January 9

Reflection on participating in PhE

Hello, as you might have guessed PhE, as part of CAS, is also part of reflections. We’d like to see two different posts on participating and teaching PhE.

As your learning is very personal and cannot be molded by standard questions, we would like you a) to answer guiding questions given below; b) extend more and reflect on your overall engagement in PhE.

  1. How satisfied are you with end of semester PhE results?
  2. What activities did you get chance to try out in the 1st semester?
  3. Were there any new ones you have tried? Which ones would you do more of?
  4. Whose teaching did you like best? Why?
  5. What revelations did you come to when doing PhE?
  6. Do you do activity outside of PhE? What is your overal progress like?

Both reflections on PhE is due this week.

I feel like you might find this link interesting for further reflection.

January 9

Reflection on Teaching during PhE

Since, we have covered almost 30 hours of physical education last semester, it is wise to stop and think of the time when you got to teach it. I would like you to make it a different post and reflect on the following questions. Remember, your reflection is not limited by these questions only.

  1. What did you teach? What were your plans?
  2. What was your role? What did you expect of your role?
  3. To what extent did you reach your plans as a group and you personally?
  4. Were there any surprises, pleasant or unpleasant?
  5. Were there any frustrations? How did you deal with it?
  6. Which member of your group did you find extremely pleasant to work with? Which ones made it hard to work along?
  7. What skills of your team-member you wish you had? Or rather, what skills of yours you wish your team-members had?
  8. If you could go back in time, what would you do different?
  9. What problems in students and school did you see? In how things work, commitment issues or health? How would you advise students and school do things different or leave as it is?
January 3

Reading? What is so creative about it?

One of the popular initiated and abandoned projects from the last year was trying to lead a movie or book review blog. Seriously, how can one make reading books a creative activity? Well, may be any of you gave it any thoughts may be you can first start by watching Ann Morgan talking about her experience of trying to read one book from each country on Ted.com and then follow this link and read further on how to read the world.

May be some of you will be inspired by it and start something? Anything?

And may be if you add this to your watching list, may be you can even include some computing skills of yours

December 2

December 2nd. Do you really know what you own?

Unfortunately, not many people know that December 2nd is the day of protection of people from slavery.  It is the day, people would like to celebrate the end of human exploitation for sex, cheap labour and organs. But, is it really so?

Human trafficking is the second after opium biggest business source in the world. Even war does not bring as much money as trafficking does. You know why? Because humans are disposable several times. Some goods cannot be re-used, because they break; some goods can be used but their quality is reduced; whereas humans are as good when re-used as they were when used for the first time. Usually, it could go through sexual exploitation – physical work – organs (when the labor capability is exhausted).

Did you just think, good thing slavery is not present in Kazakhstan? Kid, sorry to disappoint you.

Kazakhstan falls under all 3 categories of trafficking countries:

  1. A country destination, where victims are trafficked from neighboring Central Asian countries;
  2. A country transit, through which all the victims to other countries (mainly Russia, Saudi Arabia and Europe) are transported through the Customs;
  3. A country resource, from which victims are exported (mainly to Eastern Europe, Saudi Arabia, Turkey).
  4. We also have a well-developed inner traffic, when Kazakhstan citizens exploit, sell or enslave other citizens.

Among many, there are3 facts that to me are the most dreadful:

  1. Victims, if not found in 48 house, are never found in Europe
  2. There are cases when trafficked and traffickers are from the same families
  3. Outskirts of Almaty are famous for exploiting slaves in farms and tobacco fields, and Astana hotels and saunas, that you know, might have a chance of exploiting someone.

So, what can you do? Seriously, what a 16-17 year old can do about it? The problem is so overwhelmingly big.

  1. You can be aware of the problem. The more you know, the bigger is the chance you are safe or you will save someone
  2. Have a copy of your documents stored somewhere when traveling
  3. Do not ask strangers take your photo or let them know where you are heading
  4. Leave your address where you are going with someone safe at home
  5. Know some English
  6. Tell your friends about the problem, discuss and convince them you are not joking
  7. Raise awareness in our community. We witnessed last year, how our students were very very skeptic about what we said
  8. Donate clothes, stuffed animals to local shelters to help poor. Because they are the ultimate victims of slavery.
  9. Think of what you have, understand on a deeper level what you actually have and grow more thankful that you can even complain that you don’t have anything.

Also, here is a little tribute to how sometimes people have no other options than slavery from Bangladesh:

http://www.nat-geo.ru/planet/48558-kladbishche-korabley-poslednyaya-pristan-gigantov/#full

I hope tonight at least some of you will grow a little more aware of how messed up and yet hopeful our world is and that you, no matter how small you might feel, can change some thing.

October 31

Your plan for next two weeks

Hello, guys. So this and next week I would like you to do two things:

  1. fill in wikis up to now. I expect you to fill in PhE hours, too.
  2.  Reflect on the documentary movies we’ve watched.

Reflection on documentaries:

Recently you have watched three documentaries (some of you watched only 2):

  1. Mad Hot Ballroom – about school project to help children from vulnerable families stay away from crime and learn emotional management. Set in New York.
  2. One Peace at a time – a film shot in 20 countries with insights from Nobel Prize winners. The movie talked about the children’s rights to living in dignity, adequate nutrition, safety and protection, education and health. The movie described children’s lives in 20 countries.
  3. Waste = Food. A documentary about American architect William McDonough and German ecological chemist Michael Braungart, coauthors of Cradle to Cradle: Remaking the Way We Make Things, who introduces the new concept of waste equaling food. Technologies to produce goods that are 100% reusable or can be biodegradable.

Take your time to reflect on any of the documentaries (or all) using the following questions:

  1. To what extent did the documentary engage you, interest you and captivate you? Why?
  2. What themes, issues and conflicts are represented in the documentary? Why do you think those have been chosen?
  3. Whom do you identify with in the documentary (if any)? Why?
  4. Would you describe the major issues and stories as essential and important? Why? / Why not?
  5. What kind of essential areas, topics and perspectives are missing in this documentary (if any)? Why? To what extent may this be representative for the documentary industry?
  6. To what extent did the documentary leave you with a sense of involvement, hope, excitement, indifference, despair – or maybe with a mixture of such feelings? Why?
September 13

Sample for PhE plans

Here is a sample on how you should plan for PhE

Candidate name: Student 1, Student 2, Student 3, Student 4 and Student 5
Supervisor Amankeldin Yerbol
CAS Component Activity
Identified need Stretching benefits: stretching helps restrained muscles relax. This we think is essential part for DP students especially, since we spend a lot of time sitting. Mostly, we sit in wrong positions which put a lot of weight to our neck, we spend lots of time standing up which puts weight on our knees, ankles and toes. Stretching harmstrings also benefits heart and brings more ozygen to brains.
Preparation Location: we need mats for stretching this is why small gym would be better. We will probably need music, too.
Needs of learners: First, learners need to do all stretches under teachers’ supervision. That is why 4 of us will be located in different corners of the room, and one will demonstrates moves in the front. Some students might have poor skills in stretching, we will have adjustments in the movements (for beginners and advanced).
We will have two hours of teaching in a row, this is why we will divide into groups of 3 and 2 to lead the classes.
Brief description of the project Week 1.
Lesson 1. Leaders: students 1 & 2.
a) Safety rules
b) Warm up – body movements from toe to head.
c) Teachers’ demonstrate, students repeat. Stretch types:
1) neck stretches (rotating hear to left-right-back-front);
2) arm and finger stretches
3) body and harmstrings (forward fold, twists, attempt at front splits)
d) cool down
Lesson 2
Leaders: students 3, 4 and 5.
a) Safety rules
b) Warm up – body movements from toe to head.
c) Teachers’ demonstrate, students repeat. Stretch types:
1) neck stretches (rotating hear to left-right-back-front);
2) arm and finger stretches
3) body and harmstrings (forward fold, twists, attempt at front splits)
d) cool down
Week 2
lesson 1
Leaders: students 3, 4 and 5.
a) Warm up – body movements from toe to head.
c) Teachers’ demonstrate, students repeat. Stretch types:
1) toe and ankle (rotating hear to left-right-back-front);
2) work on balance
3) body and harmstrings (forward fold, twists, attempt at front splits)
d) cool down
lesson 2
Leaders: students 1 and 2.
a) Warm up – body movements from toe to head.
c) Teachers’ demonstrate, students repeat. Stretch types:
1) toe and ankle (rotating hear to left-right-back-front);
2) work on balance
3) body and harmstrings (forward fold, twists, attempt at front splits)
d) cool down
….
Week 3
Timeline n/a
Learning outcomes Strengths and areas for growth, Challenges and Skills, Initiate and plan
Email Address student@nisa.edu.kz
User ID Damesh
September 12

Summer reflection

Dear 12th graders,

We would like you to use this week to extensively reflect on your summer plans. If you already did so, go over and check if you answered following questions:

  • what was your initial plan? which aspect did you choose to work on?
  • how realistic did they turn out to be?
  • what limits or strengths did/did not you count in?
  • what in reality did you do?
  • what did you learn about yourself while doing so?
  • what is your general feeling about your summer CAS?
  • do you want to incorporate your summer work further into your CAS?

Also, please, go over the deadlines for the rest of CAS time with your CAS advisor. It also includes when your summer cas blog should be ready

year-2-deadlines

September 1

Second interview. First update of Year 2

Hello kiddos,

We are going to use the first two weeks (hopefully!) to implement your second interview. This is why we will use your CR hour to let you prepare for the interview by organizing your evidence and reflections. And we will use the same CR hours and study time to actually have the interview.

I will lead all of them. Carefully read the document ‘Second interview’ below.

Second Interview

April 21

Raising a fund or a question?

As you might have noticed, I started sharing part of the articles I read daily on the projects, social issues in Kazakhstan and neighboring places with you. And I noticed as I poured all of them here, actual amount of how much information I absorb daily. This is probably my moment of realization, reflection. Another article that I would like you to read is on how important it is that we inform the school community of what we spent their money on. I hope this article resonates with your thoughts and revelations as much as it does with mine. Keep in mind, read on and think of your own actions.