On starting and completing IB studies, while finding one's own voice (an ongoing process)
In the English language we have the expression, “Find your voice!” .
Here, voice is understood to be synonymous with passion, with gift, and with contribution. What is that one thing you can offer the World like no-one else can? What legacy do you want to leave behind? How do you want to be remembered?
All this, and more, is contained in the three words, find - your - voice.”
Alex Rowe
What is in the mind of a student, when throwing their Graduation Cap up in the air?
Many pictures around the web suggest that the main thought would be 'I'm done', and we know that feeling: light, free, and what feels like a closure immediately turns into openness towards an exciting summer.
Graduation is a closure, and an opening.
Students know it well, they have been working on their applications for University, hard and for a long time, and this closure is one goal on their own journey through life and self-determination, one turning point in the process of self-authorship.
In #ACT (Acceptance and Commitment Therapy) we consider goals, directions and values: while a goal is a step in the journey - something I can tick off a list of many - a direction is where I am heading towards in terms of what is important to me, what kind of person I want to be, in different situations, cultivating multiple life-skills and personal qualities, such as being capable of loving, of appreciation, being brave, ...
In a recent webinar, Russ Harris redefined the idea of values as "the way we travel, our own attitude across the journey", which makes it even clearer that it's about our choices and committed actions here and now. Actually, as it is said in #mindfulness, the future does not yet exist, the present moment is all we have.
So I think about the learner profile in PYP (Primary Years Programme of the International Baccalaureat - IB) and about the qualities it aims at cultivating in young students: being caring, being a risk taker, being balanced, being open minded, ... sounds pretty ACT-consistent and it gives us the idea of how graduating with the IB has to do with cultivating the way I want to Be.
Following PYP, students who go through the complete IB programme attend 5 years of MYP (Middle Years Programme) and explore and develop Approaches to learning (ATL) that refer to the individual as a lifelong learner, therefore are not solely referred to school life, but to a wider area in which youths go through their journey of personal growth. ATL go from organisational skills to communication skills, and include emotional regulation and resilience.
This school year 2020-2021, a challenging one as you know, I had the chance to collaborate with Lorena Adami, Transational Analysis Counsellor specialized in working with fairy-tales and Disney movies with children and parents, on an #interdisciplinary project with G7 students and their music teacher.
The project 'Discover my own song' was aimed at prompting and sharing with students a reflection on the process of "finding one's own voice", after about one year in the MYP programme and entering the developmental phase of adolescence (generally anticipated, as we know).
Based on the movie 'Moana', the project allowed students to explore the experience of their own voice today by writing their own song, inspired by Moana's song 'How far I'll go'.
When watching the movie, students were guided to notice aspects such as: when the need for change arises, the moments of crisis, the moments in which Moana feels blocked and by what, the way she expresses courage, who/what helps her, the words that touched them within the songs.
They were encouraged to reflect on the consideration that having a voice also means being brave, discovering what truly matters to us and singing our song even when others might want us to 'sing a different song'.
Among the topics that were chosen by students for their own songs we were able to give them feedback about experiencing the condition of being like an ‘alien’. A pre-teen/teenager often has feelings and internal experiences that have an ‘alien’ touch, and this can be true with every change we go through in life.
The IB school they are attending, as they know, is specific for its international context, which is a gift because it allows us all to be very aware of the challenges of transitioning, whatever the transition. #Change is one aspect students explored in different ways through their songs.
We could share with students how the experience they're having within an international school makes it even more important to develop #awareness and sensitivity, kindness, patience and compassion towards new students, students who leave, students from other cultural and linguistic backgrounds.
If students will invest into opening up to differences and being kind and curious, they will make the most of one of the opportunities the IB, and their school environment, are giving them.
Other topics expressed by students and explored together had to do with the perception of a sudden change "I still remember when we were only 7, Now it is December somehow we are 11"; the different attitude one might show in different contexts and going beyond the idea of acting 'fake', while developing a greater understanding of the other, through active listening and perspective taking; the experience of "Staring at one's ghost" as an opportunity to face challenging emotions which are part of the experience of growing up and part of life, while cultivating the courage of each hero who, traditionally, travels through the woods.
Outside the forest, heroes are transformed, they see the light, but this does not mean that there are no longer going to be challenging situations, experiences, unpleasant emotions, conflicts, changes, transitions, loneliness, as well as joy and wonder.
In the ever-changing landscape of our emotions, the mindful experience of ourselves makes the difference in providing us with the tools we need, the coping skills that will help us through life.
We were also able to explore how, when failing, you can become stronger (the IB ATL refer to 'failing well'): what happens when you fail is that you have to go and review something that you can do differently, and for the better. A new possibility opens up, and even when you would like to escape, you'll stay and face the challenge, because you can acknowledge you have tools and supports.
A closure, an opening...
Things end continuously, like days and nights do, like a plant that becomes nourishment for the Earth; each end leaves room for new beginnings. But then if we look closely, it is not quite like ending, but rather transforming, as for adolescence or for graduation, we feel the end of a cycle of our life and it is important for us to be aware that we are in transformation, and this will take its time.
A line in one song, "Just let me be", provided us with the opportunity to explore the idea of becoming the better version of oneself. To be means to become, it’s a movement, a process, it’s a work in progress.
"Becoming ourselves is a journey, it takes a time we need to respect, both physically and mentally: can’t force the chrysalis to become a butterfly, nor a cake to be ready before it’s time. But each step of the journey is already telling something about who we are, as part of the process, so express your voice, your values, today".
Lorena Adami, from her own background, concluded by sharing something that is interesting to hear from the perspective of early adolescence: "the Free Child voice is your best friend, it will stay with you forever. It’s made by fast intuition and smart problem solving. This voice is now - and will be in the future - one of your inner voices that sing in harmony. When you will be an adult, you’ll continue to benefit from this authentic voice, the Child inside of you".
I'd like to close this article with the words of a Graduate IB student, Cohort 2021:
"Graduating IB has been one of the most challenging yet satisfying experience of my entire life. After receiving my diploma, I realised that I had overcome all of those challenges that seemed impossible and overwhelming at the time.
But most importantly,I felt proud of myself
for having reached this crucial goal.
The IB has always reminded us to be open-minded,
which has helped me appreciate other people’s
ideas and beliefs even when different from mine.
Throughout the years, I’ve had various opportunities
of sharing my perspective which helped shape me as a person.
I found my voice while expressing my opinions and debating with other students.
I personally found my voice also by finding the courage to speak up in lessons even when I might have been scared. I was often feeling overwhelmed during my 2 IB years, therefore I had to learn to prioritise things, without forgetting about my values.
For example, I prioritised school work, however I committed to dedicate time
to my family, to my friends, and most importantly to me".
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