Understanding the differences between pessimism and...
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T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com 12-18 April 2018 WHOLE SCHOOL If you would like to have copy of NH weekly bulletin please Dear Parents, Guardians and Students, Understanding the differences between pessimism and optimism can help students improve the way they respond to challenges. By Lorea Martinez - https://www.edutopia.org/article/optimism- learnable-skill It’s a busy morning in Ms. B’s kindergarten class. Students work independently counting collections of shells, marbles, and other small objects. Susana chooses a collection of colorful cotton balls and starts placing each ball on a blank one-to-100 chart. Once the chart is full, she starts counting: “One, two, three....” Suddenly, Ms. B calls the students’ attention: “Please remember to record the total number of objects in your collection. If you need help writing that number, use the resources in the room. You have two more minutes.” When Susana goes back to her collection, she can’t remember where she was in her count. Frustrated, she throws away the cotton balls she had placed on the chart. Ms. B approaches Susana and asks her what happened. “I’m not good at math. I’ll never be able to finish counting this collection. This is a horrible school!” she responds and walks away. Does this situation sound familiar? Students, and adults too, create explanations for the things that happen in their daily lives. In this situation, when Susana gets frustrated and gives up on the task, she explains the cause of this situation in a pessimistic way—she blames herself (“I’m not good at math”), believes that the event will persist forever (“I’ll never be able to finish counting this collection”), and generalizes this situation to her overall experience in school (“This is a horrible school”). PESSIMISM AND OPTIMISM Although these explanations may seem harmless, researcher Martin Seligman has found that people who explain their experiences in pessimistic ways have a higher risk for depression, lower academic and professional achievement, and lower physical health than those who hold optimistic views. The good news, according to Seligman, is that we are not born pessimistic or optimistic—these are ways of thinking that we learn from our families and teachers, the media, and our social context. Think about a recent event in your life, either good or bad—what did you tell yourself about the causes of the event? Were they more pessimistic or optimistic? Click: http://nh.piagetacademy.org/wpl.html Pessimistic explanations include the ideas that causes are permanent, pervasive, and personal, while optimistic ones are that causes are temporary, specific, and changeable with effort. As with other social and emotional competencies, optimism is a learnable skill. Students and adults can increase their optimism and improve the way they respond to small and big challenges. As educators, we cannot always anticipate when students will face stressful events in their lives, but we can work to provide them with the necessary skills to navigate successfully through life. Optimism is a protective factor—it can help students respond to problems with a sense of confidence and a belief in their personal ability, even when they’re under stress. THREE STRATEGIES FOR NURTURING OPTIMISM IN STUDENTS 1. Increase students’ awareness of multiple choices: An important part of developing an optimistic perspective is realizing that there are different ways to view a situation. You can increase students’ awareness of their range of choices in content areas by having them, for example, explore different ways to solve math problems or analyze character actions in stories. During your morning meeting or advisory period, you can help students identify different perspectives to their daily challenges. For example, discuss these questions with students: What do you think when you get a bad grade? How do you explain it to yourself? Is there another way to look at the situation? 2. Help students identify their pessimistic explanations: When students explain the causes of events in their lives to themselves, they might not realize whether their views are optimistic or pessimistic. You can support students by helping them identify words and language that express pessimism and optimism. For example, discuss with students: What are some of your common responses to a challenge or difficult situation? Using the pessimistic and optimistic explanations discussed above (permanent, pervasive, and personal vs. temporary, specific, and changeable with effort), help students differentiate between their pessimistic and optimistic views.
Transcript of Understanding the differences between pessimism and...
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
12-18 April 2018 WHOLE SCHOOL
If you would like to have copy of NH weekly bulletin please
Dear Parents, Guardians and Students,
Understanding the differences between pessimism and optimism can help students improve the way they respond to challenges. By Lorea Martinez - https://www.edutopia.org/article/optimism-learnable-skill It’s a busy morning in Ms. B’s kindergarten class. Students work independently counting collections of shells, marbles, and other small objects. Susana chooses a collection of colorful cotton balls and starts placing each ball on a blank one-to-100 chart. Once the chart is full, she starts counting: “One, two, three....” Suddenly, Ms. B calls the students’ attention: “Please remember to record the total number of objects in your collection. If you need help writing that number, use the resources in the room. You have two more minutes.” When Susana goes back to her collection, she can’t remember where she was in her count. Frustrated, she throws away the cotton balls she had placed on the chart. Ms. B approaches Susana and asks her what happened. “I’m not good at math. I’ll never be able to finish counting this collection. This is a horrible school!” she responds and walks away. Does this situation sound familiar? Students, and adults too, create explanations for the things that happen in their daily lives. In this situation, when Susana gets frustrated and gives up on the task, she explains the cause of this situation in a pessimistic way—she blames herself (“I’m not good at math”), believes that the event will persist forever (“I’ll never be able to finish counting this collection”), and generalizes this situation to her overall experience in school (“This is a horrible school”). PESSIMISM AND OPTIMISM Although these explanations may seem harmless, researcher Martin Seligman has found that people who explain their experiences in pessimistic ways have a higher risk for depression, lower academic and professional achievement, and lower physical health than those who hold optimistic views. The good news, according to Seligman, is that we are not born pessimistic or optimistic—these are ways of thinking that we learn from our families and teachers, the media, and our social context. Think about a recent event in your life, either good or bad—what did you tell yourself about the causes of the event? Were they more pessimistic or optimistic?
Click: http://nh.piagetacademy.org/wpl.html
Pessimistic explanations include the ideas that causes are permanent, pervasive, and personal, while optimistic ones are that causes are temporary, specific, and changeable with effort. As with other social and emotional competencies, optimism is a learnable skill. Students and adults can increase their optimism and improve the way they respond to small and big challenges. As educators, we cannot always anticipate when students will face stressful events in their lives, but we can work to provide them with the necessary skills to navigate successfully through life. Optimism is a protective factor—it can help students respond to problems with a sense of confidence and a belief in their personal ability, even when they’re under stress. THREE STRATEGIES FOR NURTURING OPTIMISM IN STUDENTS 1. Increase students’ awareness of multiple choices: An important part of developing an optimistic perspective is realizing that there are different ways to view a situation. You can increase students’ awareness of their range of choices in content areas by having them, for example, explore different ways to solve math problems or analyze character actions in stories. During your morning meeting or advisory period, you can help students identify different perspectives to their daily challenges. For example, discuss these questions with students: What do you think when you get a bad grade? How do you explain it to yourself? Is there another way to look at the situation? 2. Help students identify their pessimistic explanations: When students explain the causes of events in their lives to themselves, they might not realize whether their views are optimistic or pessimistic. You can support students by helping them identify words and language that express pessimism and optimism. For example, discuss with students: What are some of your common responses to a challenge or difficult situation? Using the pessimistic and optimistic explanations discussed above (permanent, pervasive, and personal vs. temporary, specific, and changeable with effort), help students differentiate between their pessimistic and optimistic views.
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
This strategy can be incorporated in your English language arts or social science class: How did a character in a story or a historical figure respond to a challenge? Did she have an optimistic or pessimistic perspective? 3. Increase students’ capacities to reframe pessimistic explanations with optimistic ones: Once students can identify their own pessimistic explanations, they can learn to reframe them by looking at challenges as temporary, specific, and possible to change with effort. Use common stressful situations for students such as finals, trouble with friendships, or sport competitions, and ask them to write down optimistic explanations to these challenges. What could they tell themselves if they were more optimistic? When students develop more optimistic views of their daily challenges, they’re building resilience for the future and creating expectations for positive outcomes in their lives. Optimism is a learnable skill that can be developed in schools by caring and supportive educators. Shared by: Aileen Acabado
>> ASIA-PACIFIC MATHEMATICAL OLYMPIAD FOR PRIMARY SCHOOL 2018 (APMOPS 2018) Since 2005, NationalHigh Jakarta School (NHJS) has been the Host Centre for the APMOPS Competitions in Jakarta. The APMOPS competition is organized by Hwa Chong Institution (HCI) in Singapore. NHJS is once again privileged to host the First Round of the Mathematical Olympiad here at our school on Saturday, 14 April 2018 from 09 30 – 12 00 noon. Selected top individual candidates during the first round will be invited to participate at the Invitation Round to be held on Saturday, 26 May 2018 at Hwa Chong Institution in Singapore. At this invitation round, the invited students will compete with their peers from Singapore and the Asia- Pacific region.
>> SCHOOL CALENDAR (April) 9-12: UNBK for SMA (Year 12) 14: Isra Miraj 14: APMOPS in NHJS 16-17: Ujian Sekolah (Year 6) 20: Kartini Day & Staff Appreciation Day 21: Prom Night 23-26: UNBK for SMP (Year 8) 19-27: IA Success Camp 28: Yr10 Commencement and Yr12 Graduation
>> SCHEDULE OF NATIONAL EXAMINATION FOR P6 Please note the following schedule of School Exam (Ujian Sekolah/US) and National Examination for Primary 6 (Ujian Sekolah/Madrasah Berstandar Nasional / USMBN). Please see the schedule below:
>> USBN &UNBK for Secondary 3 We would like to inform you of the Secondary 3 schedule for USBN and UNBK. Please see the schedule below:
If you have any question please contact Mr. Rizki Reza via email: [email protected]. Thank you very much for your concern and cooperation.
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>> Discount of Tuition Fee Please be informed that April 15 is payment deadline of 5% discount of Tuition Fee. Please pay before the date and note that all fees are not refundable and transferrable. Please see below for detail of School Fees information. Thank you
>> I/A Success Camp Please be informed I/A Success Camp is now restructured and will run from 19-27 April 2018. This year, I/A Success Camp (non-stay-over) will run after EYR on different dates for Secondary 4 and Junior College 2. They will follow the timetable as below (and see daily schedule in the parent letter).
We strongly recommend your child/ward to attend these sessions which will allow them to simulate answering past exam papers aside from the in-class discussions of the answers to these papers. Individual and small group consultations with the respective subject facilitators will also help cater to the students which require more attention. Thank you very much in advance for your support in encouraging your child/ward to attend the IGCSE / A-Level Study Camp. We look forward to their success in the coming examinations. We thank you for your time and support! Michael Angelo N. Filomeno Coordinating Teacher, I/A Success Camp
>> WSC – Regional Rounds This is to officially inform you of the details of the NHJS Debate Club participation in the Regional Rounds of the World Scholar’s Cup which will be be held on May 5-6 at BINUS School Serpong and Universitas Bunda Mulia. We will be fielding 10 teams with a total of 30 secondary students. Presently, we are in the process of registering for the tournament. As your son/daughter/ward will be officially participating as part of the NH delegate, we request that you make the payment of the registration fee of Rp. 2,400,000 by Monday, April 16. Please email me [email protected] if you have any questions.
>> Update Reporting Time for Primary 1 to 5 Students due to P6 National Examination We would like to inform you that P6 classes will be having their Ujian Nasional (USMBN) from 2 - 4 May 2018. In connection to this, a special timetable will be set for rest of the Primary levels: - All students from Primary 1 to Primary 2 will be required to report to school on 2 – 4 May 2018 at 10.30 am. - All students from Primary 3 to Primary 5 will be required to report to school on 2 – 4 May 2018 at 10.45 am This arrangement is made to comply with the strict regulations given by the Ministry of Education in Indonesia stating that P6 Ujian Nasional candidates must be quarantined from noise, movement and other distraction during the examination.
>> TERM SCHEDULE AY 2018-2019 Term 1 AY 2018/2019 : 16 July 2018 (except Sec 1/Year 7) : 17 July 2018 Term 1 Break : 22 Sep - 30 Sep 2018 Term 2 Start : 1 October 2018 Term 2 Break : 9 December 2018 - 6 January 2019 Term 3 Start : 7 January 2019 Term 3 Break : 16 March - 24 March 2019 Term 4 Start : 25 March 2019 Term 4 Break : 1 June - 13 July 2019
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>> SUPPLEMENTARY CLASSES FOR PRIMARY 6 STUDENTS We would like to inform you that the P6 teachers have updated the schedule of the iPSLE supplementary classes for Term 4. Please note that there will be NO additional classes given a week before the iPSLE exam dates due to Lebaran Holiday. Please find below the details of the supplementary classes.
Thank you very much in advance for encouraging your child/ward to attend these supplementary classes. We look forward to their success in the coming iPSLE 2018.
>> Bimbel Supplementary Schedule Please see below schedule and feel free to email Ms. Amalia at [email protected]
>> Term 4 - Primary Affective Programme Character Coverage P1: Forgiveness, Virtue, Revision P2: Discretion, Tolerance, Revision P3: Discernment, Cautiousness, Boldness, Revision P4: Compassion, Persuasiveness, Wisdom, Revision P5: Courage, Citizenship, Hope, On Self-esteem – Baggy Faces, Honesty, Perseverance P6: Courage, Citizenship, Hope, Compassion, Perseverance, Friendship Wall - Theme: Belonging
>> CHINESE POP QUIZ WINNERS Congratulations to our kids: James Tan (P1I) Tiffany Pranoto ((P3I) Eileen Widjanarko (P5T) Tjen Amanda Rafaela (S3G)
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T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
2018 iPSLE Immersion Programme
The Immersion Programme of 2018 was the best school journey that I
have had so far. Every student who joined the Immersion Programme
gained new experiences, such as doing activities for nine days and going
places without meeting their parents for the whole journey. At
Singapore, we stayed at Hwa Chong Institution Boarding School (HCIBS).
Nearly everybody gained new experiences there, such as washing their
clothes in the laundry mat for the first time - just as I did - and sleeping
in a dormitory. Every day at breakfast, sometimes lunch, and even at
dinner, we were allowed to have two portions each. The food there is
delicious - the chicken they provide is always juicy and tender.
Throughout the Programme, we learned about the growth and fixed
mindset, and that choosing the growth mindset path is better than the
fixed mindset path as he or she who is on the growth mindset path puts in effort when overcoming challenges, and also persists when
facing obstacles while the fixed mindset path does just the opposite: people with fixed mindset overcome challenges by using
intelligence, but they do not put effort nor persist when facing an obstacle or challenge. At the start of the trip, I was on the fixed
mindset path, but after this learning journey, I learnt about how to change my mindset and be on the growth mindset path.
The most interesting place that we visited during the trip was the Museum of Natural History. We learnt about different kinds of
adaptations: passive camouflage, active camouflage, mimicry and warning colouration. We also learnt about how it is used by
organisms to help them survive in the wild.
After all that fun, we also had to go to school to learn. There were three schools to go to: Palm View, Rosyth, and Poi Ching. I went to
Rosyth School where I made two friends, E Wen and Xuan Lin. They both are really nice, kind, and well-behaved students in class.
They are attentive and also active and excited during class time, just like all the other students in the class. I was amazed to know that
evey day they had to climb seven flights of stairs to go to their classroom. When I was at that school, I had been completely
exhausted each time I had to climb those flights of stairs. I was also amazed by the fact that they did not use air conditioners to cool
down their classrooms, but depend on the fans and wind from their environment to keep them cool, and, surprisingly, it actually kept
the room at just the right temperature.
I think that the Immersion Programme is the best way to bond with your friends, and to make friends with other students. It is an
exciting trip with great, epic, and new experiences. I hope that there will be other exciting and awesome learning journeys similar to
this one in our future! - A Reflection by Fiona Hiu
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My Immersion Experience - by Charlize Prabowo The journey towards your goals and a better future requires bravery, courage, and commitment. That’s the number one rule you must follow. 23rd of March 2018 - It was the day I’ve been waiting for for about two months and, no, it was not term break. It was the day a lot of Primary 6 students, including myself, were off for the 2018 iPSLE Immersion Programme to Singapore! Immersion was by far the best learning journey I’ve joined! These are some of my highlights from immersion: I loved going to the Chinese and Japanese gardens. It had beautiful scenery and was a lot of fun. The organizers had prepared several activities for us such as Charades, Jumping Rope and Chopsticks Towers. Another highlight during immersion would have to be meeting my buddies and getting to know them because they were just the nicest and most welcoming people I’ve ever met. I also had a lot of fun on the bus rides because my friends and I sang songs in the bus – we called it ‘doing karaoke’. We sang quite a few songs like ‘When I’m Gone,’ ‘This is Me,’ ‘Never Enough,’ and other popular songs. Though I had a lot of fun, I also learnt a lot. For one, I learnt that there is always something new to do or somewhere new to explore and enjoy. When I first went to Popular Bookstore, I thought it was going to be an ordinary small bookstore, but, boy, was I wrong! It was huge and had five storeys and was very complete with books and stationery supplies. Another thing I learnt was that good friends come and go but they will always stay with you in your heart. Plus, I’ve learnt that to score well, you should be confident and not stress over the questions you cannot seem to answer because then you would not be able to think well if you feel panicked. I recommend everyone to join the Immersion Programme because it teaches you important values such as adaptability and teamwork. It helped me fortify my confidence when around new people because now I know that in order to make friends and be more successful in life, you must be adaptable, forget the past, think about the future, and just have fun.
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ALICE THE MUSICAL Jeslyn Perdana (P6 T) Being Alice in a musical is the best moment of my life. I love being in the musical as it finally shows where my talent lays and im not nervous a bit!
Get more pictures in the school website
Alice the Music; It was absolutely mad!! What an incredible experience! Two shows were present on the evening of Friday 23 March 2018 to sell-out crowds. From the black and white checkerboard walkway in the corridor to the singing of the final song, Wonderland, the shows were “never-ending nonsense.” Mr. Red said it was the most ambitious musical staged at NationalHigh. We had two casts, in lieu of understudies, which included 50 students. All of the students from Primary 1 to Primary 5 sang and danced. Students from Primary 6, Secondary 1 and Secondary 2 played the accompaniments live in the pit band. Many other students had “behind the scenes” roles such as choreography, playb ill and backstage management. There are always opportunities for things to go awry in a 90 minute show; en masse these performances demonstrated, as the sign says on the wall, Excellence. Students rose to the occasion with captivating portrayals of the characters. The fashion was stunning. The decorations and props were superb and their staging, brilliant. I hope you enjoyed it as much as I did. To everybody that helped in this whole-community event, terima kasih. It would not have been as great without you. Please send any feedback or feed-forward that you might have. Sincerely, Loren Jacobson
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“BRUNCH BAR” by NHJS’ SUSTAINABLE HIGH
NHJS’ Sustainable High is proud to present its Brunch Café. We like you to come and try our healthy
fruit juice and support this student project.
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T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
>> Timetable of CAIE Please find below copy of the timetable of the Cambridge Assessment International Education (CAIE) IGCSE, AS and A Level Examination for May/June 2018 session. Kindly advise your child/ward to come to school one hour before the scheduled examination and bring the necessary materials such as stationeries, electronic statement of entry and photocopy of your child's passport. Please take note that Cambridge Assessment International Education does not follow the Indonesian holidays. Therefore, regular examinations will proceed as usual when the scheduled examination falls on a local holiday. Below are the local holidays where there are scheduled CAIE Examinations: May 10 Ascension Day (9702 Physics 42, 9706 Accounting 22, 0625 Physics 62) May 29 Waisak (9700 Biology 34, 0455 Economics 22) Thank you very much. (Examination Committee)
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T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
