Katelyn Ohashi

My inspirational sportswoman is Katelyn Ohashi, the UCLA gymnast whose floor routine to Michael Jackson recently went viral with a perfect score of 10.0! (Would thoroughly recommend a watch – it has had over 34 million views 😊)

What I love about Katelyn is that her enthusiasm and joy for her sport shines through during her routine; she genuinely looks like she’s having the best time ever. She seems to effortlessly perform extremely difficult flips, splits and tricks whilst having fun with her teammates and dancing to music.

Katelyn was once destined for the Olympics and had even beaten Simone Biles in 2013, when she got injured and reached had physical and mental breaking point. She was consistently body shamed and had lost her love for the sport at Elite level.

Therefore, what I find most inspiring about Katelyn Ohashi is that she managed to find her passion again, and is now completely re-defining gymnastics from being a sport of discipline and neatness, to one in which mesmerising choreography and enjoyment are the most important elements!

Millie H,

Gymnastics Rep

Sport Notices

Good morning everyone, I hope you all had a lovely weekend.

I’m sure many of you will be feeling happy after England’s successful start in the six nations and apologises for any Irish or French supporters.

Wimbledon’s rowing squad performed exceptionally well at the South England rowing relay champions. We won a gold in the U14s and silver in the U12s individuals. The year 7 and 8 are South of England rowing Champions and Helena, our in-house world recorder holder won gold. These are some fantastic results girls and you should be really proud of your work over the weekend!

The U11 gym team came 4th in the London Regional Floor and Vault competition and the U11 C&D team are GDST netball champions!

Finally, Ellie Watt, in Yr11, was at the National Water Polo camp over the weekend and has now been selected as one of the top 25 girls in England at Under 17s. She will have the possibility to be selected for the European Championships in 2020 so well done Ellie.rI hope you all have a lovely week and a restful half term!

How can we enable the quieter learners in the classroom?

Wayne Eaves, teacher of Geography and advocate of coaching, looks at the importance of recognising the significant value of the quieter learner and the opportunities they offer to the wider classroom. In a world of constant stimulation and talk, where verbal contribution is too often used as a means of assessing pupil progress, it is vital that teachers reflect on their own classroom practice and ensure that ‘quiet’ is a positive and valued attribute.

The Power of Introversion

Much debate among educationalists followed the publication of Susan Cain’s book ‘Quiet-The Power of Introversion in a World That Can’t Stop Talking’ and her call to move away from the cultural bias towards extroverts in schools by creating introvert-friendly learning environments and recognising the ‘invisible’ student. Counter arguments, championed by Jessica Lahey in Atlantic magazine, maintained that to achieve success in today’s world, it is imperative that students are coerced through grades, based on verbal participation and teacher expectations, to take an active and vocal part in class.

Western culture certainly appears to present and value extroversion as an asset while disparaging introversion as an affliction or flaw. However, in other cultures silence is a sign of deep respect and is more highly valued than talk/discussion. The stereotypical description of the extrovert as Act-Think-Act, and the introvert as Think-Act-Think is rarely helpful since in reality (especially the classroom) a whole spectrum of introversion and extroversion exists. The aim must surely be to incorporate and celebrate the approaches of all learners.

To me, Lahey’s advocacy for grading classroom participation ignores the ‘value of quiet’ and the myriad of other ways that students take part in lessons. These might include the silent assent they give to ideas in their body language and eye contact or the way they make thoughtful and insightful notes for a future essay. The absence of talk must not be assumed to indicate an absence of engagement with learning nor undervalue the student’s role in the classroom.

 

“The absence of talk must not be assumed to indicate an absence of engagement with learning”

The modern classroom with its focus on active and collaborative learning, exciting technology, group work and discussion can all too often ignore the needs of the quiet learner and indeed actively hinder their learning. As Cain points out, the extrovert draws energy from social interaction while the introvert draws energy from internal reflection and quiet time and may easily become drained by non-stop interaction with others.

The Inclusive Classroom

How can the classroom teacher adapt their teaching to meet the needs of all their learners? A variety of strategies can help the confidence of all students:

  • Offer the discussion questions in advance by pre-circulating the issues that you plan to talk about in the next lesson.
  • Ensure that sufficient waiting or thinking time is always given before an answer is expected, giving both the reflective student and the ‘instant responder’ time to think their answers through.
  • Think-Pair-Share – gives the quiet learner the chance to reflect on their answer, discuss it with one peer which may well then encourage them to share with the rest of the class.
  • Ensure that every lesson contains some time for deep thinking and quiet study. It has been noted that in US schools where verbal confidence is valued at least as highly as quiet work that achievement in many schools is falling behind their international peers. A short session of silent, meaningful work, also allows the extroverts in a class to develop and hone new and valuable skills.
  • Social media, used well by the teacher can give the quieter learner a boost. A discussion blog allows them to become involved in the conversation and get their ideas validated by others, thus building confidence.
  • Be creative with the classroom, if space allows have both group work zones and individual desks. At break time designate a semi-quiet space for the quiet learners where they can recharge after time spent with lots of other people.

Introverts Dilemma
Introverts Dilemma

Figure 1: ‘How to care for Introverts/Extroverts’– The Introvert’s Dilemma (blog)

Although quieter students may need some adjustments to be made in the learning environment, the benefits that they contribute to the classroom are considerable. They naturally bring an element of mindfulness to a lesson and, given the opportunity, present new ideas and perspectives which enrich the learning and experience of others. It is their fellow students and their teachers’ duty to listen to them. When she was asked what inspired her to write her book Cain likened introverts today to women at the dawn of the feminist movement—second-class citizens with gigantic amounts of untapped talent. As her book concludes, ‘our culture rightly admires risk-takers but in today’s world we need the heed-takers more than ever’.

Further reading

Cain, S. Quiet : The Power of Introversion in a World That Can’t Stop Talking’. Crown Publishing Group, 2012

Cain, S. The Power of Introverts, podcast, TED talks Feb 2012

https://www.ted.com/talks/susan_cain_the_power_of_introverts?language=en

Lahey J.  ‘Introverted Kids need to Learn to Speak up at School‘, The Atlantic, Feb 2013

https://www.theatlantic.com/national/archive/2013/02/introverted-kids-need-to-learn-to-speak-up-at-school/272960/

Schultz, K. Rethinking Classroom Participation: Listening to Silent Voices. Teachers College Press. 2009

Author- unattributed ‘Introverts – Extroverts: ‘It’s not about shyness, It’s about honouring and making ways to participate’ TILT, (web blog) 2012-13

https://uminntilt.com/2013/07/08/introverts-extroverts-change-takes-courage-2/

Is nihilism really hopeless?

Nietzsche

Anya, Year 13, explores what characterises nihilism and investigates the worth of nihilism; it is hopeless or actually positive?

Nihilism, according to the Oxford Dictionary, is the rejection of all religious and moral principles in the belief that life is meaningless, which, strictly speaking, does sound quite despairing. Yet, however hopeless the Oxford Dictionary would have us think it is, nihilism can allow (perhaps surprisingly) room for personal, moral and spiritual growth.

Nihilism undoubtedly stems from pessimism. Indeed, Nietzsche, the German philosopher and scholar who is often associated with it, called nihilism “the most extreme form of pessimism”.

The path to becoming a nihilist starts with weariness and a loss of faith in social, legal and cultural values widely held in our society. When people begin to feel alienated from their values and do not replace their value system with any other known system, such as a new religion or political philosophy, they become nihilists. They are disappointed with the egoistic nature of ‘truth’ and ‘morality’ but at the same time recognise that those things are necessary.

Often, free will seems contradictory: we depend on a value system that doesn’t exist and have depended on previous value systems which we have seen crumble. Each time we encounter a new system we conform to those values, we feel bound by them and those of us who rebel, i.e. criminals, are cast out from society. If none of these systems ever even existed, as the nihilist claims, we are just going around in a cycle of limiting our life choices for no reason. Basic values such as getting an education or a good job are placed in a sphere far beyond what is reachable.

The nihilist realises that every time someone begins to talk about “the real world” they are merely talking about a fictitious world because, from a nihilist perspective, every category used to measure and qualify our world is fake. In summary, the beginning of a nihilist lifestyle sounds a lot like the act of giving up and becoming a recluse, not to mention very dejected.

However, Nietzsche claims that nihilism is a necessary step in the transition to a devaluation of all values one holds. He outlines two distinct forms of the philosophy: passive and active.

Passive nihilism is characterised by a weak will. This is the kind of nihilism commonly made reference to in popular culture, which brings about little more than mental exhaustion and no change. A passive nihilist would see the emptiness of general external values (such as various social constructs) and project that onto individual internal beliefs (such as what you feel is good and bad), which results in a loss of personal authority. This type of nihilism can truly be called hopeless. Passive nihilism plagues the mind, often resulting in the person attempting to remove all responsibility from themselves, as the mind seeks to hold onto something that isn’t arbitrary, which can lead to one searching for hollow escapes such as excessive drinking, meaningless relationships and general “self-narcotisation”. Yet any attempts to escape nihilism without actually re-evaluating one’s own values only makes it worse.

On the other hand, active nihilism is characterised by a strong will. This constructive nihilism goes beyond simple judgement and moves on to action, specifically, the destruction of the remaining, meaningless status quo and the rebuilding of values and ethics through thought and reason. The will is made stronger still by forcing the recognition that practically all our value systems are in fact devoid of meaning, whilst at the same time having the power to accept that this meaninglessness serves a purpose, as ironic and oxymoronic as that may seem. Nietzsche claims that this form of thought is “a divine way of thinking”. An active nihilist will recognise the necessity of the lies and oversimplifications of life and begin to value the irrationality of how we live, as these are the conditions which must exist in order for people to truly have the ability to think for themselves.

It is important to note that nihilism does not replace values, at least according to Nietzsche, but rather makes room for those values to be broken away and reconstructed. Nietzsche stressed that nihilism is merely a means to an end, and not an end in itself. In this way, it becomes a form of existential nihilism, a contradictory principle in which we accept that values are meaningless and fake whilst building new ones for ourselves. Active nihilism opens doors to revaluating and more importantly, constructing new values for ourselves. In this way, we achieve a sense of freedom as well as infinitely greater insight into ourselves and the people around us.

Thus, nihilism is not inherently hopeless, instead, it can be said to create hope, as it pushes us to change, ask questions and find answers for ourselves. Active nihilism is certainly necessary for any kind of social, political or religious revolution. To paraphrase Sartre, if our life is the only thing we get to experience, then it’s the only thing that matters. If the universe has no principles then the only principles relevant are the ones we decide on. If the universe has no purpose, then we get to dictate what its purpose is. So, whilst a loss of faith may lead to nihilism, nihilism leads to new hope.

 

 

Metabolism, medicines and muck – a competition!

You are warmly encouraged to enter a poster competition to win some amazing prizes and certificates from the Microbiology in Schools Association and sponsored by the National farmers Union. Please come to see Dr Risso after school on Thursday 7th or Friday 8th Feb in Bio 1 if you are interested in entering for more details. We had some awesome entries last year!

The Gymnastics Rep

Hello all! I love doing gymnastics and have been doing it since I was 11. Although I started relatively late for the sport, I love being able to flip upside down and push myself to try exciting new skills which are sometimes completely out of my comfort zone!

I would like to encourage people to try new and sometimes scary things, as well as finding fun in the sport whatever level you’re at; whether that’s dancing crazily in your room or trying to master a flick!

Millie H,

Gym Rep

The Hockey Rep

I have been playing hockey for school and club for over 10 years now and it is has been a passion on mine since day 1. It is a competitive and enjoyable sport than is very social and has allowed me to make a variety of new friends in my year and between years. Hockey is a sport that I am definitely excited to continue with after I leave school.

As a mentor, I encourage all girls to get involved with hockey as it is a very social and inclusive sport that allows you to meet many new people. I also hope to inspire and share with knowledge with girls in younger years and urge them to continue sport throughout their school life at Wimbledon High and beyond.

Fi H,

Hockey Rep

The Rowing Rep

I started rowing a year and a half ago with Wimbledon High School full time. I did a four day learn to row course in 2016 but at the time I was very into football so did not continue but then did a few sessions with school and fell in love with the sport. I am currently trying out for the U18 GB rowing squad as I want to see how far I can go in the discipline!
Rowing is not always an easy sport as it is so gruelling but I still love it because as it is one of the few sports where you are getting a constant score back. If you join rowing you get to do a variety of different types of exercises including circuits, weights and ergs (my least favourite!) and it is all worth it when you get to go on the water!
I think any type of sport has amazing benefits not just physically but mentally and I would strongly recommend people trying to continue doing exercise throughout their life and definitely trying to keep it up through life at Wimbledon High as we are so lucky to have so many options.
Saskia B,
Rowing Rep

The Netball Rep

For me netball is an exciting and competitive sport which I have been playing for 11 years. During this time, I have played for Wimbledon, Cobham, Surrey and was fortunate enough to train in a Surrey Storm development hub team last year. I love the team work in the game and have been fortunate to make some great friends through the sport, particularly Fi (our hockey rep) who I have been playing alongside with, for 11 years.

As a mentor for netball I would encourage anyone interested in netball to give it a go, no matter your ability. Netball is a great way to work on your agility, coordination skills and most importantly to have fun! For those who play competitive through school or external teams I would love to share my knowledge about the game and support girls in a team or individually.

Annie D,

Sports Captain & Netball Rep

The Tennis Rep

I have been playing tennis since the age of 6, competitively since the age of 12 and ever since it has been a huge part of my life. Tennis is a sport in which you are by yourself on your side of the court the majority of the time, and this teaches you determination, motivation and builds mental strength. It shows that with discipline, dedication and working hard, you can reach your goals and aspirations. Additionally, I love tennis because it is a sport of personalities where your style of game reflects your character. As a mentor, I would love to help the girls find their own passion and talent and have fun doing so (as enjoying the sport is the most important ingredient!). I also hope to inspire the younger years and help them develop into great athletes.

Izzy T

Tennis Rep