recycling activities for first graders

Extra-curricular are really still "Extra"?

Although the newspapers often denounce the state of today's schools, the reality is that more schools in most countries are educating more children, often at a higher level than ever before.

More students are also going to college. In the past, many students were admitted to elite schools process simply because of their surname or the school they attended boarding, but this practice is much in decline, and admission is increasingly competitive with quality education institutions drawing applications from around the world. For students who aim to assist elite colleges, for example, the United States, acceptance rates are high: 14.2% Amherst, Princeton 9.3%, 8.3% and a Yale Harvard shockingly low 7.1%. The choice of schools in the United Kingdom and elsewhere are also competitive, and also receive requests from around the world. How does a student submit their applications stand out from all other applications that students are valedictorians and have a perfect average grade?

In the past extra-curricular activities largely there to build a sense of school community and act as a hook to keep some the less academic students coming to school. In many schools it is still true today, but in schools more progressive extra-curricular say much more. Extra-curricular offer a way for students to explore their interests, to apply skills and quality concepts in a real life, and become a well-rounded person.

Universities and employers in the future are not looking for robots that have saved millions of facts, but are looking for dynamic individuals who are lifelong learners. They prefer candidates who can work with others, which require school learning to solve real world problems, manage their time and achieve work-life balance. Students who are toiling in cram schools to get perfect scores on their exams face a battle losing – all the candidates have outstanding results, making it difficult for them to stand out from the statistics only. Students following a more balanced approach and explore their interests and passions through well managed after-school programs take their fate into own hands because they now control their accounts. Instead of simply presenting a list of statistics at school, they are now telling their own story about who they are, what their dreams, their uniqueness, and their important accomplishments.

title = "KIS International School, Bangkok"> KIS International School as many schools IB, embraces a different approach of-school supplementary programs. As an IB World School which runs all three IB programs from kindergarten to graduation, KIS is configured to be more student-centered. Classrooms and extracurricular programs revolve around the needs and student development. By managing a school of three-program, KIS has time to prepare students for formal education and organization of the IB Diploma so it is a rigorous and demanding, but not one that is too anxiety-provoking. In addition, all support programs outside the learning classroom which enriches and reinforces the objectives of the school.

Here's a look at the differences between a traditional after-school programs and a more gradual approach:

Extra-curricular "experiences within the program:

A major advantage IB for parents is that his program, students must complete the types of experiences that are attractive to students universities – students in other schools have to have a major initiative to seek or create specific types of opportunities, and their schools in many cases may even stifle this initiative. Quality schools in the IB it is expected that all students participate in community services, organize their own events, develop leadership skills and teamwork, and participate in arts or athletics.

• At a school in the IB primary years program students complete Grade 5 Exhibition – A final disciplinary unit designed by the graduating class that explores a topic of their interest and demonstrates their learning. Student Grade 5 last KIS explored the theme of the effect of poverty on children by volunteering in local orphanages, housing a gala that raised over 150,000 baht, and the organization and functioning Children's Day at KIS for over 260 children from orphanages and centers community. Teachers and parents supported the children, but students were responsible for planning and decision making based on research they had done.

• At a school in the IB Middle Years Programme students to present their personal projects at the end of Grade 10. Students complete a 9 month project long as they investigate a topic of their choice, create a product, and write a formal academic essay describing their processes, decisions, and research. Last year, students created KIS business plans for restaurants, has written autobiographies, mosaics created from found materials, and documentaries on the environment to be distributed to local schools in Thailand.

• At a school in the IB Diploma Programme students to participate in creativity action service (CAS) program. Over the last two years of school pupils are expected to take a value of approximately 150 hours of self-directed activities that represent the creativity, action and service. Students explore areas of interest, gain valuable skills in time management and organization, and have the option of applying a wide range of academic skills. So far, the KIS students have had on the creation of mentoring programs, organize and host benefit concerts, and plan a program to build homes for less fortunate people in rural Thailand between others.

Extra-curricular "experiences outside the curriculum:

In addition to differences in opportunities that exist throughout the traditional curriculum, the IB schools and other schools gradual approach to extra-curricular activities of a differently. The approach is much more process-oriented, focusing on creating ways for students to develop intellectually, emotionally and in their ability to lead and take responsibility seriously.

In a school of performing arts Traditional exist highlight the natural talents of the most talented musicians and actors. Adults with more experience handle direction, costumes, set design, lighting, and publicity.
At a progressive school of performing arts are an opportunity for students to solve problems through making scenes, choreographing, decisions on the sets and costumes, and manage lighting, sound and stage.

• At KIS students several times a year to create student-run productions. The students design and execute their own publicity, run lights and sound decisions on the direction, manage the scene, and in some cases create their own scripts or write their own music.

In a traditional school of the student Council is primarily a social club that organizes social functions and charity events.
In a progressive school Student Council is an opportunity to participate to management, to develop programs and policies to meet the needs of students, and negotiate and work with adults at school to better serve students.

• KIS advice to students writing their own Constitution, engaged in campaigns with speeches, learned how to define and manage calendars and meetings, created a recycling program, participated in the design and selection of new school uniforms, and worked with school administrators to develop a policy to reduce waste from printers school.

At a traditional school athletics are oriented around performance, pure and some athletes dominate most talented teams.
In a progressive school athletics are oriented around leadership development, a healthy lifestyle, and character. Participation and attitude are as important as performance, because students are not training to become professional athletes, but prepare for a life mentally and physically healthy.

• At KIS all students are encouraged to participate in athletics. Students develop skills in leadership and organization through the organization of tournaments and using their knowledge and skills to assist in training young players.

after-school programs should be fun and should help build a sense of community in a school, but they can be more than that. Parents should encourage their children to participate in after-school programs that match their interests, build on their strengths, and sometimes address their weaknesses. Schools must help their students through student-centered creation experiments that foster growth, exploration and development of responsibility. Students must show initiative and take full advantage of existing opportunities to develop their skills and knowledge.
There is nothing wrong in participating in programs over weak "just for fun ", but significant growth opportunities are missed.

Secondly popular participation in extracurricular activities just to boost your college applications is also missing the point. The key to perfect after-school experience is that it can not be falsified. There must be an authentic experience, whatever the student has been committed, worked hard, and really learned something. Students must be able to communicate that fact on their experience and how it makes better prepared for the challenges of the future. Progressive Schools and parents involved to help children gain essential, not "extra" experiences that prepare students for life, with the advantage further it helps to enter the university of their choice.

About the Author

Michael Hirsch is Secondary School Principal at KIS International School, an IB World School in Bangkok, Thailand

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