头部-心脏-自我系统。当健康比以往更重要时

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早在1914年7月,英国爆发了后来的 "第一次世界大战 "或 "结束所有战争的战争",人们的观点与后来的严峻现实截然不同。英国民众认为,战争 "将在圣诞节前全部结束",这表明这将是一场迅速和决定性的战争,正常生活将很快恢复。遗憾的是,到了1915年1月,人们清楚地看到,最初的希望将被痛苦和现实所取代,这场战争,确实发生了,将持续更长时间,并对20世纪产生最大影响之一。

这样做的目的是让我们反思,早在2020年3月,当大多数学校转为在线学习时,我们有那种希望和信念,认为我们将能够很快回到我们的业务中去 - 可能最迟将在2020年8月为下一学年开放我们的学校。现在,随着我们接近11月,学校仍然关闭,LSSR(大规模社会限制)的限制非常正确地到位,现在是我们感受痛苦和面对现实的时候,这种大流行病不会像我们曾经希望的那样迅速解决。现在看来,COVID-19也将对我们这个21世纪产生难以置信的巨大影响。

So where does it leave schools? In both the international and national sector, the tried and tested model of assessment through examinations was not possible, so alternatives had to be found. Online teaching is not the same as face-to-face: teachers have had to be agile in their approach; inquiry-based learning and creative tasks have come into prominence. Parents have had a first-hand experience at the skills that were in the classroom now coming into their living room and we have greatly appreciated their support and feedback. Words that have been rejuvenated in our lexicon before COVID-19 have become even more prominent. Resilience, Courage, Bravery are all ones that we iterate to ourselves, our students and colleagues regularly.

Yet, there is one word, one type of state of mind and one genuine concern that has superseded many elements of the education model that we can currently provide: WELLBEING. Now more than ever is this a priority for schools as we look to support our students, their families, our colleagues and ourselves is the major time of disruption.

雅加达英国学校(BSJ与所有其他学校一样,在为我们的学生、家庭、员工和社区提供可能的最佳服务方面,"福祉 "这个话题一直是我们的中心议题。最大的问题仍然是:什么是学校的福祉,它是什么样子的?对于我们学校来说,无论是面对面的学习还是在线学习,它都是为我们的学生提供一个框架,使他们在身体和情感上感到安全(即使是在远程学习中),我们可以提供支持和指导,以确保他们能够应对和发展,并被倾听,甚至在这个非常时期需要的任何方式支持。

In August 2019, we altered our timetable so that every student in the Secondary School has a thirty-minute wellbeing lesson. In this time, we have used two stellar global providers of innovative and pioneering Wellbeing programmes to ensure that our students can sense that there are depth and meaning to our programme. Since January 2019, BSJ has introduced Compassionate Systems Thinking and Tools with training to both our students and staff. The collaboration has been with the Massachusetts Institute of Technology (MIT) headed by the renowned Dr Peter Senge and Professor Mette Boell. The purpose is to bring better training and meaning to the Wellbeing programme at ǞǞǞ. In Secondary School, there is a thirty-minute period a day that is devoted purely to wellbeing. We are also working with the Institute of Positive Education from Geelong Grammar School in Melbourne, Australia, that has created a comprehensive Wellbeing curriculum. In August 2020, we launched the MIT-BSJ Wellbeing Framework for students in Years 7-8-9 (11-14-year-olds). We were not daunted by launching in an online capacity. The anchor of our Wellbeing programme is one that is founded upon a Mandala, four areas that work together in unison to improve ourselves and our wellbeing. The four areas for BSJ are Head – Heart – Self – System.

所有的孩子都开始了一段旅程,他们的绝大部分时间都是在学校度过的。这个旅程在很大程度上是一个孩子,或者就我们而言,我们的学生在寻找他们从童年到青春期以及从青春期到成年的道路。为了帮助他们,我们使用麻省理工学院的 "同情系统 "工具,涵盖的第一个主题是 "了解自己"。学生们在老师的引导下,从他们的头脑--我做得怎么样;我如何应对和理解?心,如何理解自己和我的情绪?自我--我的旅程是什么,我怎样才能到达那里?系统--可能是他们自己的家庭系统、学校的系统或可能是他们自己的生态系统--这个系统如何支持他们,如何需要改进?它所做的是让学生通过对自己的探究有更多的了解,并随后了解他们如何学习。

当我们等待日常生活中的积极变化时,现在是拥有成长心态的时候,看看我们如何能够为目前正在被破坏的世界做出改进,这将对我们所有的未来产生巨大影响。谈到福祉,很简单,在 ǞǞǞ在这一时期,无所作为不是一种选择。我们对自己、我们的使命和愿景以及我们的社区负有责任,在这个前所未有的时代为我们所有人提供最好的福祉。

撰写人

雅加达英国学校

British School Jakarta

The British School Jakarta (BSJ) was founded in 1974 with support from the British Embassy to provide an education for internationally mobile students in the city. In 1994, it moved to Bintaro; a 44 acre site that has been constructed to provide a world class education in terms of bespoke teaching and learning in the classroom and facilities that include a 750 seater theatre, sports, musical and language centres.