Jason Hausenloy, Grade 8
UWCSEA (East)
The juxtaposition of tranquil, meditating 2017-18 class of normally restless, noisy fifth-grader students is striking. Picture it. Picture the driving force that could compel post-lunchtime, hyperactive students to quiet down, sit still and explore their favourite place in television of the mind or genuinely contemplate their present thoughts gently flowing away on a slow-moving stream amidst a mild, imagined wind. I struggle to think of someone who has had a larger, or more underappreciated impact on me than that fifth-grade teacher.
A bit of background: I wasn’t your typical grade 5 student (and no-one really is), a shy, authority-fearing, who’d rather be caught falling asleep in class than speaking in front of others type (which, at the time, would have been both extremely unattractive options). Now, that choice is a no-brainer. My fifth-grade teacher played an integral part in moulding me into the archetype (or perhaps stereotype) “UWC student,” an outspoken, environmentally-conscious, “I-can-make-a-change” type that may only exist inside UWC’s idealist cocoon (more on that later). A genuine testament to that profound impact is that I still recall the same fond memories in times of distress, practice the same meditation when feeling frustrated, and recognise those same values she instilled in us as fundamental values of my own. Generations of students look back and similarly recall the immense effects teachers and educators have had on their lives, so much so it has become cliche in all genres of reflective document. But, I would argue, if any cliche deserves the constant repetition it receives, it would be this one.
An anecdote to the teacher in question. After giving a talk with her in a local primary school about environmental stewardship, my parents and I distinctly recall, perhaps somewhat guiltily, standing outside and waiting for a taxi we had booked. We had waved our goodbyes and saw this teacher mount her bike and start the considerable cycle back to school. My parents, despite being quite conservative and cynical, told me, completely unironically, that there was an admirable quality - “practicing what you preach.” They have henceforth called me out many times on my hypocrisy about “being green” and continuously remind me of that day.
I remember, sometime before that, having joined her service for most of the year, the surprisingly well-named “Leaders of Environmental Action and Protection (LEAP),” where we brainstormed and implemented ideas for campus sustainability. I’ve stuck with that service throughout my time in middle school, albeit with a different teacher. The reason I remember that year and service so fondly was because of the A in LEAP, the Action (with a capital!). For me, the best part of completing a project is the final-product manifestation, whether that be in the form of a published essay or a sustainable “playground” that we helped set up 3 years ago and, as far as I am aware, is still being used by primary schoolers to this day. Looking back, this really does make the roles we played in, as naive fifth-graders, sound self-important, but at the time, those were some of the richest learning experiences that I have gained from UWC. It cemented to me that a significant portion of UWC’s fundamental strength in charging lives results from its idealism and “shelteredness,” and its own persistent mockery and skepticism of precisely those worldly ideals. It has struck a balance between lofty goals and reality, and because that balance is tipped strongly in favour of ambition and purpose, rather than the heavy burden often associated with “reality.”
I assure you, if you were to plot my personal confidence that I could genuinely have an impact versus time on a graph, the gradient would be positive (perhaps even exponential). All schools and education systems pride themselves in empowering students to change the world, but that belief usually plateaus and drops as students progress. True, here across the UWC movement, ideas do become more grounded in reality, but the courage to go an act on those ideas has not changed. Examples exist all around, from this petition started by students of UWCRBC to campaign for their future UWC peers to this magazine, United Worldwide, founded, written, and published by students.
“Change tomorrow today, we can make a change!” The passionate ending verse to the catchy song concluded the assembly for our “Exhibition” projects. Situated amongst a chorus of 5th graders, me and my, now unbearably high and squeaky, voice. Ending the year on a high note. This idea that I could make a real difference to the world and later equipping me with the skills, understanding and knowledge to do so, is perhaps the most central aspect of the UWC movement. My earliest taste of the immense power of that belief was my starting year here at UWCSEA, Grade 5. Thank you, fifth-grade teacher, for contributing to my indescribably magnificent “first impression” of UWC. They really do count.
A bit of background: I wasn’t your typical grade 5 student (and no-one really is), a shy, authority-fearing, who’d rather be caught falling asleep in class than speaking in front of others type (which, at the time, would have been both extremely unattractive options). Now, that choice is a no-brainer. My fifth-grade teacher played an integral part in moulding me into the archetype (or perhaps stereotype) “UWC student,” an outspoken, environmentally-conscious, “I-can-make-a-change” type that may only exist inside UWC’s idealist cocoon (more on that later). A genuine testament to that profound impact is that I still recall the same fond memories in times of distress, practice the same meditation when feeling frustrated, and recognise those same values she instilled in us as fundamental values of my own. Generations of students look back and similarly recall the immense effects teachers and educators have had on their lives, so much so it has become cliche in all genres of reflective document. But, I would argue, if any cliche deserves the constant repetition it receives, it would be this one.
An anecdote to the teacher in question. After giving a talk with her in a local primary school about environmental stewardship, my parents and I distinctly recall, perhaps somewhat guiltily, standing outside and waiting for a taxi we had booked. We had waved our goodbyes and saw this teacher mount her bike and start the considerable cycle back to school. My parents, despite being quite conservative and cynical, told me, completely unironically, that there was an admirable quality - “practicing what you preach.” They have henceforth called me out many times on my hypocrisy about “being green” and continuously remind me of that day.
I remember, sometime before that, having joined her service for most of the year, the surprisingly well-named “Leaders of Environmental Action and Protection (LEAP),” where we brainstormed and implemented ideas for campus sustainability. I’ve stuck with that service throughout my time in middle school, albeit with a different teacher. The reason I remember that year and service so fondly was because of the A in LEAP, the Action (with a capital!). For me, the best part of completing a project is the final-product manifestation, whether that be in the form of a published essay or a sustainable “playground” that we helped set up 3 years ago and, as far as I am aware, is still being used by primary schoolers to this day. Looking back, this really does make the roles we played in, as naive fifth-graders, sound self-important, but at the time, those were some of the richest learning experiences that I have gained from UWC. It cemented to me that a significant portion of UWC’s fundamental strength in charging lives results from its idealism and “shelteredness,” and its own persistent mockery and skepticism of precisely those worldly ideals. It has struck a balance between lofty goals and reality, and because that balance is tipped strongly in favour of ambition and purpose, rather than the heavy burden often associated with “reality.”
I assure you, if you were to plot my personal confidence that I could genuinely have an impact versus time on a graph, the gradient would be positive (perhaps even exponential). All schools and education systems pride themselves in empowering students to change the world, but that belief usually plateaus and drops as students progress. True, here across the UWC movement, ideas do become more grounded in reality, but the courage to go an act on those ideas has not changed. Examples exist all around, from this petition started by students of UWCRBC to campaign for their future UWC peers to this magazine, United Worldwide, founded, written, and published by students.
“Change tomorrow today, we can make a change!” The passionate ending verse to the catchy song concluded the assembly for our “Exhibition” projects. Situated amongst a chorus of 5th graders, me and my, now unbearably high and squeaky, voice. Ending the year on a high note. This idea that I could make a real difference to the world and later equipping me with the skills, understanding and knowledge to do so, is perhaps the most central aspect of the UWC movement. My earliest taste of the immense power of that belief was my starting year here at UWCSEA, Grade 5. Thank you, fifth-grade teacher, for contributing to my indescribably magnificent “first impression” of UWC. They really do count.
www.unitedworldwide.co