Tag Archives: boarding school

TransfORming Our Globe – Jacqueline O’Rourke ’14

For this month’s installment of the TransfORming Our Globe blog series, we’re sharing the story of alumna, Jacqueline O’Rourke ’14, who recently travelled to Uganda to conduct research for Queen’s University.

Ridley has always been a part of Jacqueline’s life. Her parents were Heads of House, so she grew up on campus, before beginning at Ridley herself in Grade 5. Over the course of her eight years at Ridley, Jacqueline was fully immersed in all that the school had to offer. She was a gifted debater, skilled athlete, talented actress and valued member of the global organization, Amnesty International. She also held the role of School Prefect in her final year and was a part of Ridley’s first cohort of International Baccalaureate Diploma Programme graduates. Upon Prize Day, Jacqueline was able to look back on her time at Ridley and feel pride in her accomplishments and excitement for her future.

She left Ridley to study Concurrent Education at Queen’s University – majoring in Global Development and minoring in French. “I think the fast-paced environment, and academic rigor of Ridley prepared me well for my time at university. I quickly learned that time management would be key to my success at university,” shares Jacqueline. Her programme has given her the opportunity to gain experience teaching; even returning to campus to assist teaching in the Lower School and during our Summer Programmes offerings.

Jacqueline has opted to keep her university schedule as enriching as it was at Ridley; participating in activities that span many capacities and provide a well-rounded experience. She is the Marketing Director for the Queen’s Conference on Education and the co-president of the grassroots organization, Nyantende Foundation, which helps students from the Democratic Republic of Congo enroll in school.

This summer, Jacqueline was the recipient of the Undergraduate Student Summer Research Fellowship, allowing her to travel to Kampala, Uganda to conduct research. The opportunity presented itself when Jacqueline’s professor reached out and encouraged her to apply. After her course entitled ‘AIDS, Power and Poverty’, Jacqueline was particularly interested in how alternative methods of development could lead to greater economic empowerment of the LGBTQ+ community in Uganda. The fellowship was the perfect opportunity to give back locally and globally, while satisfying her own intellectual curiosity.

During this once-in-a-lifetime research trip, Jacqueline worked with non-profit organizations, such as Rainbow Mirrors Uganda; an organization that provides employment opportunities to transwomen who have been ostracized due to their sexual orientation. Working with Spectrum Uganda, conducting interviews and attending workshops were Jacqueline’s favourite part of her trip abroad.

“Prior to travelling to Uganda, I was aware of the general political situation, as I had researched the statistics surrounding this issue and the main problems affecting the LGBTQ+ community for my research paper. However, having the chance to interview and listen to the interviewees personal stories and struggles deepened my level of understanding. The resilience, strength, and determination of the interviewees to fight for what they stand for despite the numerous, and often dangerous, obstacles in their way, is something I truly admire.” – Jacqueline O’Rourke ’14

While her focus this summer was research, Jacqueline had some personal takeaways from her time in Uganda. Jacqueline reflected, “this experience truly tested my personal level of resiliency and grit. I have always stated the importance of a growth mindset, and this summer emphasized my need to follow through on this philosophy.” During her research trip, she found herself experiencing many complications and setbacks. Instead of letting the obstacles limit her, she explored new ways to overcome them. She says remaining positive and moving forward when faced with adversity were key to her success.

Now that she’s returned to Kingston for another year at Queen’s, her passion for education has become even stronger. When she completes her Bachelor of Education in the coming years, she plans to teach youth abroad, before returning to Canada as an educator. “I want to combine my two passions of education and international mindedness to inspire new generations to think beyond their personal circumstances and promote a growth mindset,” shares Jacqueline.

This globally-minded Tiger encourages Ridleians to chase their dreams and go after what they’re truly passionate about. ” There’s a difference between extrinsic (external factors that push you) and intrinsic (personal reasons) motivation, and I believe that if you find that intrinsic motivation and are passionate about what you are doing, you are guaranteed to succeed,” urges Jacqueline.

 


TransfORming Our Globe is a blog series where we share the exciting stories of alumni who are leading flourishing lives and changing the world. It is important to Ridley College to support our alumni and share the stories of Old Ridleians, who discovered their passion and found success and happiness down the path of their choosing. 

Do you know of any classmates that are living flourishing lives or transforming our globe? Email any suggestions for the TransfORming Our Globe blog series to development@ridleycollege.com.

 

 

TOP 10: Ways the IB Programme Helps Students Flourish

With the new school year underway, we asked some of our faculty members how the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme enable our students to reach their full potential.

According to our faculty members, here are the top 10 ways the IB Programme helps students flourish:

  1. Equips Students with the Tools to Learn

Students learn more than facts and figures; they learn the tools to apply them to real world situations.

  1. Helps Them Discover Their Passions

Students are challenged to discover their own passions, while exploring the opportunities each may uncover.

  1. Teaches Communication Skills

Students discover how to better communicate and understand themselves, their peers and the world around them.

  1. Instills Global-mindedness

The IB Programme teaches students global-mindedness; it teaches them to not only be open to other perspectives, but to embrace global worldviews. This helps to develop empathy and caring, and ultimately, it helps students become good global citizens.

  1. Teaches Students to Think Critically

The IB is a remarkable programme that encourages students to think critically about the world in which we live and challenges them to think about the larger picture.

  1. Encourages Students to Take Risks

The programme encourages students to become risk-takers and inquirers.

  1. Teaches Lifelong Skills

The IB Programme helps our students flourish, teaches them resilience and team work and, most importantly, teaches them about humanity.

Prepares Students for Their Educational Journey

Although the programme can be challenging at times, it is a fantastic preparation for post-secondary education.

  1. Creates a Personalized Education

With a focus on student-centered learning, the IB allows for richer experiences in education. In the MYP, through the Personal Project, students can learn more about topics that are relevant and interesting to them. This leads to greater engagement in the learning process and is highly rewarding from a student perspective.

  1. Opens Opportunities for Faculty

Teachers can also open many doors to learning through the IB Programme, through IB professional development. This allows our teachers to continue to grow and provide students with the best learning experience.

 

Once a Tiger, Always a Tiger

When Tigers graduate, their relationships with Ridley don’t end; our alumni continue on as proud members of the Ridley community. For some, the connection to Ridley is so great, that they find themselves returning to campus, as faculty and staff members. You know what they say – ‘once a Tiger, always a Tiger‘.

Here are our Old Ridleians who are contributing to future generations of students:

Mike Moulden ’70
Years at Ridley: 1967-1970
Position: Senior Development Officer & Manager of Planned Giving
Favourite thing about Ridley: “A diverse family of faculty/staff with amazing students from around the world.”

 

 

Geoff Park ’80                                               
Years at Ridley: 1976-1980 (Gr. 10-13)
Position: Teacher, Department Head, Soccer Coach,  Squash Coach & Former Head of House
Favourite thing about Ridley: “The relationship between faculty and students. Because we do so much together, we know each other better and form stronger bonds that last forever.”

 

Charlene (Ebert) Hutton ’83
Years at Ridley: 1981-1983
Position: Guidance & Academics Administrative Assistant
Favourite thing about: “The community feeling among faculty and students.”

 

 

 

Paul Filion ’86
Years at Ridley: 1981-1986
Position: Teacher & Ridley College Cadet Corps No.162 RCACC Commanding Officer
Favourite thing about Ridley: “Being in the classroom with students and watching them absorb new material and watching their eyes light up is a wonderful experience.”

 

Derek Dunkley ’87
Years at Ridley: 1980-1987
Position: History & Economics Teacher
Favourite thing about Ridley: “The cultural mosaic that is our community.”

 

 

 

Jay Tredway ’96
Years at Ridley: 1992-1996
Position: Director of Athletics & Department Head – Health and Physical Education
Favourite thing about Ridley: “The opportunity for students from all over the world to come to Canada and find their niche, their special place to thrive and grow in this amazingly diverse community.”

Anjali Kundi ’97
Years at Ridley: 1993-1997
Position: Health Centre Physician
Favourite thing about Ridley: “The great memories and friends I made.”

 

 

 

 

Wendy (Crossingham) Darby ’99
Years at Ridley: 1990-1999
Position: Librarian, Archivist & Extended Essay Coordinator
Favourite thing about Ridley: “The connections. I love that I can sit down with an alum from the 40s or the 80s and we can speak the same language and have a common understanding about life.”

 

Marcie Lewis ’03
Years at Ridley: 2000-2003
Position: Grade 6 Teacher & PYP Coordinator
Favourite thing about Ridley: “My favourite thing about Ridley is the wide variety of options that we provide all students. This allows students to explore and discover their strengths, interests, and passions in academics, athletics, the arts and service.”

Alexandra Little ’03
Years at Ridley: 1998-2003
Position: Admissions Officer (International Markets)
Favourite thing about Ridley: “The connections. Over the years, I have met so many people, from all over the world, who are strongly connected to and passionate about Ridley and their experiences here. The network of Ridleians is wide, but surprisingly closely knit.”

Celeste Doucet ’07
Years at Ridley: 2004-2007
Position: Primary/Junior French Teacher
Favourite thing about working at Ridley: “The wonderful group of colleagues I get to work with every day.”

 

 

Mackenzie Fowler ’11
Years at Ridley: 2003-2011
Position: New Media Coordinator & TigerPost Supervisor
Favourite thing about Ridley: “The nostalgia. In my position, I am tasked with capturing all of Ridley’s biggest moments and brightest achievements and because of that, I get to relive some of my favourite Ridley experiences and revisit my home away from home every day of the week.”

Nick Blaikie-Puk ’12
Years at Ridley:
2010-2012.
Position: Admissions Officer
Favourite thing about Ridley: “The connections! Thanks to Ridley, I’ve been fortunate enough to have more global experiences throughout my life. I’ve made friends from around the world, both as a student and as a staff member. I continue to learn through being in such a uniquely diverse environment, sharing my stories, and creating worldly opportunities for others.”

Jacob Toms-Boudreau ’13
Years at Ridley: 2008-2013
Position: General Maintenance Assistant
Favourite thing about Ridley: “Seeing students excited about playing/using with something I helped to setup/install.”

 

 

Additional Faculty & Staff: Robert Poe ’90, Alyssa Toffolo ’14

 

 

Ridleian Explores Arctic on Extraordinary Expedition

Fresh on the heels of being named a 2017-18 Ridley Prefect, environmental intrepid, Jack Hilditch ’18 set out on a unique arctic expedition with Students on Ice. Having been selected from a competitive pool of applicants, this Ridleian was invited to embark upon this once-in-a-lifetime experience, where he had an opportunity to learn about the remote culture, the environment and the effects of climate change.

Jack first donned a Ridley uniform in Grade 2 and has since spent his many years on campus discovering his passion, sense of curiosity and striving to make a difference – both in our community and beyond.

“My journey at Ridley has been filled with amazing people, opportunities and personal growth,” says Jack. “I can confidently say that countless exciting opportunities at Ridley have shaped who I am today. I have learned so much about myself and the world around me throughout my journey at Ridley,” he added. Beyond Ridley, Jack has also learned much about the world around him through his early exposure to ecological restoration, environmental planning, impact assessments, as he has followed in his father’s footsteps and has even taken on an internship as Environmental Consultant.

Last year, while travelling with his father to an environmental conference, Jack was introduced to an organization called Students on Ice. He instantly became intrigued by one of its programmes, which allows students from around the world to explore the Polar Regions and learn from leading scientists, politicians and those directly impacted by climate change in the Arctic. With support from his family and his IB Biology teacher, Ms. Kathy Anderson, Jack applied to join the programme and was ecstatic to find out he had been accepted.

Alongside 100 youth, Jack departed for the Arctic expedition in
August 2017. The group’s journey started in Resolute Bay, Nunavut, where the Minister of the Environment and Climate Change, Chris Ballard, announced the opening of a new National Park. For the next
two weeks, Jack and his peers travelled to regions in the Canadian
Arctic and made their way to Greenland. View their journey. Each location offered a rare adventure; whether it was kayaking in the chilly blue waters, hiking a glacier, cruising through channels or observing wildlife.

Credit: https://studentsonice.com

About the group’s daily activities while en route to amazing locals, Jack shared that, “In between each stop, our time on the ship was filled with so many workshops led by leading scientists, Inuit elders, politicians and so many different people. Some of the workshops included studying Arctic life under a microscope, throat singing, writing songs, absorbing lectures by leading scientists and engaging in talks about mental health. These activities changed every day, allowing us to explore a diversity of interests.”

  

Aside from the amazing activities and workshops, Jack described his favourite part of the trip as getting to know his peers and having the chance to engage with the experts. The Students on Ice group that Jack was a part of consisted of students from Micronesia, Malaysia, India, Mexico, Monaco and many more. Coming from a diverse community like Ridley, Jack was naturally interested in the diverse cultures, stories and experiences that each member of the global group was able to share.

Upon his return to St. Catharines, Jack was able to reflect on what he learned on his voyage. The devastating effects of climate change and the importance of cultural awareness were topics that permeated the entire trip and left the participants inspired to contribute to a solution.

“Not many people get to experience and observe the climate crisis in the Arctic first hand… After meeting many Inuit families on this expedition that were directly impacted by climate changed I have realized the importance and urgency of tackling such a significant global issue… This isn’t something that will only threaten this generation and the next, but it will pose many challenges for generations to come. It is our responsibility to act as a unified people to combat climate change as it is something that doesn’t affect one group of people, but all of us. Not only did we hear about climate change within the Arctic, but we also heard from students in Palau, Micronesia who are also experiencing climate change. They talked about how flooding has become very prevalent within many of their communities. Being able to experience this very evident crisis first hand was enlightening and inspiring. While we may think, we are not directly impacted, we all are,” urges Jack.

Although his trip has concluded, his journey as an ambassador for change isn’t. This inspiring student plans to share his story and the story of those he met along the way to spread awareness of the effects of climate change and inspire others to take action.

Ridley Becomes the First Visible Wellbeing™ School in North America

Three years following the launch of our Strategic Plan, Ridley is confidently enacting our mission to inspire flourishing lives in a novel and intentional way. Recently, our school launched an exciting two-year partnership with Professor Lea Waters (PhD), a leading researcher and global expert in the field of positive psychology – making Ridley the first Visible Wellbeing TM Foundational School in North America.

Developing well-rounded individuals has been a focus at Ridley for over a century, however, over the past five years we have deliberately and consciously applied the science behind positive education – the notion of improving students’ emotional, psychological and physical well-being in order to help them flourish in the classroom and in their lives.

In 2012 Ridley began to effect applied positive psychology methodologies, such as Martin Seligman’s PERMA-V model, which breaks down the core elements of psychological well-being and happiness. Since then, our faculty has been participating in professional development, becoming deeply familiar with key frameworks and integrating them into their classrooms, on the sports field, within the boarding houses and even in their own lives. Today, it would not be out of the ordinary for one to walk into the Grade 3 class to witness mindfulness breathing exercises taking place, or to hear students at the lunch table talking about their top character strengths.

With this school-wide exposure to positive psychology, the introduction of a dedicated Upper School Counselor and the PERMA-V model being adopted by faculty and Ridleians alike, it became clear that Ridley was quickly becoming a leader in positive education within North American schools. It was with this realization that we decided to embark upon a fundraising effort to bring a world-class expert in this field to Ridley. With the support of our generous community, Ridley successfully raised more than $100,000 towards a ‘Positive Education Fellowship’ during the 2016-17 Annual Fund campaign.

The search for the most suitable positive psychology expert, who would advance our school’s mission, led Ridley straight to Professor Lea Waters.

    

Although she playfully refers to herself as a “pracademic,” Professor Lea Waters is more formally a psychologist, researcher, author and facilitator who specializes in positive education, positive parenting, and positive organizations.  She is the Founding Director of Positive Psychology Centre at the University of Melbourne – where she has also published over 90 scientific articles and book chapters in 21 years. Professor Waters is the President of the International Positive Psychology Association, has affiliate positions with Cambridge University and the University of Michigan and is the Ambassador for the Positive Education Schools Association.

Among her many contributions to the field, the multi-award winning research professor has designed and developed a framework known as Visible WellbeingTM (VWB), which is an approach that combines the science of well-being with the science of learning and teaching to make well-being visible in all classes and across co-curricula. Over the next two years, Professor Waters will bring her scientifically-grounded techniques in VWB to Ridley, which will enable teachers to use the learning process itself as a delivery mechanism to build student well-being. Unlike some rigid curriculum, VWB is a flexible approach which can be applied in a trans-disciplinary manner across all grades and amongst faculty and staff. With the VWB approach, academic learning and well-being are truly integrated and produce a positive feedback cycle.

Professor Waters’ drive to develop the VWB approach was in reaction to staggering global rates of teen depression, anxiety, eating disorders and suicide. According to the World Health Organization, 10 to 20 percent of children and adolescents experience mental disorders worldwide. Suicide is the second-leading cause of death amongst 15 to 19-year-olds. Ridley responds to this teenage need for support, explains Head of Upper School, Michele Bett, “At Ridley, we believe a child’s physical and emotional, psychological well-being will underpin everything they do – not just in school, but beyond school.”

To launch VWB at Ridley, Professor Waters recently spent two days facilitating faculty and staff workshops. During these dynamic sessions, she introduced concepts such as the SEARCH Framework, which helps identify character strengths, as well as delivery methods and measurement techniques for VWB. Professor Waters also shared why she was keen to partner with Ridley. “What made me feel that [Ridley] would do well by Visible Wellbeing is that I know that the intention of Ridley is truly and genuinely to make flourishing lives. It’s not just a statement on a document…The school has the right structure, it has the right people, it has the right ethos…From an organizational psychology perspective it ticks all the checklist of organizational readiness for change,” says Waters.

Professor Lea Waters facilitating Visible WellbeingTM workshops with faculty and staff.

“I truly feel that the adoption of Professor Waters’ Visible Wellbeing approach and positive education expertise will provide the exact direction, resources and consistent language that our community requires to forge ahead as the trailblazer for positive education in Canada…and North America for that matter,” remarked Headmaster, Ed Kidd. Ridley looks forwards to enhancing the student experience through this ongoing VWB initiative and to sharing our outcomes with other schools around the world.

Ridley faculty show off their copies of The Strength Switch by Professor Lea Waters (PhD), the selection for this past summer’s professional development reading.

“This is a world-class school to take on this new innovation and to marry together the science of learning with the science of well-being to help everyone thrive at the school.” – Professor Lea Waters (PhD)

TransfORming Our Globe – Thomas ‘Tawgs’ Salter ‘94

For this month’s installment of the TransfORming Our Globe series, we’re sharing the story of Ridley alumnus, Thomas ‘Tawgs’ Salter ’94, who fell in love with music on campus and turned his passion into an award-winning career – producing music for Sony/ATV and many major artists.

Tawgs’ Ridley career began in 1989 and continued until 1992. During his three years, Tawgs would often find himself in the music studios, practicing on any instrument he could get his hands on. The more time he spent there, the more he fell in love with music. A Ridley faculty member encouraged Tawgs to join the orchestra, where he would have the opportunity to collaborate with fellow musicians on campus. While the time he spent honing his musical abilities left an impact on Tawgs, it was the facilities and programmes that he had access to through Ridley that put him on the right path, leading to where he is now.

Tawgs’ passion for music and the chance to succeed was solidified after a school talent show, when we received praise that made him feel he was where he belonged. Then Headmaster, Douglas Campbell, approached Tawgs the following day and congratulated him on his performance.

“It was the first time the Headmaster spoke to me in a positive way like that. That really propelled me. That was what I needed to go forward. Especially as a child, when there is someone in an authoritative position who says that, you think ‘maybe I should do [a career in music]’.” – Thomas ‘Tawgs’ Salter ’94

When Tawgs finished high school, he spent some time pursuing other interests, but he always came back to music. At the time, he was performing in an original band named Dunk, who was then signed by Sony Music Canada. After signing he decided it was time to get serious with his passion. While he enjoyed performing, it was producing and writing that he loved most.

He began writing music and eventually, Gary Furniss, President of Sony/ATV Music Publishing Canada, took notice of Tawgs’ talent. He began songwriting for the publishing company and took a second position at Sony Music Canada as a Staff Producer. While he had little free time working two jobs, his exposure to an array of artists, professionals and opportunities was extensive. After he got his feet wet, he decided to work solely with Sony/ATV, under the mentorship of Gary Furniss. Gary fostered Tawgs’ career from the beginning and helped him move up through the ranks to a point where he was working with high-profile artists, including Lights and Josh Groban.

“The first song I wrote that received international praise with a big artist was ‘You are Loved’ by Josh Groban. I made the demo in my basement in St. Catharines 10 years ago,” says Tawgs. His song was picked up and he found himself at Abbey Road Studios, working with Groban and his producer.

Tawgs has been in the business for 18 years now and has experienced great success during his career. He has received an ASCAP award, was nominated twice for producer of the year at the JUNO Awards and has won awards for nine of his hit songs. Beyond his personal accomplishments, he has worked on a number of records that won pop album of the year and worked on the JUNO winning song, ‘Young Artists for Haiti’.

While winning awards and working with some of the biggest names in music are certainly perks, Tawgs says his favourite part of the job is the job itself.

“When you are a song writer or a producer you start with a total blank page in the morning. Your success for that day is dependent on what you are going to do in the next ten minutes. The best part of the day as a song writer is when you sit down to write a song with another collaborator. You’ve got fifteen minutes of awkwardness and then thirty minutes of inspiration. It is that inspiration that I wait for, and why I find my work so enjoyable.”  – Thomas ‘Tawgs’ Salter ’94

To Ridleians who know what their passions are but are unsure of how to get there, Tawgs says this:

“It’s not easy. I’d be lying if I told you I didn’t wake up today and think – can I do it again today? That’s what you have to go through as an artist, telling yourself to not give up. You really have to want it and you have to silence the inner voice that tells you that you may not be able to do it.”

“You can’t rest on what you have done before, what you did last month, or five years ago. You really have to every day try and create something new that is going to help you out down the road.”  – Thomas ‘Tawgs’ Salter ’94


TransfORming Our Globe is a blog series where we share the exciting stories of alumni who are leading flourishing lives and changing the world. It is important to Ridley College to support our alumni and share the stories of Old Ridleians, who discovered their passion and found success and happiness down the path of their choosing. 

Do you know of any classmates that are living flourishing lives or transforming our globe? Email any suggestions for the TransfORming Our Globe blog series to development@ridleycollege.com.

 

 

 

 

 

 

Adding Flow to a Positive Education

In recent years, researchers have identified predictors of success as well as keys to living a satisfying, happy life. At Ridley we are infusing the best of this research – centred on grit and flow – into a Ridley education to help instill in our students the lifelong habits they need for success in our global community. At Ridley being a student is about more than passing tests and meeting standards, it is about flourishing.

Flow is an optimal psychological state that people experience when engaged in an activity that is appropriately challenging to their skill level, often resulting in immersion and concentrated focus on a task. This can result in deep learning and high levels of personal and work satisfaction.

If you’ve ever heard someone describe a time when their performance excelled and they used the term being “in the zone”, what they are describing is an experience of flow. It occurs when your skill level and the challenge at hand are equal.

Flow can be experienced in any task, in any field of activity, including academics, athletics, and the arts. Teachers at Ridley try to understand flow in order to help their students optimize their learning. The experience of flow is universal and it has been reported to occur across different classes, genders, ages, cultures and it can be experienced in many types of activities, making it a perfect tool to incorporate into the multinational learning culture at Ridley.

Flow was first recognized by Dr. Mihaly Csikszentmihalyi, a renowned psychologist and distinguished professor of Psychology and Management at Claremont Graduate University. Inspired by Carl Jung, he has spent more than 25 years researching flow, a state of “intense emotional involvement” and timelessness that comes from immersive and challenging activities. Through his research he found that people were most creative, productive, and often, happiest when they are in this state of flow.

Flow is one of eight mental states that can happen during the learning process, which Csikszentmihalyi outlines in his flow theory. In addition to flow, these mental states include anxiety, apathy, arousal, boredom, control, relaxation, and worry.

Flow is the optimal state for learning, as it is where skill level and challenge level of a task are at their highest. This creates an opportunity for learning and intense focus, where learners can even feel that they lose track of time because they are so immersed in the task. Flow is a constant balancing act between anxiety, where the difficulty is too high for the person’s skill, and boredom, where the difficulty is too low.

“Inducing flow is about the balance between the level of skill and the size of the challenge at hand.” – Mihaly Csikszentmihalyi

Flow is a dynamic rather than static state, since a properly constructed flow activity leads to increased skill, challenge, and complexity over time. Since skill doesn’t remain static, repeating the same activity would fall into boredom; the flow reward inspires one to face harder and harder challenges, as skill increases.

The experience of flow in everyday life is an important component of creativity and well-being. it is also intrinsically rewarding, the more you practice it, the more you seek to replicate these experiences, which help lead to a fully engaged and happy life.

“The best moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile. Optimal experience is thus something we make happen.” – Mihaly Csikszentmihalyi

Flow is more likely to happen when students find the right balance between the skills they have and the challenge they face. Pursuing this path can enable them to flow, focus, finish, and as a by-product, flourish.