“If you eat, sleep and move well today, you will have more energy tomorrow. You will treat your friends and family better. You will achieve more at work [or school] and give more to your community.” — Tom Rath, from Eat Move Sleep
This powerful advice is even more important today than when it was written—and more challenging when much of our day is spent inside, sitting and often in front of a screen.
Be sure each member of your household gets up and moves at least once per hour. It’s a great opportunity to get a glass of water (another important aspect of well-being!), check in with others (remember, relationships are important!), and reduce the risk of many long term health concerns. Here are some simple stretches to try during your day.
Speak with your child(ren) about screen time. Its forms are definitely not all created equal. We’re now using screens in so many different ways: to communicate, create, work, and explore. It’s still important to have a balance of screen and unplugged time. Keep in mind, however, given how important relationships are for well-being, screen time spent communicating with others needs to be considered. Talk to your child(ren) to better understand how they’re using their screens, and determine together a reasonable amount of daily screen time.
And please remember, parents, eating, sleeping and moving is not just for children. Look after yourselves, too!
REMINDER: Hanna Kidd and I hope to see you Tuesday, May 12th at 8a.m. or 2p.m. EST—wherever you are in the world—for our Tuesday Tips chat on ZOOM! Next week’s topic will be Cultivating Optimism.
“Life is amazing. And then it’s awful. And then it’s amazing again. And in between the amazing and the awful, it’s ordinary and mundane and routine. Breathe in the amazing, hold on through the awful, and relax and exhale during the ordinary. That’s just living heartbreaking, soul-healing, amazing, awful, ordinary life. And it’s breathtakingly beautiful.” — L.R. Knost
This quote is a reminder to us all that we will get through the “awful” and that life will be “amazing” again. One way we’re encouraging students to get through life’s challenges—in addition to its more “ordinary…mundane…and routine” parts—is to use their strengths. Beginning in Grade 3, each and every Ridley student learns about the VIA Character Strengths. Classes talk about identifying both character and performance strengths, and how to use them, not only to succeed, but to flourish.
Ridley College became a Visible Wellbeing School after spending two years working closely with Dr. Lea Waters. Her research-based book, The Strength Switch, focuses on the need for parents and educators to focus on children’s strengths in order to build resilience, optimism, and achievement. There is no more important time than now to focus on our strengths.
So, what can you do?
Discuss your child’s strengths with them. Reference the VIA Character strengths survey (for more information, check out these videos), and also discuss the strengths you see in them every day. Remind them how important it is that they know and use them.
Reference their strengths every day. One great activity that can be done around the dinner table is “Three Good Things,” which helps children reflect on what went well that day, why it went well and which strengths they or others used.
Choose a daily activity to do together. (Here are 101 from which to choose.) Talk about the strengths you used to complete these activities, and discuss how knowing and using their own strengths will help them during this challenging time.
And please remember, parents, you are using your own strengths to navigate these challenging times! Recognize all that you are doing—and please be kind to yourself.
REMINDER: Hanna Kidd and I hope to see you next Tuesday, April 28th at 8a.m. or 2p.m. EST—wherever you are in the world—for our Tuesday Tips chat on ZOOM! Next week’s topic will be Nurturing Social Relationships.
This is a short week at Ridley, but another week of adjustments — and enhancements — for us all. To support our important work of ensuring students feel connected to the Ridley community, we’ve incorporated division-wide Assembly in Upper School, weekly Advisory times, class meetings in Lower School, and school-wide opportunities for student check-ins with teachers and Heads of House. Ridley, at its core, is built on relationships. We want to continue to maintain and grow these, knowing that they are a vital part of flourishing lives.
With relationships in mind, I share my current top five resources to support parents and introduce opportunities for them to build relationships and learn remotely with Ridley.
In addition, we look forward to launching our Flourishing for Parents virtual connections next week. Please join us for learning and community!
Opportunities for Parents for the week of April 13th
Tuesday Tips with Hanna Kidd & Sue Easton: 8:00a.m. & 2:00p.m. This week’s topic is Time Management. How can you support your child in achieving during this challenging time? Let us share some tips to support our Ridley family!
Abstractionist, Sandy Rasmussen is proving to the art world that his has staying power.
“The grid started out as a pattern
resembling my mom’s tablecloth,” Sandy laughs. “We would have dinner outside,
and she’d put a tablecloth on the counter and tell us not to make a mess. I’d
wonder, why have it? But that tension, that feeling of do not spill anything—I
Abstractionist and Old Ridleian,
Alexander ‘Sandy’ Rasmussen ’07 always knew he would work in the arts. His
grandfather, an artist and set designer at the Canadian Broadcast Corporation
(CBC), encouraged Sandy from a young age, and his time at Ridley was largely
spent hanging around the art department, fascinated by stories of the abstract
expressionists who broke visual traditions and found new ways to communicate.
From his mother’s tablecloth, to the famous grids of Agnes Martin, to the linoleum tile floors of the gas station in which he used to paint, the Niagara-based artist is looking to explore that tension, earning kudos from critics at his recent show at the Christopher Cutts gallery for his “riveting works” and “delectable passages of paint that almost shimmer.”
“The act of putting on paint
impasto like I do is kind of a bold statement. What mark do I make now? Do I
touch the canvas with that colour? What if I do this? It’s totally subversive,”
he concludes. “I’m going to do what I want.”
After graduating from Ridley, the
St. Catharines native left to study at the Emily Carr University of Art and
Design, but soon realized he was looking for a different kind of experience.
“As much as art can seem welcoming and nurturing, it can also be a towering
history of knowledge that you may not possess,” he admits. “It’s a steep hill.”
The following year, Sandy headed east to take Sociology at St. Francis Xavier
University—but he didn’t leave art far behind. “I started seeing parallels
between the things we were discussing in class and in art,” he says, looking
back. And, a year into his degree, painting pulled him home.
“The act of putting on paint impasto like I do is kind of a bold statement. What mark do I make now? Do I touch the canvas with that colour? It’s totally subversive. I’m going to do what I want.”
Sandy came back, borrowed $500 from
his dad for supplies, and got to work. He sold pieces and secured commissions.
He travelled home to paint on weekends and school breaks. He immersed himself
in art history. After graduation, Sandy started painting full-time in his
parents’ garage, then rented out space at an old rural gas station before
spending two tough years working in a cold, dim-lit barn out in Jordan
Station—an experience which he says hardened him as an artist.
He now paints in a light-filled
barn not far from campus, the rustic surroundings informing his work in
pleasant, unexpected ways. And a barn is likely the best place for him to
spread out. For Sandy, painting is a sport—and he likes to play large, whether
he’s physically stretching across a wide expanse of canvas or stretching out an
idea twenty feet. He points to influential artists like Jackson Pollock, Mark
Bradford and Joe Bradley, artists whose physicality enters their work.
“The thing I loved most about
basketball was doing layups during warmup, feeling hyped and excited,” he
explains, looking back to his days on the Ridley team. “And with big paintings
I get that same shiver down the back of my neck; I’m anxious to get going.”
You can see that energetic sprawl
across Samosas, the 8-by 24-foot abstract which now hangs at Brock University.
Sandy donated the painting to brothers Taylor ’07 and Clark ’09 Robertson in
memory of their parents and sister, Joe, Anita and Laura ’11, who were tragically
killed in a plane crash the summer of 2018. Their loss was felt across the
Niagara Region; the warm-hearted Robertsons were known widely as philanthropists
and community leaders, and they were generous supporters of both Ridley and
“When I heard the news, I knew pretty quickly what I wanted to do. It was always theirs.”
The family was very familiar with Samosas, having admired its progression at the gas station where Sandy painted, and then rolled out on his barn floor mere days before the accident. “They’d seen it so many times,” Sandy recalls. “When I heard the news, I knew pretty quickly what I wanted to do. It was always theirs.” Taylor and Clark chose to display the painting in Market Hall, now a permanent memorial at the university where Anita volunteered and whose Board of Trustees Joe had served on for nearly a decade.
“I had nearly exhausted the look by the time I got to the right side of that canvas,” Sandy smiles. “It was like finishing a marathon.” If you see it, you’ll see why. Standing in front of that painting is like going on a contemplative journey; its pathways and rivulets thread across the wide expanse, and you can’t help but follow—all the way off the canvas edge. Samosas was unveiled at Brock this past April.
Sandy’s paintings often slip to
matters of time and nostalgia, his large-scale abstractions christened with
playful names like Fresh Fresh (a nod to the woman who makes his
favourite samosas), Horse Play (a sweet response to his late grandmother’s
living room warnings), or Fat Chance (the gamble that is all art,
really—and the piece that kicked off his Toronto show).
“My paintings have their own timeline, their own journey,” he explains. “And I just have to trust that, because chances are what you’re working on right now will have a small and fleeting impact.”
His work incorporates memory, but he’s
also conscious of it as a deliberate reflection of the present, with the
occasional happy accident of an unplanned gesture, the quick scoot of a brush
in an unexpected way. “My paintings have their own timeline, their own
journey,” he explains thoughtfully. “And I just have to trust that, I suppose,
because chances are what you’re working on right now will have a small and
fleeting impact. To get an ego about a particular piece—that’s not going to
But as time goes on, Sandy’s proving to
the art world that his has staying power. “Rasmussen is already some way on his
journey into figuring out those techniques that give his paintings the desired
emotional content,” noted Toronto critics this past spring. “He is definitely
As for the up-and-coming artist? “There’s
no turning back,” he says resolutely. And there may be some delicious irony in
that statement, as Sandy’s paintings often capture a textured and abstract
past, even as his brush keeps going.
This article was printed in the latest issue of Tiger magazine. Learn about our alumni, get community updates and find out where Ridley is heading next! Read more from our winter issue.
This past Thursday, our community embarked on a new adventure through Ridley Remote Learning, or R2L. The initial response from students, teachers and parents was resoundingly positive. Every member of the community was excited to reconnect, share their experiences and emotions, and begin to bring some normalcy back into their lives through the addition of regular learning and new opportunities to connect. We know that Ridley is built on relationships; these will help us get through these challenging times.
But how best to thrive when we are surrounded by change? Please
consider these five inspirational statements about change—along with some
resources to help support you and the Ridley community.
Change is an opportunity to do something
How can you create the space in your home
for your child(ren) to create or do something to support or inspire others?
The Ridley community is moving into uncharted territory, with new Remote Learning for students, and most of us either practicing physical distancing or in isolation—even quarantine—wherever we are in the world. Though this may be a time of uncertainty and change, our well-being doesn’t need to suffer. It may take more conscious, deliberate work than usual but, in keeping with Ridley’s vision to inspire flourishing lives (as defined by PERMA-V: positive emotions, engagement, relationships, meaning, achievement, and vitality), each of us can benefit from incorporating the following five behaviours into our days—until we see each other again.
1. Connect with others.
Whether you’re spending time with those you live with, be it to share a meal or complete that jigsaw puzzle, or you’re reaching out via video call to family and friends, or playing a shared game of online Scrabble, connecting is important. We are practicing physical distancing, not social distancing, since we know that relationships are vital to support our well-being.
Got gamers in the house? Common-Sense Media features family-friendly games and other helpful resources.
New in The Guardian, Dr. Lea Waters shares videos to support families who are in isolation.
2. Incorporate Mindfulness Into Your Day.
Mindfulness helps children become more self-aware. Knowing how they are feeling during this unsettling time not only promotes conversation but helps them nurture self-compassion. Mindfulness also helps students learn self-management and develop important decision-making skills. These skills support us in being present and engaged in our new reality—and ready to participate in learning and living activities.
Clear your head with Headspace — a free site which features a variety of meditation practices.
GoZen includes family-friendly videos and activities to support anxiety, resilience and more.
3. Seek beauty to savour and appreciate.
Immersing ourselves in art, music or nature—be it inside, outside or virtually—boosts our positive emotions. By exploring the resources available to us, we learn where our interests lie, which in turn increases our engagement and helps give us a sense of control over our new situation.
Google Arts and Culture is a virtual treasure trove, providing visitors with tours of hot spots, street art, museums, and more.
Listen up! NPR offers this comprehensive list of live concerts to enjoy from the comfort of your own home.
Go on your own ‘home safari’ via webcams from your favourite zoo. Learn more in this handy guide from The New York Times.
4. Get physical.
We all know that exercise helps with our physical health, but it is also one of the best ways to build positive emotions, decrease anxiety and stress, and support healthy sleep. Exercising outside while practicing physical distancing is a great way to get the benefits of being in nature while moving our bodies. But if that isn’t possible, there are many ways to get physical while keeping indoors.
Your kids are sure to love these movement and mindfulness videos from Go Noodle.
Stretch it out with classes from YogaDownload.com — the perfect size for any space.
5. Find your purpose.
Every human benefits from a feeling of achievement—often connected to what we believe is our purpose in life. For students practicing physical distancing, it may at times feel like academic work provides their sole sense of purpose. It is important that they know they make a difference in the lives of others, within their families, communities and beyond. For inspiration, consider some of these resources.
Reach out via one of these great ideas from Random Acts of Kindness — be sure to check out their kindness calendar!
From practicing gratitude to building optimism, Positive Psychology is offering great resources and activities you’ll want to try.
Keep it close to home with Operation Warm — a website highlighting online volunteer opportunities.
We’ll be sharing more resources in the coming weeks. In the meantime, please remember that as part of the Ridley community, you’re only an email away! Feel free to reach out for support and to learn more.
With our Thanksgiving break rapidly approaching, I wanted to
take this opportunity to reflect upon why we should give thanks. In this “season
of mists and mellow fruitfulness,” in the words of English poet John Keats,
ripened fruits and swollen gourds signal that the wondrous bounty of mother
nature’s harvest has arrived. And yes, we have much for which to give thanks.
We give thanks that at Ridley:
have high expectations of their students;
come to school ready to be stretched and challenged;
support and scaffold curiosity in their classrooms daily;
are inherently curious and motivated learners;
arrange their learning opportunities, carving out space for imagination, wonder
and reflection; and
flourish when they find passion and relevance in their studies.
Brother David Steindl-Rast, a Benedictine monk writes on the
power of gratefulness. He encourages us to see each new day as a gift where the
only appropriate response is gratitude. He urges us to open our hearts to all
It is quite radical to see each new day as a gift. If you were
caught thanking the sun for rising each morning, people might wonder about your
sanity. Normal people don’t go around being grateful all the time. But why not?
I believe that it behooves us to show respect for – and be
grateful to – nature, other people, and the past.
We have all stood transfixed and filled with awe in the presence of nature’s marvels – Niagara Falls is an obvious and near-by example. At moments like that, it is not hard to feel a sense of gratitude and to think to ourselves, “what a wonderful world!” The feeling is probably like that of a child playing in the garden. The difference is that, unlike us, the child does not need a raging cascade to get her attention. Here is how John Keats’ older contemporary William Wordsworth put it:
There was a time when meadow, grove, and stream, The earth, and every common sight, To me did seem Apparelled in celestial light, The glory and the freshness of a dream.
The poet goes on to say that this time is gone: “The things which I have
seen I now can see no more.” And yet, despite our obliviousness and routine and
normalcy, nature does not stop being the miracle that it is. As a later 19th
century English poet, Gerard Manley Hopkins put it: “And for all this, nature
is never spent; / There lives the dearest freshness deep down things.” Even in
this time of climate change and global warming, an appreciation for the blessings
of life on this earth is still the right way to respond. In fact, I wonder if
things might be different on our planet if more people felt more grateful to nature.
At Ridley, we frequently emphasize the importance of thanking each other
as often as we can. By doing so, we are recognizing the worth and significance
of other people. It turns out that admitting the reality of what is outside
ourselves is a necessary step toward well-being. Furthermore, by thanking
others, we are acknowledging the other’s presence as a gift. We are saying to
the other: “You have given me something that I did not deserve; you have been
to me more than a friend.” What almost inevitably comes next is: “I will do the
same for you when I can. I will try to be a gift to you.” It is a virtuous
circle that fosters and celebrates loving relationships.
Being thankful for the past might seem somewhat strange, even
suspicious; some of us might feel much more inclined to reject the past in our
struggle for a better world. But human civilizations and cultures throughout
all time have universally honoured those who have lived and died in earlier
times. Similarly, our society commemorates heroes and martyrs and wise people
who have done or said things that remain meaningful to us today. One of those
we remember is Martin Frobisher, who in 1578 arrived in Canada and held a
formal ceremony in which he gave thanks for surviving the long voyage from
England. (Some 43 years later, the Pilgrims arrived in Massachusetts and did
something similar.) This nation began by opening its heart in gratitude to the
blessings of life.
And that’s why I am so grateful to be part of a community that
has opened its heart to all its blessings. Every student in our community is a
blessing, and regardless of their academic trajectory, they are cared for and
valued. They are loved.
As in so many of my chapel talks and conversations with parents and
students it is the character strength of love that I find myself returning to
so often. Love, it seems, underpins nearly everything we do at Ridley.
In the gospels, God tells who we are, and we know that it can be
the hardest thing in the world for us to receive love, especially the love of God.
Whether you are a Christian, Moslem, Jew, Buddhist, non-believer, let’s be
united in the idea that love is the strongest thing in the world, and to
receive it demands that we begin by loving ourselves.
bees in Keats’ ode to “Autumn,” we know that these warm October days will
cease, but giving thanks at Ridley is not limited to the season of
thanksgiving. At Ridley, we practice gratitude daily, all year round. May I
wish all our families at Ridley a Thanksgiving break filled with joy,
appreciation and, of course, much love.
A new school year is just around the corner, and it is holding out hands full of promise. It is time for another fresh start, time to discover the wealth of untapped potential among our magnificent community of learners. Who can say what great new friendships will be forged in the Houses of Ridley College, what tests of courage, commitment, and collaboration will be faced on our sports fields, or what giant steps will be taken on the path of success?
Ah, but what do I mean by “success”? What do we at Ridley think we are trying to achieve? I would like to explore – and perhaps clarify – what success looks like from a Ridley College perspective, and to suggest a way for you parents to help.
Sir Ken Robinson’s highly regarded book, Finding Your Element: How to discover your talents and passions and transform your life, might be a good place to begin our exploration. Robinson says that one’s “element” is the convergence of natural talents and personal passions, and that finding one’s element is the most important quest that any of us can have. Finding your element is the quest to find yourself.
This quest involves both an outward and inward journey. The outward journey is the discovery of the opportunities the world can offer. The inward journey includes unlocking a student’s academic aptitude and accepting one’s unique purpose.
Speaking of purpose, I have been impressed by Richard Leider’s recently published The Power of Purpose: Find Meaning, Live Longer, Better. In this book, the author says that to live with purpose is to actively live one’s values. Purpose is our essence and what makes each of us so special. When we get up in the morning ready to contribute to the world, we are living with purpose, living with meaning. Living like this is not just living – it is living well.
Research suggests that having a purpose requires an aim outside ourselves. Naming our purpose helps satisfy our need to matter and feel worthy. Through a Ridley College lens, we can see three important messages for our students:
They are part of something bigger than themselves;
They are committing to live a life of service;
They are going to transform a world that needs them.
So when we talk about steps on the path of success, we are saying that the quest for each of us at Ridley is to find our element, our passion, and our purpose. Once we identify these, we need to learn how to live these values every day.
We believe that advisors, housemasters, teachers and coaches can all provide invaluable assistance to students on this quest because authentic learning and discovery thrive in a kind and caring community.
I think that high school is the right time for young people to begin thinking about these things. Students confront a bewildering range of choices and must make decisions all the time, but the most important of these decisions have to do with their own identity and integrity.
I am reminded of a poem that many of you will be familiar with by American poet Robert Frost, called “The Road Not Taken.” In it, the speaker is walking through the woods, comes upon a fork in the path ahead and wonders which way to go. It is not always easy to know which road leads to success, to one’s purpose. As Apple co-founder Steve Jobs once said, you cannot connect the dots going forward; you can only connect the dots looking back. In other words, despite our best-laid plans, we can never know the future. It is only when we look back on those choices, those experiences, those seemingly chance encounters, that we can discern a direction.
So it is in the poem. The speaker finally chooses one of the roads, recognizing he will never know what he has missed by not choosing the other, but concluding that his choice has “made all the difference” in his life. The Grateful Dead sang a similar sentiment:
There is a road, no simple highway
Between the dawn and the dark of night,
And if you go, no one may follow,
That path is for your steps alone.
As their popular song suggests, this path, this quest for one’s element, passion and purpose is exclusive, singular, “for your steps alone.” This year, each of us at Ridley will make choices that help to define us as unique individuals and to name that purpose that drives us forward. There is always some risk in making a choice, since we cannot know exactly where it will lead us, but when we look back one day we will be able to connect those dots, to see how our life’s path has led us to become who we are.
Given the various quests of the members of our community and the many pathways that lie ahead of us, perhaps you will understand when I write how delighted I am by the wonderful adventure that awaits us this year. But I also mentioned that there is a way that you could help. Of course, as parents you know your children in ways we never can, but there is one area on which to focus that I think could be valuable.
Lea Waters, the developer of the Visible Well-Being program (which as some of you know has been adopted by Ridley College), has recently published a study that investigates the relationship between what she calls “strength-based parenting” and educational outcomes.
A strength-based approach to parenting is one in which parents encourage their children to recognize and use their own character strengths. These strengths may include humour, kindness, self-control, persistence and so on. Waters accepts that emotional warmth and appropriate control are important aspects of parenting, but suggests that awareness and acknowledgement by parents of their child’s strengths helps support the healthy development of the child’s character and personality.
Furthermore, Waters’ work shows how promoting a young person’s character strengths fosters academic achievement. She found that strength-based parenting not only influences a child’s well-being but also positively affects academic outcomes. Surely, it is good to know that Ridley’s emphasis on our students’ visible well-being has benefits both in and outside the classroom. Universities in Canada and beyond are still interested in student grades, and I believe that our educational priorities, along with your support, provide the best possible environment for young people to flourish academically, socially and personally.
In closing, I want to offer a warm welcome as we embark on our exciting, collective journey of discovery this year. Ridley’s faculty and administration are dedicated to helping each of our students discover their element, passion and purpose, and to thrive in every area of school life. This year will provide many challenges for us all – but challenges are simply stepping-stones to growth when we love what we do.
Author and speaker Simon Sinek famously said, “Working hard for something we don’t care about is called stress. Working hard for something we love is called passion.” One of our most important tasks as educators – and parents – is to help your children, our students, find their passion by discovering what they truly love.
In 2008, the New York writer Lenore Skenazy found herself at the centre of a media storm, but she probably only had herself to blame. She had published an article in the New York Sunnewspaper and then had been interviewed on national television, all in the effort to explain her seemingly novel approach to parenting. The results were not quite what she anticipated, for before long she was widely decried as “America’s Worst Mom.”
What was Skenazy’s offense? She had let her 9-year old son ride the New York subway by himself. Her son had wanted to do this for some time, so she took him to a downtown Metro station and then gave him a ticket, a map, some money, and clear instructions how to get home. Forty-five minutes later, right on time, he reached his house, delighted with his experience. His happy mother wrote about it in the newspaper. But after hearing the story, the country was shocked.
Mr Kidd, our Headmaster, and several Ridley administrators learned more of Leonore Skenazy’s fall from grace at the International Positive Psychology Conference in Melbourne, Australia last month, where one of the keynote speakers was Jonathan Haidt, author of several books including his most recent The Coddling of the American Mind: How Good Intentions and Bad Ideas are Setting Up a Generation for Failure.Along with other educators, researchers, psychologists, counselors and academics from across the world, we learned more about the new word at the conference: “antifragility.”
The concept of antifragility is not really new; in fact, it is very common in the field of health care and in our understanding of the human immune system. The idea is that some things, like china teacups, are naturally fragile; others, like plastic teacups, are naturally resilient; but still others, and especially complex systems like human beings, are antifragile: they requirestressors and challenges to learn, adapt, and grow.
According to Haidt, understanding about antifragility is important to educators and parents. Children need to develop their own interests, learn how to make decisions and solve problems, cultivate their ability to regulate their emotions, and discover how to get along with others and experience joy. Over-scheduled children surrounded by risk-averse adults are less likely to acquire these important life skills.
As it happens, trying to eliminate all risks from children’s lives might even be dangerous. There may be a psychological analog to the hygiene hypothesis proposed to explain the dramatic recent increase in allergies. In other words, by codling our children and over-protecting them we may be denying them the real opportunity to learn from their mistakes.
At the Positive Psychology Conference in Melbourne, Haidt explained that positive child development thrives under conditions of unsupervised free play, autonomy, risk, and even failure. Short-term stress is not to be avoided – it is essential for proper growth. Negative experiences provide rapid learning and strengthening. Those young people who are prepared for the failures they will encounter in life will have gained the resilience and mental fortitude to succeed. This is summed up in the saying: “Prepare the child for the road, not the road for the child.”
Haidt claimed that the generation born at the beginning of the 21stcentury might well be the loneliest ever because so many children spend so much time indoors. They may be digitally connected, but this electronic connectivity does not nurture authentic and enduring relationships. When children go outside, climb trees, play with friends, swim lakes and enjoy nature, they are augmenting their well-being. Haidt’s advice to parents is to get your children out of their bedrooms or they may just end up living in your basements!
Of course, giving children opportunities to participate in activities like hockey camp, basketball practice and piano lessons is important; but Haidt wants us also to give children the freedom to develop their curiosity, exercise their creativity and just marvel at the wonderful world around them. He wants us to give our children the precious gift of un-sanitised, un-structured time that will nurture their imagination and wonder.
Lenore Skenazy responded to her own negative experiences with America’s media by starting a blog called Free-Range Kidsand a non-profit called Let Grow, where she calls out over-protectionism and offers advice for parents wanting to raise healthy, happy children. A lot of parents today, Skenazy says, “ see no difference between letting their kids walk to school and letting them walk through a firing range”. Any risk is seen as too much risk. But, as she points out, we parents have to realise that the greatest risk of all just might be trying to raise a child who never encounters choice or independence.
Our long summer break is not quite over, and there’s still opportunity for us to cultivate our very own free range Ridleians. Although high attainment is certainly one of the elements that account for success at Ridley College, there’s more. At Ridley, we celebrate and emphasise positive emotions, engagement, relationships, and meaning in addition to grades and exam results. Under the leadership of Mr Kidd, Ridley’s central mission has been to help young people to discover what it takes to lead a flourishing life, not just in this community but also beyond our gates. Our aim is to prepare all our children for the road.
It’s now an archaic image. One lonely computer set at the back of the classroom, equipped with Netscape Navigator and Compton’s Encyclopedia. The computer monitor, off-beige in colour, was roughly one foot in depth and weighed approximately 40 pounds. Access to this new classroom technology was, in most schools, given as a reward for good behavior. This was the role of the computer in the classroom in the early 1990s—not as a functional educational tool, but as a break from class. In fact, at the time, only 20-30 million people worldwide actually owned computers or had access to the internet. Today, there are billions who have access, with the internet being readily available in most of our pockets. Ultimately, digital devices have made their way into the classroom and are an integral part of our day-to-day.
Twenty years is not a long time when considering the entire chronicle of the history of technology in education. However, in just two decades, technology has brought vast improvements into the classroom, assisting in the way lessons are taught, how information is stored and how students are able to collaborate. There is an ever-evolving relationship between technology and culture, and with the advent of the internet, emails and even laptop integration in schools and workplaces, we have the ability to communicate with ease and speed. At Ridley, the influence of technology has greatly impacted the role of the teacher, who is committed to evolve and grow with each new technological advance.
We are now more connected, have more information and have even greater technological advances in the classroom than ever before.
We have entered an era where we are connected to everyone around us through the click of a button and at top speed. Through a simple email or text, we are linked with someone on the other side of the world. Email is used to connect students with teachers, teachers with parents and parents with the school community. Mr. Geoff Park ’80 (Department of Social Sciences) remarked on the advantages of this connection: the ease to send and receive work, to remind people about any changes taking place, to arrange to meet students for tutorials, and to send useful links, to name a few.
Students, especially boarders, can easily stay in touch with their families near or far—a vast difference between the communiqué of 20 years ago. “When I started in 1990”, recalls Ms. Karen Oude-Reimerink (Department of Science), “most boarding students communicated with their parents once a week via a pay phone in residence. Advisors communicated once every six weeks or so (with effort grades) via a phone call. Individual teachers rarely communicated directly with parents – all communication was through the Head of House or the Advisor.”
Although we are more connected than ever before, the drawback is the risk of feeling disconnected and isolated. The fast pace of life that has taken hold of society can sometimes prove to be more of a hinderance than a freeing agent. With the convenience of digital interaction through social media and email, traditional methods of keeping in touch are falling by the wayside, thus creating a dichotomy between the convenience of digital connectivity and the closeness of our relationships.
Ridley is cognizant of this challenge and has responded to it by implementing a number of measures to promote interpersonal communication. Devices are not permitted in the Great Hall in an attempt to encourage social interaction during meal times, students participate in daily physical activity and there are ongoing organized events and activities in classrooms and the Houses, which allow for students to nurture their social and emotional skills.
Regardless of the negative effects of online connection, we live in a digital world and the use of technology has become an essential life skill.
Access to Information:
With the internet being omnipresent in the classroom, there is a difference in the way students research and learn. According to Mr. Chris Gordon (Department of Classical and International Languages), “the world is literally at your fingertips; we can easily learn about the world around us and are able to collate information that, even 20 years ago, would have been much more difficult to find.”
By having access to a vast trove of information, we obtain a richer understanding of the subjects at hand and students are granted the opportunity to examine a wider variety of perspectives on any given topic. Mr. Geoff Park ’80 supports this view, saying “we can find articles about any issues or topics from around the world. When I used to teach geopolitics and discuss Israel, I could access The Jerusalem Post and Al Jazeera, and news sources of different biases from around the world. It enabled a broader perspective.”
“Technology allows the classroom walls to extend far beyond the confines of a physical space.” – Mr. Chris Gordon.
The variety in which materials can be shared is useful in relaying specialized information “The access to online videos and simulations is wonderful in clarifying scientific concepts,” says Ms. Karen Oude-Reimerink. This helps to inform and assist students in forming their own unique perspectives.
Richard Culatta, CEO of the International Society for Technology in Education, has weighed in on the impact technology is having in the classroom and emphasizes it’s value. “We’ve moved from 100 percent of learning materials coming from an out-of-date textbook, to interactive materials and students in remote locations having access to high-quality resources,” Culatta notes. “Technology has enabled learners to explore and learn on their own in ways that were harder to do when the resources all had to come from the teacher. It’s very powerful.”
The challenge that comes into play is evaluating if the information at hand is actually a credible source. How can a student tell if content is written by a competent authority? Mr. Gordon notes, “the ability to analyze and evaluate the source of information is now so much more important, and this can be a struggle.” Students need to learn how to be thoughtful consumers of digital content and discriminate the reliability and accuracy of this.
This has been one of the new research skills stemming from our digital world. Students are now taught what to look for during the research phase of a project and are educated on both primary and secondary types of research. Through the McLaughlin Resource Centre and the Matthews Library, students have access to countless resources and can connect to the infinite information found on the web. Through required citing, faculty members are able to confirm that students are searching for evidence in the right place and getting the most out of their online practices.
Gone are the days of the computer lab or the one-computer classroom. The growth of technology in schools has influenced the way teachers must approach their lesson plans.
“Information technology is a great asset to education, but it is equally important that the teacher relays not only curricular content, but also demonstrates how to best navigate their systems, so that students will be more successful with the course at hand,” says Mr. Gordon.
Mac Integration at Ridley brought about the most significant change in how students absorb the topics at hand, the way they conduct their educational activities and the way they communicate with one another. The Mac Integration Programme began at Ridley in 1998, where all faculty received school-owned laptops. Upper School students followed shortly after, with the laptop rollout beginning in September 1999. Over the years, classrooms went from having dial-up and Ethernet to wireless connections.
“Mac Integration and the use of smart projectors has enabled us to create bespoke lessons and class note sets for each course and to provide students with a collection of materials for their learning support that is much more robust than ever before,” exclaims Ms. Rachael Scott (Department of Mathematics).
Fifteen years ago, classrooms were first outfitted with Smartboards — the go-to technology for interactive learning. Today, all classrooms are housed with Epson Smart Projectors that eliminate the need for a dedicated white board. Currently, Ridley is in the midst of adding Apple TV’s to all classrooms, allowing teachers and students a seamless way to collaboratively share and display information from their laptops without the need for cables.
Another great advance in technology and communication has been the implementation of TigerNet. First introduced in 2005, TigerNet is Ridley’s student information system that gives teachers the ability to record grades and add comments, share course assignments, tests and class notes, assign deadlines, receive assignments through a Dropbox feature and much more. Since the inception of TigerNet, the sharing and transparency of information across all roles have been game-changing.
With the implementation of new technology, there is always the possibility for some challenges to come into play. One of the biggest challenges at hand is the opportunity for distraction. “Even the most dynamic lesson is hard pressed to compete with an online conversation with a friend, a game, a movie etc. and while teachers try to stay on top of that, if you need your laptop for that lesson, and you can’t see all the screens at once, it is impossible to prevent misuse” says Mr. Park. There have always been avenues for distraction throughout the history of teaching, the laptop is just another vehicle for this. Adaptability, innovation and an open mind is key to successfully integrating technology into the classroom and maintaining a strong student-teacher relationship.
“My teaching continues to grow and change, as does that of my colleagues,” says Ms. Scott. “We are constantly learning different ways of introducing material to students and ways of helping the students to develop learning skills that will enable them to learn anything of interest to them in the future. This is the exciting change.”
Technology is not meant to replace the teacher but rather, creates a more flexible learning environment that breeds innovation and enriches the classroom, resulting in a more collaborative learning milieu. Today’s students have never experienced a world without the infusion of technology. By embracing this new digital landscape, we are preparing students for the globally-connected world of tomorrow.