Education February 2022 final_Neat

Importance of




extracurricular




activities during



pandemic








xtracurricular activities are just that, extra to the curriculum. In the case of education,
extracurricular activities can enhance daily-taught subject areas or individual interests.
EThese activities could include sports, dance, theater, crafting, speech/debate, or cooking,
to name a few. In a normal situation, pre COVID-19, all extracurricular activities for students
took place in a school environment without many restrictions, especially protocols that
involved health safety.
The presence of COVID-19 in 2020 presented huge challenges and learning curves for all
forms of education and the many extras that play a role in developing a well-rounded student.
Teachers were of course faced with a gigantic task to teach through a screen. The students
were no longer provided with one-on-one attention from the teacher, and students with
various learning needs were forced to learn one way.
The days in front of an electronic device were long for both the teacher and the student,
without any “outlets” or extracurricular activities to release the stress and anxiety created
by this new classroom environment. Virtual learning during a time of isolation in most states
forced schools to cancel all school-sponsored sports and all after school special interest clubs.
All sports fields were closed, all indoor activities such as theaters or libraries were closed,
and any activity that involved students being closer than six feet from one another were
prohibited. The temporary cancellation of extracurricular events found students missing out
on peer socialization, increasing lazy habits, and with a decline in creative energy.












Contd on page 54










52 EDUCATION
DURING THE PANDEMIC

A Taste of Tasmeem, of a radical future





Tasmeem Doha 2022: Radical Futures is the latest edition of Virginia New Potentials in Arabic Typography
Commonwealth University School of the Arts in Qatar’s (VCUarts
Qatar) popular art and design conference. It will take place from In person workshop by Cairo-based independent
March 7-10, 2022. designer and researcher Sarah Shebl
This year’s conference offers an inclusive and multi-faceted view of Typography is the art of manipulating the visual form of
the future, one that not only discusses current advancements, but language to enrich and control its meaning. It is an essential
speculates on future threats, probabilities, and changes whether area of skill and knowledge for designers. Typography
environmental, geographical, cultural, or social. predates modern graphic design by around 500 years.
It is rich in rules, conventions, and esoteric terminology;
Select events will be streamed to the public from VCUarts Qatar, however, it remains an exciting space for invention and
providing attendees a chance to engage with international expression.
designers, artists, academics, students, and industry professionals.
Registration is free, and further information on the online events and In this beginner-level workshop, we will study the
how to register, is available at: https://radicalfutures.qatar.vcu.edu characteristics of Arabic letterforms. We will consider the
pragmatic concerns involved in selecting and combining
The latest conference includes lectures, masterclasses and Arabic, dive into Arabic script’s rich historical, cultural, and
workshops, with themes as varied as Inclusion, Post colonialism, aesthetic histories and the contemporary Arabic type, and
Indigenous Knowledge, Language, Geology, Energy Systems, explore the type’s expressive, meaning-making potential. Image Courtesy: Hala Abdelnabi
Environment, Sustainability, Smart Materials, Circular Economies,
Curatorial Activism, Biotechnology, Augmented Realities - practically
every facet of our daily lives.
Tasmeem Doha is an international, biennial art and design
conference hosted and organized by VCUarts Qatar since
2004. Each edition of Tasmeem Doha highlights a unique and
contemporary theme within art and design, exploring novel
concepts, methods, and applications, and engaging in critical
discussions.
Previous conferences attracted regional and international media,
giving presenters such as Sir David Adjaye Obe, Julia Leeb, Rem
Koolhaas, and Marco Williams, and event partners such as the
German Embassy in Doha, Goethe-Institut, Qatar Foundation, Qatar
Museums, Mathaf, and Doha Film Institute a unique platform to
highlight issues that matter to the global public.

Here’s a sneak peek of the exciting line-up coming up in March:
Julia Watson
Designer, activist, academic and author,
Julia is a leading expert on indigenous
technologies, as seen in her book Lo-TEK,
Design by Radical Indigenism, published
by Taschen. She teaches at Harvard and
Columbia while also leading an experiential,
landscape, and urban design studio:
Julia Watson with Marie Salembier. After
graduating from Harvard with the highest
award for her work on conservation and
spiritual landscapes, she has been widely
published and co-authored the Spiritual
Guide to Bali’s UNESCO World Heritage with Image Courtesy: Julia Watson
Dr. J. Stephen Lansing. Julia approaches
design as a “rewilding,” with a portfolio of projects including the
Reef Resilience Initiative with the Great Barrier Reef Foundation,
private estates with the owners of PACE Galleries, and the artist
Rashid Johnson. She is a fellow of Summit REALITY & Pop!tech,
received a Christensen Fund for her work in conserving Bali’s first
UNESCO World Heritage site, and was a Disruptive By Design
Ambassador for WIRED. Lo-TEK has featured in The New York
Times, The Guardian, The Washington Post and Fast Company. Born
in Australia, she regularly travels to sacred sites and indigenous
cultures across the globe.

Parsons & Charlesworth
Parsons & Charlesworth is an art and
design studio that develops tangible
worlds as discursive tools for critically
appraising urgent issues. Co-founded by
Jessica Charlesworth and Tim Parsons,
the studio’s investigative, research-driven,
speculative approach uses installation,
sculpture, designed objects, writing,
photography and digital media to explore
key social, ecological and technological
challenges of our time, including climate Image Courtesy:
change, the future of work, and the ethics Tim Parsons and Jessica Charlesworth
of technology.
Parsons & Charlesworth have exhibited in galleries, museums,
institutions, and festivals around the world including: 17th
International Architecture Exhibition – La Biennale di Venezia,
Walker Art Center (Minneapolis), Philadelphia Museum of Art, Museu
de Arte, Arquitetura e Tecnologia (MAAT Lisbon), Science Gallery
Dublin, Istanbul Design Biennial, the Museum of Contemporary Art
(Chicago) and the Chicago Cultural Center.
Recent honours, grants and awards for their work include a 2021
grant from The Graham Foundation for Advanced Studies in the
Fine Arts, a 2020 Mitchell Enhancement Award from The School of
the Art Institute of Chicago, and a 2019 Canada Council for the Arts
Grant. Their work is featured in various private collections and in the
permanent collection at the MAKVienna and DePaul Art Museum.
Both Jessica and Tim teach at The School of the Art Institute of
Chicago.

Benefits of extracurricular activities

Extracurricular activities offer all students the opportunity to excel in an area that does not directly involve academics.
These activities can boost a student’s confidence and help diminish any anxious feelings caused by possible academic
demands. Activities outside of school also allow for much needed unstructured socialization for students. Many students
develop friendships with peers through outside activities.
Students from various schools in an area gather to participate in extracurricular activities and these opportunities
provide diversity for students that may attend schools with limited diversity. Many extracurricular activities lend students
a chance to develop a sense of leadership as the activity could involve growth with leveled challenges for advancement
within it. The development and growth of student confidence is another benefit of extracurricular activities.
The social-emotional connections through interactions with peers and/or coaches or instructors mold and enhance a
student’s personality, problem-solving abilities, personal opinions, and advocacy and decision-making skills.
The addition of extracurricular activities for school age children provides great benefits toward the development
of a well-rounded child; going without these activities, even temporarily, can cause adverse reactions in a student’s
developmental growth.









Facilitating activities

Before attempting to resume extracurricular activities in a student’s schedule, it is the responsibility of
the school to construct health safety protocols for all participants and instructors. The protocols and
enforcement of protocols must be consistent and taken seriously. Each school should inquire with the local
health department to understand quarantine guidelines for Covid-19 exposures and/or positive Covid-19 test
results. The decisions regarding temperature checking, face coverings, and group capacity requirements
will differ from country to country. Once schools determine the appropriate health safety protocols for the
students, the planning of extracurricular activities can begin.


Behind the screen

Now that most students are familiar with virtual meeting platforms, opportunities for students to continue
in speech/debate programs or multi-step instructed programs such as art classes, karate, or dance lessons
could be delivered through a screen. The many meeting applications have capabilities for breakout groups
that allow the instructors to meet with small groups or individual students and provide personalized
instruction.
Schools could also host extracurricular family events for a school community through virtual meetings, with
events such as a game night, large scale crafting, or a student talent night bringing the school community
together with fun and camaraderie. These behind the screen extracurricular activities are probably the safest
when needing to limit or eliminate contact with others.











































54 EDUCATION
DURING THE PANDEMIC

Sports

Organizing school-sponsored sports teams involves mandatory health safety protocols for
participants and coaches. A limited number of participants may be required, and practice days
and times could be adjusted to decrease total number of participants gathering at one time.
Schools would all lean more toward outdoor sports than indoor sports. Indoor sports would
require many different health safety protocols.
Elementary schools could organize non-competitive sports activities, taking place outside only,
such as tennis lessons, soccer, basketball, baseball skills, or even karate instruction. The fall and
spring months in most places are usually the best times of a year for outdoor athletic activities.
When the winter months arrive, schools can limit capacity and host non-competitive sports
opportunities inside a school gymnasium.
























Hybrid

Most in-person extracurricular activities can be transferred
outside for meetings; this would include scout programs and
many middle and high school leadership clubs. After school
clubs that require equipment only available indoors could
divide the large groups into two groups to meet the local
Covid-19 protocols for gatherings. The normally large group
separated into two groups, group A and group B, could be
arranged to meet on two different days, creating a hybrid
system. The two groups would alternate and a live streaming
could take place for the group not in the school building.






























Outdoor social distancing
Schools can organize small book clubs for students to meet outside to participate in book discussions.
Each student could bring a lawn chair and sit in a circle formation that allows for six feet of separation
between students. A variety of other groups could meet using this format to discuss other topics like
science and history or share Lego creations.
Extracurricular activities are necessary, expected, and valuable for students of all ages. Students need
the opportunity to achieve success outside of the classroom or attempt an activity that sparks students’
interests and may later ignite a future passion that could inspire a career.

EDUCATION 55
DURING THE PANDEMIC

YOUR




CHILDREN




NEED YOU









t’s 10am. Do you know where your children are? Very likely they’re at school where, as
teachers captivate them with stories, math challenges, scientific discoveries and such,
Ithey sit wide-eyed and attentive or else absorbed in well-ordered activities. They’re
interested and excited about learning. Their teachers give them individual attention,
answer their questions, hear their stories and help them solve their problems. Your
children’s behaviour is impeccable, their accomplishments outstanding. They learn and
grow, develop and mature. They become responsible and contributing citizens.
Sounds good, but do you have any idea about what really happens during your child’s
school day? Yes, you check book bags, help with homework, sign report cards and
attend parent-teacher conferences, but what do you know about the day-to-day of
school - the expectations and demands of, and for, your child, the opportunities and
disappointments, the fears and triumphs?
School is where lifelong friendships are established. It’s where the intellectual fires
of desire and ambition are lit. It’s where self-awareness and self-confidence are
developed and nurtured. In every school, there are opportunities for your sons
and daughters to establish meaningful relationships, pursue talents and discover
new interests. From music to sports to art, from history to science to literature,
from workshops to kitchens to computer labs, schools strive to provide students
opportunities that meet their needs and abilities.
Your children lead a secret life. In those magical hours when they are attending school,
they each become their own person, thinkers and doers, influenced not only by what
you have demonstrated in your home, but also by the many people with whom they
interact on a daily basis.
For many students, it’s a wonderful experience. They spend time with people who
share similar values, attitudes, and interests, and engage enthusiastically in school life.
They have positive and supportive relationships with peers. They are also organized
and busy, maintaining a balance between study and extracurricular activities at school
and in the community. Their families are interested in and encourage their efforts; they
themselves are happy and successful.
For many other students, unfortunately, school is nothing more than an escape - an
escape from the reality of their lives where family issues, money problems, personality
conflicts, insecure living arrangements and other stresses keep them from achieving.
Sadly-and frustratingly-instead of these students taking comfort in the routine and
security of school, instead of becoming involved and absorbed in school life, these
children more often retreat and rebel. They disengage from learning by simply refusing
to participate. They socialize inappropriately, commanding attention from teachers and
peers with delinquent behaviours masked as bravado. Often, they become outcasts
who resort to bullying as a pretense of power and control. If their families show any
interest in them at all, it is to either make excuses for them or to absolve themselves of
responsibility for their behaviours, attitudes and lack of accomplishment.
With such realities, it’s a wonder schools have any success stories. Fortunately, the
perseverance of ambitious students, hardworking teachers and caring supporters
keeps most schools functioning successfully.
Every day you send your sons and daughters off to school where you trust that,
under the protection and direction of their teachers, they are being molded into
knowledgeable, capable and responsible citizens. Teachers are trying to do exactly
that, but they cannot do it alone, and - nor should they be expected to. Your children
need you. Get involved with your school. Know where your children are and help make
it -and them -the best they can be.



Why Swiss



International School?








By Dr. James W. Pilton
ounded in 2017, Swiss International
School is a private, coeducational,
FpreK-12 school that serves the
expatriate and Qatari communities in
Doha. We are the fastest growing school
in Qatar and currently enroll more than
800 students from over 60 countries.



























MARYAM MALMSTROM
45 IB DP Score, May 2021 IB Exams (SISQ Pioneer Batch)
journey of learning. The PYP offers SISQ has an ethos that is student-
Our faculty and staff are dedicated an inquiry-based, transdisciplinary centered. Our ultimate aspiration is
to following the school’s mission: to curriculum framework that builds to educate students who know who
develop learners who are inspired, conceptual understanding. Students they are, the world around them, and
prepared, and fulfilled. Our teachers are given ample opportunity to explore their place in it. Our rigorous academic
bring passion, creativity, and ambition subjects across the curriculum while curriculum, nurturing environment,
to their work every day, and they discovering and honing their innate and enriching co-curricular activities
understand that each student is unique talents. SISQ students are inspired. promote critical and creative thinking
and deserving of individual attention among students. Students design their SISQ students thrive in a welcoming
and nurture. We empower all our Our Middle Years Programme own learning pathways and do valuable and safe learning environment. Our staff
(MYP) is tailor made to address the
students to achieve their academic, needs of the young adolescent. It things that have meaning and are receive the most up-to-date training
social and co-curricular goals. valuable to them in their place. on the emotional needs of children,
emphasises intellectual challenge and and our extensive pastoral programme
encourages students to make practical ensures that each student learns how
connections between their studies to effectively deal with the emotional
and the real world, preparing them for and social challenges that come at
success in further study and in life. SISQ every stage of their development.
students are fulfilled.
We place positive relationships at the
Our Diploma Programme (DP) is heart of our school and encourage
an academically challenging and autonomy and independence. We have
balanced programme of education high expectations and aim to develop
with final examinations that prepares a strong sense of purpose and shared
students, aged 16 to 19, for success at values among students and staff.
university and life beyond. It has been
designed to address the intellectual, SISQ offers a cutting edge 21st century
social, emotional and physical well-being education right here in Qatar. Come
of students. The IBDP is recognised by join us and open a world of unlimited
universities across the world and is the possibilities for your child.
key for our students to study at the
university of their dreams. SISQ students Dr. Pilton is the Head of School at SISQ.
are prepared. An American who grew up in Germany,
he studied in the US and France. His
professional career has taken him to
Our personalised approach to learning five continents where he worked in
means that we foster ‘deep learning’ American, British, and IB international
SISQ is proud to be an International through the purposeful integration schools. James passionately believes
Baccalaureate continuum school. We of conceptual thinking, challenging that educators are advocates for
believe the tenets of the IB program are content, and rewarding experiences children, and as such they are challenged
well-suited to serve the needs of our that intentionally cultivate the skills, to provide educational services that
highly diverse community in that: mindsets, and literacies needed for nurture the whole child. He strongly
Our Primary Years Programme (PYP) students to become lifelong learners believes in professional development
nurtures and develops young students and contributors in our ever-changing and has been active in curriculum writing
as caring, active participants in a lifelong world. with a specialty in assessment.


58 EDUCATION
DURING THE PANDEMIC