You vs Pressure

 Pressure from Competitive Sports

To start us off, close your eyes and imagine this scene. You are at a football game, the sun glaring down at you, beads of sweat racing down your cheek as you cheer your team on. In fact, your son is in this team. The ball flies into the net and the crowd goes wild. You go ecstatic, screaming your head off until realising, that the players are all 8 years old and you are sitting in a set of bleachers, alongside a crowd that consists of 3 people. Believe me, my mom used to go pretty wild.

 Onto a more serious note, many people believe that children receive pressure that could emotionally and physically scar them for life, but I believe that certain types of pressure can boost a child’s performance, mentally and physically.  Pressure at a young age helps you prepare for the real world and when you start to gain responsibilities. Pressure to practice and get better helps children make themselves into adults. 

Competitive sports not only teaches the values of resilience but it also reinforces it. This is significant because this skill teaches kids to give their all in the toughest of times and deliver results under pressure. “I feel very lucky to have got involved in sport when I was quite young. I was ten when my parents took me to an open athletics day in Sheffield where I got the opportunity to try athletics for the first time and instantly fell in love with sport. This was the start of something that gave me focus and determination throughout my teenage years.” (Ennis-Hill, 2015). This shows that child athletes start to gain a sense of determination and dedication. 

I also have to agree that pressure can be harmful in many ways. Being an avid participator in competitive sports, I have experienced many failures and had to deal with large amounts of mental trauma after huge losses. I was devastated for the first few days but in the end of the day, it’s just a game. Through all the injuries and failures, you learn the values of teamwork, sportsmanship and resilience and this is what my argument is built around.

On the topic of injuries, there really aren’t that many serious injuries in the world of child competitive sports. Allyson Pollock, a physician and public-health professor conducted a study determining the dangers of rugby. She found out that a child playing 15 matches a season had 1 in 6 chance of getting injured (2014). This is important because many believe that kids get injured constantly. 

In most but not all sports, teams are required. Teams play a huge part in dealing with pressure. Whether or not you are friends with your teammates, if you ever lose a big game or have too much pressure on your head, having a team experiencing the same thing honestly gives you some comfort. In 4th grade, my football team and I were in the finals for under 11 football. We were all nervous yet excited, blood rushing through our veins, itching to get onto the field. Long story short, my team and I lost. We were devastated. Being in 4th grade and not losing a single game in our entire season, we didn’t know how to react. I still remember the way I walked off that pitch, a look of regret and heartbreak on my face. But I knew that my team was feeling the exact same thing and knowing that if we were a team and were going to go down together, gave me a little bit of redemption.

In conclusion, I believe that positive pressure from peers and adults can shape a child into a more mentally strong and resilient person and can give them values that will turn them into adults. I can also acknowledge the fact that the majority of children quit sports not because of pressure or injuries, or rather just not liking that/those sport/sports. 

Food isn't Trash

Food isn't trash. Of course, it is true that our stomachs can get full easily, and some foods are just not enjoyable to everyone, but what people do not see is that every day, tons of perfectly good food is thrown away. It is bad enough that we throw away our food, but it is worse when that food is perfectly fine to eat. Schools need to take immediate action against this and so do students. Schools should let students decide the size of their portions, and students should only buy food that they will eat. Finally, students should not be allowed to throw large amounts of food away, or there will be more consequences than just wasted food.

One definite way we can reduce this is by letting students choose their food portions. A survey was taken of 51 7th grade students at UWCSEA East. 36% of grade 7 said that Sodexo meals are average sized. 28% said that it was below average and not more than 12% of the students said that their food portions were above average. This evidently shows that there should be at least three options of portion sizes for students to choose from, to avoid them dumping food that the school has provided for them. This will not only cut down on food wastage but keep the child refreshed, which could lead to a better, more focused approach to their learning.

Students should only take food that they will eat. It is not just a waste of money when children throw away their meals, but a waste of resources and time as well. If children bought food that they want to eat, they would finish it. At UWCSEA, students play many sports and get plenty of exercise. The right amount of food in combination with a lot of exercise can improve their nutrition and health. Sometimes on one’s plate remains food that is inedible, like banana peels, bread crusts etc. Instead of binning food, one good solution is to throw it in compost bins which are found near the gardens and music area. According to Zion Lights from OneGreenPlanet.org, composting is not only good for the soil and earth but can reduce emissions and our dependence on fossil fuels.
Therefore, this is beneficial for us and our planet.

Another way we can take action against this is not to let students throw away their food. Since many students clearly waste a lot of food, our school in particular should get teachers who are working lunch shifts to stand by the food bins and check how much food is being thrown away. Awareness should be spread as well, only then will people waste less. Not only should action be taken at school, but everywhere in the world. According to Channel News Asia, 790 million kg of food was wasted in Singapore during 2014, which is equivalent to each person in Singapore throwing away 2 bowls of food every day. There are organisations in Singapore where volunteers pick up leftover food from restaurants and donate it to poorer families.

A small course of action to keep away food wastage can go a long way.
Of course this is not only the school’s responsibility, but students as well. It is one thing for schools to make their students stop, but it is different when the students themselves learn to stop. There are many children all around the world who starve for days without a single grain of food. Food is a resource, not something we should take for granted. So spread the word. Food isn’t trash.

Bibliography:

Lights, Zion. "5 Reasons Why Composting Is the Greenest Thing You Can Do." One Green Planet. N.p., n.d. Web. 19 Mar. 2016.

Othman, Liyana. "Singapore Needs to Rethink Food Wastage: Masagos." Channel NewsAsia. Mediacorp News Group © 2016, 10 Jan. 2016. Web. 21 Mar. 2016.

Looking Further Than Disabilities

Do you like the idea of diversity? I say that our school welcomes differences in strongly and with a respective manner. But I think that we should enlarge on the idea of diversity and welcome in new issues. I say that we have to expand on the topic of disabilities- or different abilities. We have focused a bit on it in mentor time but we have to educate people on this topic. In this essay it says why disabilities says what the lack of understanding can do, and how we can fix this problem.

I take the position that disabled people should be guaranteed the same rights and privileges as everyone else. We must look further than just appearance and consider their personalities and feelings. We must educate, respect, and support them.

My first reason is that people often treat disabled people in rude or un-mannered ways, causing lack in self esteem and confidence. Disabled people are often treated as a different species, many people have rude attitudes and behaviors towards them. Hardeep Aiden, from the opinium says “Two thirds (67%) of the public feel uncomfortable talking to disabled people.” (May, 2015) This means that we have been proven to produce a negative effect on disabled people. Awkwardness effects disabled people causing their self confidence to drop. What if you were always treated in rude or disrespectful manners? How would that make you feel? Some cases can get worse, and disabled people put even more doubt on themselves. Tom Shakespeare says “some of them feel profoundly depressed and upset.” (June, 2014) With this negative effect on disabled people it can lead to some horrible thinking of themselves. With personal experience, I say that everyone should think of each other's feelings. By only having a mindset that is limited to certain people, it can lead to other problems later in life. I believe that you should always encourage everyone in the same way, by moving past one barrier you can push through negative thinking and actions towards others.

My second reason is that schools should take time to educate everyone on this topic so everyone is more understanding of each other. In all of the schools I have been in, this topic has never been brought up once in class- and I have been to 5 different schools. Andrea McCarthy says “Much of the discomfort people feel about disability may stem from a lack of understanding.” This means that the negative mindset might be coming from the lack of knowledge on this topic which says a lot. People could not know that they are being rude, and maybe hurt someone's feelings which lowers confidence. It’s like a chain, if somebody doesn’t understand it can cause other problems and people won’t learn from their mistakes. Courtney Long says “Our research shows that both the general public and disabled people believe that more everyday interactions and greater public education about disability will increase understanding and acceptance of disabled people.” (December, 2015) This means we have to take time to educate and interact with the public to create a difference.

My third reason is that we must push past the barrier of appearance. I can connect deeply to this cause I have faced many struggles of appearance. I often try not to interact and most of the time hide or cover my “hand” but I realised all of us have to push past that thinking and all that matters in personality. We are all human, we all have the same rights, we must respect each other in that way. Scott Rains, a researcher of the opinium says “People don’t make an effort to get to know the people and judge them by their looks and appearance.” This means that we have to think of what's inside not outside. Often people are use to judging everybody, and that is natural but it can be stopped. Have you ever been stared at? Constantly having the feeling that someone is talking behind your back? Not a lot of people face this as much disabled people have. I say that we should think of everybody before you make assumptions of personality by just looking at their appearance. Dylan Redd says “People are not accepting to others that are not like them and need to be more open to people.” This means that people won’t accept diversity if it’s different to them, I say we have to teach people how to accept people even if they are different. I know it can be a struggle sometimes, but if we look on the inside of a person we can change our lifestyle so that we all support and respect on another.

Wrapping it up, I say that we have to have a clean palette and open our minds a bit more. I understand that it can be difficult to accept something that is different from yourself, but on the inside it is all the same. I conclude saying that all we need is a education on this topic to look further. I propose that our school should make a mentor time unit focusing on diversity in general including this topic in it. In school now we only have some slivers of diversity but for learning to expand it needs more types of diversity and it should definitely include this topic. Scott Rains says “ Research shows that public education could help tackle the discrimination and stigma associated with disability.” I think you should consider how we can tackle this problem, and give new learning for everyone.

Bibliography:


"This Short Film About A Boy And His Dog Is Winning Every Award. Watch It And You'll Know Why." Wimp.com. N.p., n.d. Web. 21 Mar. 2016.



"A Point of View: Happiness and Disability - BBC News." BBC News. N.p., n.d. Web. 21 Mar. 2016.



"No Clear Data on Disability Situation in Singapore, Healthcare in Singapore News, Health News, AsiaOne YourHealth." No Clear Data on Disability Situation in Singapore, Healthcare in Singapore News, Health News, AsiaOne YourHealth. N.p., n.d. Web. 21 Mar. 2016.


"E-Bility DisABILITY Information Resources." Articles: Disability Articles, Personal Stories, Accessible Travel and Disability Service Reports. N.p., n.d. Web. 21 Mar. 2016.

"Articles." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 21 Dec. 2015. Web. 21 Mar. 2016.

Homework Balance

In a world where students are receiving increasing pressure to perform well academically, one of the biggest points of arguments that this pressure shows up is in homework. For many students, this drudgery seems like a torturous repetition of the already long school day. But even the students who hate homework most seem to acknowledge that there is some benefit to doing homework. In fact, for many students homework is a necessary reinforcement of concepts learnt at school through practice. But what is really going on? Is homework a great tool for students to continue learning even at home, or is it just an enormous time sink in the lives of already busy students? The evidence seems to say that schools should not give too much homework to students as this can cause stress, lack of personal time, and lessened interest in academics. Instead, schools should occasionally assign a small amount of balanced and relevant homework based on the individual student’s needs. This paper will argue in favour of a balanced and differentiated approach to homework, that hones in on the needs of individual students without overwhelming others with the unnecessary workload.

The first reason students should not receive too much homework is that it can cause stress. According to Youki Terada, a research trend tracker who holds a Master’s in Education and has studied educational research, one of the biggest drawbacks of homework is the fact that it can cause “...physical and emotional fatigue…” (Terada, 2015). He also mentions that homework “...can cut into sleep time…” and “...can increase pressure from parents to perform well…” The fact that we see homework causing fatigue and actually cutting into sleep time for students shows that there is a problem here. What is most important to see is that the homework that causes the most stress is rote memorisation homework - similar repeated exercises with only small amounts of changes. These repeated exercises tend to be, from my and other students’ experiences, very tedious and long tasks that are unhelpful to learning reinforcement. All this kind of homework does is cause stress without benefit. Instead, what should happen is a small but focused amount of homework - for example, according to Monica Fuglei, an adjunct faculty member of Arapahoe Community College in Colorado, effective mathematics homework “...should have a small number of varied exercises.” (Fuglei, 2013). The small amount prevents any possibility of stress while the varied exercises are even more effective for students to reinforce understanding and make analytical connections between concepts.

The second reason students should not receive too much homework is that it takes away from personal time. According to Trevor Pilgrim, a retired Principal of The Lodge School (a secondary/high school in Barbados), homework often “...disturbs family life…” and “...keeps them [students] up late at night…” (Pilgrim, 2013). He also says that it is important for students to “...relax, play and pursue sports and hobbies…”. These are major issues with homework, and how much time students have to spend on them. According to Terada, the average High School Student spends almost seven hours a week doing homework. Doing the calculations (not including weekends, which under most normal circumstances should be free for all students) that means students spend 1.4 hours a day doing homework. After a long, seven hour school day and co-curricular activities or sports for most students, 1.4 hours can often be the 1.4 hours before bed. There isn’t even time for them to go talk with their family or relax! This can often contribute again to feelings of fatigue, tiredness and stress in students - according to Antranik, a personal health trainer, “Stress and the lack of time go hand in hand. When we feel we don’t have enough time, we often panic!” (Antranik, 2013). One of the contributors to this problem is the fact that many teachers, especially in Middle and High schools underestimate what they call a “twenty minute task”. After a school day, student’s minds are tired and this task can take up to thirty minutes. Multiply that by four and we get two hours of homework. This is way too much - some teachers may not completely understand the busy lives of students. However, this can be fixed - homework that is set with outside activities, extra time and the three other pieces of homework from in mind, combined with effective homework practices like varied exercises and relevant work can make homework less of a time sink and more of a helpful tool to foster student learning.

The third reason students should receive less homework is because it can decrease interest in academics. Already mentioned is the problem of most homework being tedious rote memorisation. No student enjoys these kinds of tasks and might end up viewing academical knowledge as mostly just memorised information of no relevance to their own lives. Akshat Jain, a student from UWCSEA has mentioned that with regards to rote math practice, he “...feels frustrated, annoyed and angry with this kind of homework. I think this kind of homework is quite useless for my personal learning.” And it isn’t just him. Many students cry out similar complaints, and the evidence backing up these complaints is definitely stable - many students forget things within a summer of learning them because they have no interest in committing these things to memory. While some skeptics will say that learning to do things that are unenjoyable is an inevitable part of life, this is only true up to a certain extent, and after that, it can, in fact, be a detriment to student learning. Academics on their own in school already seem irrelevant and detached - according to a survey conducted on LiveScience.com, two out of three High School students report that they are bored in class every day, and 75% reporting that they do not find the material they are learning interesting (Bryner, 2007) - and homework is definitely not helping to correct this image.

So what can be done to fix this? Eliminating homework is not an option. John Bishop, author of the book Goal Setting for Students mentioned many important benefits of homework in his article entitled Ten Benefits of Homework. The most prominent include how homework “...teaches students about time management...how to set priorities...how to problem solve...how to work independently…” (Bishop, n.d.). These are things that can’t be learned elsewhere but are important life skills that students must eventually understand one way or the other. By eliminating homework, we throw the baby out with the bathwater. What is important for homework is that we don’t set too much of it, and what we do set is “...engaging, relevant, and supports learning…” (Terada, 2015). The best way to do this lies in several answers. Fuglei lists these examples: the flipped classroom - “...where students engage the lecture material outside of the classroom and then classroom time is dedicated to what would have been homework under the traditional setup. Teachers are then free to allow students to work in groups or individually, visiting each group and testing their mastery along the way.”, spaced repetition - “Spaced repetition covers and revisits material over time in ways that traditional homework has not, revisiting material that has been covered in the recent and distant past to reinforce a student’s knowledge base.”, and retrieval practice - “Retrieval practice can lead to interesting assignments like the role-playing homework described in “How to Create Effective Homework,” in which students adopted a historical persona. Their drive to maintain their character extended into their motivation for completing homework.” The flipped classroom is the most effective way to do this but requires a lot of logistical changes to happen. On the other hand, spaced repetition is something that can be easily implemented into the current homework regiment. Retrieval practice is something that can be done both in and out of class - one example being that of our school, where in Humanities Class, we engage with history through role-playing, like acting out the various parts of the Feudal System, exploring the differences between the English Longbow and the French Crossbow during the Hundred Years’ War by having a simulated battle, and learning about the Age of Exploration by role-playing a selected explorer. These are examples which many students can attest to enjoying, myself included, but yet we learn so much from them. Critics will argue that much of the benefit of homework has been lost by changing its format, and while this may be true in some scenarios, such as standardised testing where rote learning is what is most necessary, for other types of learning like skill development, this type of homework is much more effective. When it comes to assigning effective homework, there is no excuse - teachers are spoilt for choices.

In conclusion, homework is a widely but incorrectly used tool. While there are many benefits and positives to be derived from it, right now, it is overused, as can be seen through its damaging effects on students - effects like stress, detraction of time and boredom. But homework is at the same time a tool with great potential for improving student learning - it has many benefits for rote learning and things which cannot be done in class, as well as providing teachers with a progress chart for viewing their students on. While others claim that the only solution to this problem is to eliminate homework, I contend that that is like throwing the baby out with the bathwater, and that the true solution for most cases is to instead change the amount of homework quantitatively, and change how it is done qualitatively - so that there is less homework that is more relevant, personalised and interesting for students. This is something that must be done - homework can only be most effective when assigned in a differentiated and balanced manner and it is important for students to get their learning in the most effective manner, so this must be implemented in whatever way possible.

Bibliography

1. Bishop, John. "10 Benefits of Homework." HotChalk Lesson Plans Page. HotChalk Lesson Plans Page, n.d. Web. 13 Mar. 2016.
2. Fuglei, Monica. "Ending the Homework Debate: Expert Advice on What Works." Concordia Portland Online. Concordia Online Education, 28 Nov. 2013. Web. 13 Mar. 2016
3. Pilgrim, Trevor. "Homework: Harmful or Helpful?" Eduflow. Eduflow, 03 Oct. 2013. Web. 13 Mar. 2016.
4. Terada, Youki. "Research Trends: Why Homework Should Be Balanced."Edutopia. Edutopia, 31 July 2015. Web. 13 Mar. 2016.
5. Bryner, Jeanna. "Most Students Bored at School." LiveScience. TechMedia Network, 28 Feb. 2007. Web. 16 Mar. 2016.
6. Antranik. "Time and Stress." Antranikorg. N.p., 20 Jan. 2013. Web. 16 Mar. 2016.