility of aspirations beyond human consumption. Having hope may have the ability to reformate the brain (neuroplasticity). Previous research underscored the possibility that belief can produce positive results and efficacy. HOPE births Healthy, Optimistic, Perseverance, & Enthusiasm. Children learn from people who believe in them and can intuitively sense when someone does not have their best interests. GA learner’s desires to be challenged. Allow them to explore by updating your curriculum to fit their unique learning styles, understand their culture and do not employ ethnocentrism towards them, discipline them with dignity, demonstrate sincere compassion, and promote HOPE, and the return will be restorative practices that will yield unwavering results by creating global citizenship.

The Importance of ACEs and PCEs in Our Students and Educators

Tevis Haynie, Senior Office Assistant at Tennessee State University

Ms. Tevis Haynie, MS. M.A., has a Bachelor of Science in Elementary Education (P4-5) from Western Kentucky University, holds a Master’s in human Behaviors/Services from Capella University, and a Master’s in Organizational Leadership with two certifications in Professional Performance Coaching and Global Leadership from Lipscomb University. With 23 years vested in education, she has spent the majority of her time in early childcare and elementary education as a director, assistant director, and teacher. Ms. Haynie currently is the Founder and CEO of Sivet Empowerment LLC and (Grace & Love) Maternal Health Services. As a coach and servant leader, Ms. Haynie has helped to support and advocate for early childhood educators, children, and families. In addition to changing the trajectory of the early care world, she is a birth doula working to empower and advocate for the physical and mental health of mothers and babies. Currently, Ms. Haynie is the Co-host of two podcasts, Real Talk Monday, and Crucial Church Conversations.

As the world continues to evolve and families continue to grow our school systems and educators must be intentional to keep up and catch up with the mental health of all in their care. While we often hear about different disparities within urban communities when talking about ACEs (Adverse Childhood Experiences) and now PCEs (Positive Childhood Experience) I

believe (like many others) that PCEs can counter ACEs. Once it was believed that only children coming from low-income homes were affected by ACEs, however, studies have shown that ACEs are higher in populations with a history of mental health conditions, substance abuse, or addiction as well as lowincome households.

As an educator my goal has always been to make sure my space is safe and that I love all

Children and adults’ social and emotional competence in their lives teaches them how to have healthy relationships

children and their families no matter who they are or where they come from. As a mother and educator, I have always wanted to make sure I build resilience in children. As I began to learn about ACEs, what they are, and how they can influence children through adulthood it was important for me not just to discuss the children who may be suffering from ACEs but also the teachers who are instructing these children. Being allowed to interact with people of all socio-economic backgrounds, ACEs and PACEs are everywhere.

What are protective factors? They are attributes within a community(classroom), individual, or family that can help people understand and manage stressful situations more effectively, making problems or issues

less hard in families and communities. This is reducing adversity’s impact and helping individuals learn how to get back on track and move forward. Some protective factors that families and educators should consider are parental resilience-bouncing back to move forward, knowledge of child development, and being in tune with how children grow. Children and adults’ social and emotional competence in their lives teaches them how to have healthy relationships. Nurturing and attachment when adults ensure children feel loved and safe. These are just a few.

What is Trauma? According to the American Psychological Association, trauma is defined as an emotional response to a terrible event. Following the event, going through

ACE is a study that was done to connect the similarities in childhood trauma and adversity as well as health and well-being across a person’s lifespan

shock and denial are normal responses. Some of the long-term reactions include unpredictable emotions, flashbacks, strained relationships, and even physical symptoms like headaches and nausea. Trauma is unique and can look different in children compared to adults and in some cases could be visible or invisible. A person’s age can play a major part in how they are affected by trauma. The younger the person the more vulnerable they are to the negative effects of trauma. As a person ages the way they cope with trauma changes. Perception of the danger will be viewed and managed differently and being a survivor or a witness will also have a different response.

As we look more into ACEs, we understand that the more trauma and adversity during a person’s childhood, the more extreme their risk of having negative impacts on how they function and develop. ACE is a study that was done to connect the similarities in childhood trauma and adversity as well as health and well-being across a person’s lifespan. In the study, there was a clear connection between childhood trauma, mental health, substance abuse, education, and a person’s physical and medical well-being. All forms of abuse and household dysfunction were viewed in the beginning, but as time moved forward other things were put into consideration such as if a person witnessed or experienced abuse or violence in the home as well as in the community or school. Any experience

with racism or discrimination, homelessness, food insecurity, separation from a caregiver, death of a caregiver as well as illness or injury of a caregiver. All of these affect the mental well-being of people and have a much greater effect on children in a positive and or negative way that can last a lifetime. The effects of this

adversity can range from physical illness, mental illness, substance abuse, mental wellbeing, potential for violence, victimization, and how one may work and act in society.

When I think about building resilience that means that I have access to provide children with the support, services, and health resources

Children having healthy relationships and a great support system will help them to manage positive stress and it enhances their personal growth

that will support a child in their success within their family and their community. Learning to cope with stress is especially important when it comes to developing resilience. Children having healthy relationships and a great support system will help them to manage positive stress and it enhances their personal growth. Building resilience can come at any time and at any age. Research has identified that resilient children will have at least one supportive adult relationship, self-efficacy, and control. Opportunities to strengthen skills to adapt and learn how to self-regulate and their faith, hope, and cultural traditions will be stable.

As an educator or parent helping to build resiliency in children is encouraging them, letting them know that you appreciate them, and pointing out their strengths. Be

an example by being kind and of service to others and be active in your community. Remember the importance of health, rest, and eating habits. A child’s biological factors will contribute to their physical and mental health as well as their temperament. Making sure the classroom and home environment are safe, clean, and organized. What is your teaching style, how do the parents engage, and what are the discipline methods? Is there structure or consistency? When a child’s basic needs are met there will be an increase in how the child will positively manage daily stress and intense events. If the environment is unhealthy or unsafe it will be hard for the child to meet expectations in any environment.

When discussing Positive Childhood Experiences (PCEs) it is important to know

The brain is shaped by all experiences whether positive or adverse, but the positive experiences are what is most important in influencing health and wellbeing throughout the lifespan

that children experience the world through their relationships with their family and other important people in their lives. Children thrive when they are in an environment that is nurturing, safe, and stable. These are the important aspects of PCE. The goal is to have a focus on strengthening the base away from ACEs. Remember ACEs are negative events that take place in the initial stages of life. PCEs are the experiences that will enhance a child’s life and have positive results physically and mentally. A study led by Johns Hopkins in 2019 concluded that “PCE can counter the damaging effects of adverse experiences.” There is a connection between a child’s positive experiences and the adults they are around mental and emotional health. The brain is shaped by all experiences whether positive or adverse, but the positive experiences are what is most important in influencing health and wellbeing throughout the lifespan.

Children who are engaged with others and are a part of activities in school and out of school have higher rates of resiliency and lower rates of chronic disease. Healthy connections with others enhance their social connections and increase their self-esteem. An educator and family must encourage positive relationships, create a positive culture of friends and value learning, and a parent who values education and school. I know from personal experience that feeling a sense of belonging in school helps build social connections.

The goal is to continue to incorporate PCEs with or without ACEs because the benefits are far greater. Creating PCEs is what gives a child more resilience, in families, communities, and the classroom.