Tag Archives: Canadian Association of Independent Schools

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.

 

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.

Adding Grit To A Positive Education

One of the advantages of a Ridley education is that the experience of being a student is about more than passing tests and meeting standards. In recent years, researchers have identified predictors of success as well as keys to living a satisfying, happy life and this is something our school consciously enacts.

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 to flourish in our global community.

The concept of grit is one aspect of Positive Education that Ridley has incorporated into school culture. Grit is defined as the tendency of a person to sustain interest and effort in pursuing long-term goals. Grit allows people to pursue challenges over the course of years.

In her groundbreaking research, Dr. Angela Lee Duckworth, University of Pennsylvania Professor of Psychology and MacArthur Foundation Genius Fellow, determined that passion, perseverance, and stamina outweigh IQ as a predictor of success. In other words, grit is the key to lifelong success.

“Educational policy has not yet taken adequate note of the whole child. Kids are not just their IQ or standardized test scores. It matters whether or not they show up, how hard they work,” says Duckworth, in an interview with the Washington Post. Duckworth has advised the White House, the World Bank, NBA and NFL teams, and Fortune 500 CEOs.

Ridley encourages students to discover and pursue their passions and equips them with the capacity and determination to persevere through challenges, risk failure, and develop grit and resilience, while creating a supportive culture that allows students to face adversity in a positive and engaging environment. Accomplishment and engagement are essential elements of a flourishing life, and both can be fostered through conscious effort, grit is a fundamental element for achievement.

“The importance of the environment is two-fold. It’s not just that you need opportunity in order to benefit from grit. It’s also that the environments our children grow up in profoundly influence their grit and every other aspect of their character.”     – Angela Duckworth

Duckworth’s research began by searching for an answer as to why some people succeed while others do not. Being ‘gritty’ means consciously deciding to push forward in the face of adversity, failure, and physical or emotional pain, without knowing when the adversity will be over.

“One way to think about grit is to consider what grit isn’t,” explains Duckworth. “Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.”

Self-control and grit are often confused, says Duckworth in her research, while they are related there are key differences. Grit allows people to pursue challenges over the course of years, while self-control, helps to maintain focus, in the face of distraction, in the pursuit of those goals.

The concept of grit has been around for some time. In 1889, the year Ridley was founded, Dr. Francis Galton reviewed the biographies of eminent individuals, throughout history and concluded that success resulted from intellect combined with “zeal” and the “capacity for hard labour”. The modern study of grit continues in examining single-minded perseverance over the very long-term.

“I believe grit will for many adolescents be more evident in activities pursued outside of the classroom–in the school play, on the football field, in the school orchestra, in community service, and so on.” – Angela Duckworth

At Ridley we are empowering our students to do more themselves, by increasing opportunities for Ridleians to play an active role in their school communities so that they can gain the necessary habits, skills, and practice to lay the foundation for flourishing lives.

Ridley strives to be at the forefront of educational development to ensure our students become successful members of the global community. Ridley will continue to review the latest research in education for new ideas to ensure we are a leader and innovator in molding the minds and lives of our students.

Student Filmmakers Ready for the Red Carpet

On April 19th, the lights will go down in the Mandeville Theatre, for the 9th annual Ridley Independent Film Festival (RIFF). This festival showcases an array of films made by Grade 11 and 12 Film Studies students.

Eleven student films will be screened; ranging in genre from comedy to horror. The entire festival – not just the films – is a student initiative. “They are involved in every aspect of the festival,” says Ms. Danielle Barranca, the Film Studies teacher. The students coordinate the gala, write scripts, host, and produce programmes.

Seeing their work on the big screen is one of the highlights of the course. “I think it’s the moment you see your ideas on the screen,” says Amelia Ritchie ’17. Her film Meaning, is a coming-of-age drama about two kids who meet at a driver’s education course and challenge each other to discover the meaning of life.

RIFF, like many film festivals, will feature a red carpet for the student directors, actors and writers to walk down, while being cheered on by friends, family and fans. “It’s a chance to be the star on the red carpet,” says Ms. Barranca.

The student produced films are the largest project of the year, worth 50 percent of the final grade. Students spent the year learning about films, techniques, writing, editing and everything they need to make a film. “I like being able to create something from beginning to end,” says James William Gross ’17. “Being able to make whatever you want.”

His film Smart Casual, is about how people interpret socio-cultural norms and breaking them down. “It takes a lot of interpretation to understand,” says James, who plans on studying film in university.

Before filming begins, students must submit their proposals, write their own scripts, create storyboards and have a detailed filming schedule. The students often spend many hours filming and editing to have their films ready for RIFF.

“It becomes more interesting every year because of technology. The technology has allowed it to come a long way in terms of the quality, polish, and effects that students have access to.” – Danielle Barranca, Department of Visual and Performing Arts

Through filmmaking, students can pursue their creativity and self-expression, while problem solving and persevering through the myriad of challenges that come with making a film. RIFF continues to gain momentum, with an audience of alumni, parents and guest filmmakers growing in size, waiting to see the latest student creations on the big screen.

We invite all members of the Ridley community to come and enjoy this free event, that takes the audience on a visual and dramatic journey. Join us on April 19th at 7:00 p.m. in the Mandeville Theatre.

For now, enjoy a few of this year’s trailers:

Watch trailers on Youtube.

Ridley’s Basketball Future Bright in OSBA

The Ridley First Boys’ basketball season came to a close after a successful first season in the Ontario Scholastic Basketball Association (OSBA), the premier league for prep and sport school basketball in the province. With one of the youngest teams in the league Ridley will continue to develop and train in preparation for next season.

“I’m really proud of our guys,” – Tarry Upshaw, Head Coach of First Boys’ Basketball Team

On April 6th, Ridley lost their OSBA quarter-final game 96-71 against defending champions the Athlete Institute; putting an end to their successful season. Aleksandar Simeunovic ’17, led the team with 31 points in a close fought game—Ridley was within five points of the Institute with six minutes left in the game.

The stacked Athlete Institute’s roster featured seven players already committed to NCAA schools. Ridley was the second youngest team in the league and will have most of its players back for next season.

That youth hasn’t gone unnoticed, as scouts from across North America have come to campus to check out the talented roster. According to Mr. Upshaw, 21 NCAA Division 1 scouts have visited Ridley, schools such as UConn, Vanderbilt, Oregon, and Columbia; while 16 scouts from the CIS have been to the campus.

“We’ve built something special in a short period of time. It’s exciting and it’s only going to get better.” – Tarry Upshaw, Head Coach of First Boys’ Basketball Team

The OSBA, consists of the best prep and sport school basketball programmes in the province, with many of its student athletes going on to play in the NCAA and CIS. Ridley finished sixth overall, in a promising first season in the league.

Ridley’s basketball team previously competed in CISAA and OFSAA, where they won back-to-back championships in both leagues in 2014 and 2015. As the first team to hold both titles simultaneously, it was decided to take the next step for the programmes’ development by joining the OSBA.

Preparation for this level of competition includes daily court sessions, strength training, and active recovery. Training and competition are supported by an experienced coaching staff, Ridley’s athletic therapy and school medical team, a strength and conditioning coach, and other professional instructors.

Ridley qualified for the playoffs by defeating King’s Christian Collegiate in a play-in game 86-66, held in the Griffith Gym. “We’ve been overwhelmed by the support of students and faculty,” says Upshaw. Other coaching staff for the team include Michael Bett, Brad Taylor, and Paul De Vellis.

With the season coming to end players will enjoy a short break, before beginning off-season practice and development “We don’t stop,” says Mr. Upshaw. “The sky’s the limit for our team.”

Despite the end of their OSBA season, exciting news has still been circulating for the Tigers, as fellow player, Jaden Bediako ‘18, was chosen to play in the BioSteel All-Canadian All-Star Basketball Game. This marks an impressive accomplishment for both Jaden and Ridley’s basketball programme.

We look forward to seeing our Ridley Tigers back in action in the next school year.