Service as Action Reflection

How did you become more aware of your own strengths and areas for growth?

As a member of The Reading Tree, I became aware of my own strengths and areas for growth through participating in Kids4Kids sessions where I read, played, and taught English to local children. From this, I became more aware of my strengths with children, as I was able to interact with them communicate effectively with them despite the children not knowing much English. I did this by using more simple English words that would allow them to understand the activities we are doing, and talk to them by asking questions about themselves, such as what’s their favourite colour. This allowed me to develop a strong connection with them, and let them feel more comfortable around us. Furthermore, since this year was my first year doing this type of service, at first I didn’t know what to expect, but after going a few times, I enjoy doing service with them, as it gives me an opportunity to connect with our local community. I think that for my areas of growth, I need to be less shy when approaching the children, and be able to have more control with them by adapting my behaviour depending on their personalities and character.

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This was the email sent out as a reminder, and the names are crossed out for privacy reasons.

How did you undertake challenges that developed new skills?

I took a continuous first aid course for a total of 30 hours, and the whole concept of first aid was a challenge to me as I was not familiar with it, but I was interested in finding out more. During the course, I had trouble with remembering how to do some of the bandaging, as we needed to know how to do this for the exam of our first aid certificate, and got confused as to which type of bandaging I had to do for different situations. However, because of these challenges, I listened carefully to the presentations, asked questions, and additionally practiced some of the more challenging types of bandaging at home. This allowed me to develop a new skill, as I know how to do CPR and bandaging for different situations, gained a deeper understanding of first aid, and as a result, got my first aid certificate.

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My first aid certificate that I received after completing the exam

How did you discuss, evaluate and plan student-initiated activities?

As a member of UNICEF, I helped plan the bake sales we did this year. Since I was part of the fundraising sector, I discussed and helped organize logistics regarding what goods we were going to bake, the price for each good, volunteers at the booth etc. With everyone’s enthusiastic contribution and effort to baking and being at the booth on the day, we were able to have a successful bake sale. This was successful due to the money we earned and donated to Mother’s Choice.

During a CAS week trip to Chang Rai, Thailand, we went to one of the schools to interact with the local children. Before we went, I helped discuss and contribute ideas as to what games we should play with the children when we arrive, and thought of what we could give them as presents. We organized a stationery collection drive, where anyone in the school could donate any type of stationery, and we brought it to the kids as resources they can use at school. When we arrived at the school, we played games such as soccer, jump rope, and a huge parachute, and it was overall a very memorable experience that has stuck to my mind. I think this was successful because despite our language differences, we were able to make the children happy by playing with them, and they were sad to see us leave.

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Using the huge parachute to play games with the children

How did you persevere in action?

I persevered in action when I was a volunteer for UNICEF’s Family Fun Fair booth, as I am currently a member of the club. We initially planned to make and sell cotton candy, but before we opened the booth, we found out that the cotton candy machine was not working. As there were around five of us at the booth, we had to act quickly as some were trying to fix the machine, and some were trying to come up with alternate solutions if the machine wouldn’t work. In the end, we could not get the cotton candy machine to work, so our solution was to sell hot chocolate as our product instead, which was an appropriate alternative for everyone.

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My friend and I who volunteered for the UNICEF Family Fun Fair booth

How did you work collaboratively with others?

I worked collaboratively with others when I volunteered for the UNICEF Poverty Simulation. This simulation consisted of various booths with activities which would allow the CDNIS Grade 4 students feel how poverty and being discriminated is like, thus giving them an insight of our world today. The booth I was in charge of was the “store” booth, where if a group of G4 students had enough money from the other booths, they are allowed to buy an item from the store depending on how much they had. The prices of the goods were more expensive, which allowed the students to have a sense of what people in less economically developed countries lives are like. Not only was I required to work with my fellow club members who also volunteered to ensure the whole simulation ran smoothly, but also with the Grade 4 students, in order to make sure they had fun whilst learning about the message we want to convey.

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Group picture with some of the UNICEF club members and the Grade 4 students after a successful simulation

How did you develop international-mindedness through global engagement, multilingualism and intercultural understanding?

I was able to develop international-mindedness in various service opportunities that I have completed. In UNICEF, I was able to get a better idea of the United Nations, as well as the Millennium Development Goals that are related to our mission. In The Reading Tree, I was able to communicate with local children who knew minimal English through Kids4Kids.

During CAS week this year, I went to Fujian, China. This allowed me to develop international-mindedness as I didn’t know much about the culture, but I learned that the people live in these houses called tulous, and we were lucky enough to help some families repair their houses by making our own cement and putting them in the gaps of the tulous, as they are made out of mud bricks, which can deform after a period of time. I understood their culture more through this experience, as well as the living conditions and environment in Fujian.

As a member of the 1st Hong Kong Canadian Scout Group, every year in December there is a Canadian Commemorative Ceremony which I participate in. Each year, we each lay a poppy on a grave to remember those who fought for Hong Kong. This year, I was lucky enough to be part of the three people who help raise the Canadian flag at the ceremony, and since I have participated in this since 2010, I was able to feel even more connected to our school and our community as a whole.

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Flag raise at the Canadian Commemorative Ceremony at the Sai Wan War Cemetery, December 2016

How did you consider the ethical implications of your actions?

I think that all that all the service that I have done has influenced my target group for the better, as I was able to achieve something for various communities that go beyond Hong Kong.

When I went to Taiwan for the Mandarin Immersion Trip our school hosted, I did community service by visiting and performing to elderly home in Kaohsiung. I performed the diabolo, which was a new skill I learned, a skit, and left handwritten messages for the elders before we left. Even though what we did was not life-changing and was quite small, I still think we were able to achieve something for this community, as they clapped along to our performances, and were very enthusiastic, hence making them feel happy and entertain them.

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Certificate received for performance and dedication to the Elders

I was a Junior Student Ambassador from 2013-2015, where I was able to work closely with the school community and create a better welcoming environment for new students. We organized orientations before school officially started so the new students can get familiar with the school, and held various events throughout the year to ensure a smooth transition, and that they were involved. By doing this, we were able to provide new students with people they could go to and trust while being new at CDNIS, and provide them with a place of support, where they would be welcomed any time.

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Junior Student Ambassadors Photo

Inter[sections] Film Reflection

To what extent has the film raised the target audiences knowledge and understanding of how the theme/event influenced the central characters?

I think the film has raised the target audiences knowledge and understanding of how the Handover of Hong Kong in 1997 influenced the three individuals that were interviewed. In this film, the event was brought up a lot, as the film’s purpose was to show the different perspectives of the three diverse interviewees, a mom, who is an entrepreneur and was in Hong Kong during the event; a dad born and raised in Malaysia, who works in the business industry and was in Hong Kong during the event; and a mom, who is a housewife and was in Vancouver during the event, and bring them together through the central theme of the handover.

In our feedback survey, one of the questions we asked were ‘Does this film show a balance of different perspectives of diverse individuals relating to the 1997 Hong Kong handover?’, where out of the 14 responses, 13 (92.9%) said yes, and 1 (7.1%) said no. This shows how showing the different perspectives of the interviewees was one of our strengths of the film, as our purpose was met, and it has started to raise the target audiences knowledge about the handover. In our survey, we also asked ‘After watching this film, what impacts of the handover did you learn through the interviews?’. Here, the film definitely raised the target audiences knowledge and understanding of how the handover influenced the interviewees because our audience did learn something new after watching the interviews, such as how it was difficult for people figure out whether the handover impacts would be positive or negative, and a lot of people were not sure what would happen.

Through the interviews in our film, our audience were able to understand how each interviewee felt during the handover. However, I believe improvements can be made to make a greater impact on our target audience by making them more engaged through footages that relate more to what the interviewees are saying, and by providing more information about the handover through narrations. Overall, our film included a range of questions that were useful to showing the perspectives of the three diverse interviewees, thus raising the target audiences knowledge and understanding of how the Handover of Hong Kong in 1997 influenced them.

Reflection on Heartbeats

With our new Design project being integrated with History beginning, this has given me a chance to review my work, grades and feedback from the previous Design project in term 1, which was integrated with Science to create an artificial heart valve model.

For the previous Design project, I got 8/8 for all four criteria (A, B, C, D), and no specific feedback and comments were given for each criteria, so I can only make inferences based on my work as to how I can improve for this project. In my opinion, I think Criteria B is the hardest, as we have to develop our own ideas and come up with a plan to how we will create our final product. This is crucial because without the planning stage, I wouldn’t be able to execute Criteria C (the creation stage) as smooth as I would like, therefore I have to pay a lot of attention in Criteria B, and should continue to for this project as we will be making short films.

In this upcoming Design project, I think that I should continue to develop a detailed plan with descriptiveness in the design specifications, materials and equipment, as well as a clear and well thought out idea of the role I have in this project, and being aware of the roles of my team members. With these aspects in mind, I would be able to continue and carry out successful and a well-written Criteria B. This will be measured through the feedback and grade I receive, as I would then see whether I accomplished my goal. This goal will allow me to create an effective plan and show my contribution to the planning of the film, as the final product will be created together as a group. This goal will hopefully be achieved by February 21, which is when Criteria B with all of the planning stage will be due.

COMMUNICATOR

English is my first language, but I can read and write in Chinese, and have learned French for 4 years but have decided not to continue learning it. By being a communicator, I have to be able to understand and express ideas and information confidently and creatively in more than one language, and in different forms of communication.

In Chinese, we have a variety of forms of communication, but the most common are book reports, as shown below

我讀了《飆車》這個故事以後,我覺得很有趣。故事講作者是一個巴西的農村的小孩,從來沒念過書。他十七歲的時候就開始賺錢,錢給了媽媽。有一天,有一位先生來,他穿的比較體面,而他看了作者的牙口,選了他在城市裡工作。作者知道這時間事以後很願意,不想工作在田地裡。爸爸說不要羨慕人,但作者那時候不明白,繼續去城市裡工作。作者到了城市候,開始羨慕所有念過書,會寫字的人, 但他明白了,他已經十八歲,再也不能回去讀書。在城市裡,令作者學到很多新的事情。由於城裡的人看不起,所以他們的性格發生了變化,而有的人用打架來證明自己的本領。作者卻喜歡上了飆車,他用飆車讓大家看得起他的本領。作者從慢車開始飆車,然後飆快車,要從橋上跳到快車上,一用來證明自己的能力。最後,作者站在橋上,準備往下跳。

我讀了這個故事以後,發現作者是用倒敍法來寫的。開頭的句子和最後的句子是一樣。人生活在這個世界上,就應該對社會有所付出。要付出,就要展現自己的價值。以前我不明白為什麼有人挺而走險,去飆車、去打劫、去販毒等等。當看完這篇文章,我似乎明白到,這些誤入歧途的年輕人,正像故事裡的年輕人,為了證明自己的價值,從飆慢車,到飆快車,再到從橋上條上奔馳中的快車。他們都是在追求自我價值的認同。當然,這種手法不是正確的。但是,我們的社會應該反思:為什麼我們忽視了這些年輕人?我們是不是應該幫助這些年輕人? 我覺得這個故事很有趣,而會建議同學們讀。

My most recent French year was in Grade 8, and here is a video recording of myself introducing a French music group.
https://drive.google.com/open?id=0Bx2CEfNsfE1tbGFpUldvZ1lGcm8

INQUIRER

As an inquirer, I develop my natural curiosity, and obtain the skills necessary to conduct inquiry and research aiming towards independence in and a love of learning.

During summer 2014, I took part in a two-week Mandarin Immersion Program in Taiwan, and was able to further develop my Chinese skills, and learn more about the Chinese culture through the Chinese classes we had on weekdays from 10am-2pm, and visiting local areas.

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At a local tea shop learning about Chinese culture and how to make tea (left), Chinese classes on weekdays (right)

When I went to Fujian, China in November 2016, we were given the opportunity to talk to three locals who talked about their life in Fujian, and how they’ve seen the area develop throughout the years. I also learned about how the tulou traditions have changed through the generations.

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Talking to one of the three locals that came to the tulou to answer our questions