School Blog

Reflexiones, consejos y emociones que a diario nos asaltan en este trabajo que supone dirigir un centro docente / Thoughts, advice and emotions that occur to us as we work every day to achieve academic excellence at our school.

Month: March 2012

The daffodil

The Easter season coincides with the beginning of spring, a time of renewal and rebirth. Easter blooming flowers carry special religious meaning for those who celebrate rebirth through Christ’s resurrection. Daffodils are perennials, or flowers that return each year, and Christian legend holds that daffodils bloomed profusely during the time of the resurrection.

The daffodil is associated with Lent, the 40 days of fasting and penitence before Easter Sunday, in most Christian churches and is known as the “Lent Lilly” in England. There is a legend that the daffodil first appeared on the night of The Last Supper in the Garden of Gethsemane to comfort Jesus in his hour of sorrow.

In Germany, daffodils are called Osterglocken which means Easter bells.

In Wales the national emblem is the Leek, however, the Daffodil is also used as a symbolic flower for Wales. The Welsh word for leek is Cenhinen, and Daffodil is Cenhinen Pedr, known as Peter’s leek. As time passed the two often were confused, so the daffodil along with the leek was adopted as the emblems, and buttons marking of Wales on Saint David’s Day. They also say the bloom of daffodils and the birth of lambs is the sign of spring in Wales.

The legend of Saint Francis:

Because all the animals loved St. Francis, he was gifted with a nest of coloured eggs. His constant companion, a rabbit, asked the daffodil for its yellow colour to colour the lark’s eggs; the crocus, for its blue colour; and the violet, for its purple colour. St. Francis was so pleased with the gift that he said a basket of coloured eggs would return as an Easter gift forever, in memory of the first Easter rabbit.

Alicia y Guillermo, de Year 11, con la ayuda de Ms Cristina Pérez, psicóloga de Secundaria de Caxton College, nos descubren cómo afrontar el estrés.

Él siempre está ahí, y nos persigue sigilosamente pase lo que pase. A algunos les ataca más que a otros, mientras que hay personas que saben combatir y ya lo han aprendido todo sobre sus puntos débiles, consiguiendo así machacarle antes de que éste vaya a por ellos. Pero, ¿Por qué existe este fenómeno, sentimiento, o como queramos llamarlo? ¿Qué lo causa? ¿Cómo podemos evitarlo? Es difícil encontrar respuestas concretas, ya que todos somos diferentes, pero gracias a la psicóloga de secundaria, Ms Cristina, sabemos un poco más sobre el estrés.

Para empezar, tenemos que tener claro algo esencial, y es que todos necesitamos un mínimo de estrés para estar alerta, especialmente los estudiantes. Sin él, en situaciones significativas como exámenes, una persona puede quitarle importancia, consiguiendo peores resultados al prepararse menos. El estrés es un tipo de tensión provocada por momentos agobiantes que afectan directamente a un individual. Es un mecanismo de defensa que prepara nuestro cuerpo tanto a nivel físico como psicológico para combatir determinadas circunstancias que nos ponen nerviosos.

Como siempre, depende de la persona, y tampoco es bueno ni un límite ni el otro: estar demasiado estresado puede empeorar la situación al igual, y al darle demasiada importancia, se pueden llegar a producir bloqueos mentales, o incluso llegar a quedarse en blanco. Si esto sucede, siguiendo las recomendaciones de Ms Cristina, lo que debemos de hacer es buscar las preguntas más fáciles del examen o que más controlemos y empezar por ellas. De este modo, nuestra mente se irá desbloqueando poco a poco al ver que somos capaces de responder, y pronto iremos recordando todo lo demás. 

Para tener un buen nivel de estrés, hay que tener una buena autoconfianza y estar bien preparado para enfrentarse al reto que te provoca éste. El estrés no sólo se produce en temporadas de exámenes, y obviamente podemos encontrarnos con muchas otras causas: al tener que presentar un proyecto, al acudir a una entrevista, o incluso al ir a un concierto, ya que son situaciones comprometidas que te afectan.

A nivel de estudios, las recomendaciones son claras: para evitar una fuerte tensión, debemos de empezar con lo más difícil al estudiar para dejarnos lo fácil o lo que nos gusta para el final. Haciendo esto, en los momentos más cansados estudiaremos de manera más cómoda el temario sencillo, y podremos sentirnos satisfechos y tranquilos tras tener lo “duro” claro. Es también crucial empezar a estudiar con tiempo y poder repasar.

Los padres también afectan de manera directa, así que en términos generales, tenemos unos consejos para no perjudicar a los hijos. Para empezar, deben de evitar interrumpir durante las horas de estudio, mantener conversaciones muy altas o tener la televisión encendida con un volumen desmesurado. Hay que ser completamente flexibles y entender por lo que están pasando. También, es muy importante asegurar un espacio y una independencia suficiente para los hijos, ya que son ellos los responsables. El estar encima de ellos podría causar más nervios. En el caso de que haya hermanos pequeños en casa, hay que intentar que molesten lo mínimo posible. Siguiendo estas pautas, se conseguirá un entorno de estudio adecuado y positivo. 

Como último consejo, es muy importante hablar sobre los alimentos necesarios en épocas de estrés, principalmente si hablamos sobre temporadas de exámenes. Hay que asegurarse que la persona “afectada” tome mucha glucosa para alimentar al cerebro, ya que se queman más calorías al pensar.

Como bien decíamos al principio, toda esta información ha sido proporcionada por Ms Cristina. Si queréis saber más, o estáis interesados en técnicas de estudio o de relajación, podéis pedir una cita con ella en la oficina de secundaria.

Por Alicia Rojo y Guillermo Belzunce

Ms.Claire Brunell, Head of the Psychology Department at Caxton College discusses the importance of self-control and choices.

The focus of the month for February was ‘choices’. This allowed staff to reward students for making the correct choices during the school day. We may think it is important for everyone to make the correct choices in life but recent psychological research can shed some light on just how important choices can be. Making the ‘correct’ choice in life is often a matter of self-control; the choice to revise for an exam over watching TV, the choice to arrive on time to class over staying in bed for an extra ten minutes. Roy Baumister suggests that self-control is literally like a muscle. The more we use it, in the short term, the more it will fatigue and the more problematic we will find it to make the ‘right’ choices. However, in the long term this muscle can get stronger. A very famous experiment at Stanford University also highlighted the importance of self-control and making the correct choice. Children were presented with a marshmallow and told if they chose not to eat it straight away they would be rewarded with a second marshmallow. Only one third waited long enough to get the second marshmallow. In a follow up study the children who delayed gratification longer, were described more than 10 years later by their parents as adolescents as significantly more competent. So it appears that there are many benefits to be gained from delaying watching TV and revising for exams instead! However, any psychologist would also be cautious with drawing conclusions from this study. Psychology does teach us much about human behavior but the discipline also teaches us to treat general claims from one study with caution. Ask your sons and daughters who study psychology to point out some of the problems with this study. As with everything in this area there is always room for discussion and debate.

For more discussion on up to date psychological research click here.

The Caxton College Primary Department asks: What’s Your Goal?

In Primary we have had a very positive response from staff and pupils regarding the Going for Goals theme. We started the theme with an assembly to introduce the topic and share some ideas to help the children to think of their own personal goal. The next step was to decide on the action plan – what they are going to do in order to achieve their goal.

Some teachers and also the Primary Office staff are participating in the theme in order for the whole school to be involved. Research says that well designed programmes that promote social and emotional skills have shown to have a positive impact on pupil’s attitudes and behaviour (Weare and Gray, 2003; Zins et al., 2004). The only way it will be completely effective is if it is used across the school with everybody involved in thinking of a personal goal and sharing it with the children.

Some of the goals in Primary are to:
pass the Mock SATs (Year 6 REP)
help keep the classroom tidy (Year 1 pupil)
improve my mental maths skills (Year 4 pupil)
pass my Spanish exam in June (Mr Hugh)
read more often and finish my book (Miss Stenhouse)
improve my Spanish (Miss Sayce)

With displays in and around the school, sharing the various goals, we are all excited to see who will achieve their goal! Good luck.

If you’d like to think of a goal why not follow our Year 5 & 6 guide and share it on this Blog.

B Stenhouse & J Sayce

Caxton College British School