Had an incredible conversation with our head of Junior School this morning.
I had requested a meeting last term to discuss what some parents and I thought of as "not enough" awards being given to academically able students at the year-end assembly, and also a perceived lack of extension programs and opportunities for the academically able.
Two years ago, achievement awards were given to academically outstanding students, one in each year level.
Last year, the criteria changed. The achievement award went to one student in each year level who had struggled academically. No awards were given for academically outstanding students, except for a Dux of Junior/Middle School award.
Some parents were disgruntled about the change in criteria and the fact that their children who had worked very hard all year and were at the top of their class had missed out on being formally recognized for their achievements.
Today I learned that the school is adopting the philosophy of a Growth Mindset and Intrinsic over Extrinsic Awards.
Extrinsic Awards are the mentions at assembly, recognition and prizes you receive for doing well.
Intrinsic Awards are for character and qualities: courage, resilience, friendship...the things that cannot be seen and measured easily.
The school feels that when children graduate into the workforce, they will not always receive promotions or praise from their employers, so why encourage a culture of always expecting to be rewarded for doing well? Children should do well because they love learning and want to excel for its own sake.
So from now on, the emphasis is on Intrinsic Awards while achievements will be celebrated within the class.
Not sure how such a philosophy will sit with academically rigorous countries like Singapore, where it's all about the marks and distinctions. Also, it will be interesting to see how the academically able students respond. Will they switch off if no one tells them they are doing exceptionally?
More exciting: the school is offering two new programs this year to encourage academically able and aspiring students to extend themselves in literacy and numeracy.
A reading program is also being rolled out at the Year 2 level, with students being divided into small groups for reading three times a week with a teacher or parent helper.
I've been asked if I'd like to lead some of the groups, and was assured that I would be properly trained for the role.
I then asked if the school has a leadership program in mind for the students, and shared with her about Stephen R. Covey's The Leader in Me book and program. She flicked through the book and expressed interest in the ideas, so I said she could hold on to the book and take her time with it.
On my way out, the head asked what else I have planned for the day.
I said I was going home to write my book, and told her a bit about Reinvent Your Life at Any Age. She said maybe I could come in and talk to the older students about the book writing and research process.
So thrilled, humbled and grateful that my love of learning and belief in the potential of young people is now being given an opportunity to be put in service.
I am learning the timeless truth of Matthew 7:7 in all its simplicity. "Ask, and you will receive. Seek, and you will find. Knock, and the door will be opened to you."
I am also learning about the power of enthusiasm and self-belief and just putting yourself out there in service to others.
God is opening doors this introverted, tongue-tied and under-confident person would never have dared knock on, much less expect would open.
