HS Assembly Speech on May 8, 2023
Photo taken in SABS HS in May 2023
Before I deliver the speech, I want to acknowledge the contribution of ChatGPT to my today’s speech. ChatGPT assisted me to collect examples and some other useful information related to the topic. ChatGPT even helped me draft some parts of the speech.
This is my monthly speech in which I always explain the education theme of this month and the House Point competition results of the previous month.
I will first propose that the theme of May 2023 includes two terms: risk-takers and self-management skills.
Risk-takers.
You approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.
You are brave and articulate in defending your beliefs.
Self-management skills
You demonstrate organization skills such as managing time, tasks, learning materials effectively;
You are able to manage state of mind including but not limited to mindfulness awareness, perseverance, emotional management, self-motivation, resilience.
Let us think about the concept of risk first. Throughout the history, the understanding of risk has evolved significantly. Originally, risk was often associated with disasters, such as floods, droughts, or disease outbreaks. In the 20th century, advances in technology led to new kinds of risk, such as environmental pollution and industrial accidents.
As you can see, risks used to be all considered as bad events occurring to our human. We had to learn to accept, live with, and endure negative results of unexpected risks in our lives. Gradually, human being began to develop strategies and methods to assess and manage risks. Even though past experience and advanced statistical technology helped people avoid risks, they were still the events that we try our best to escape from.
So, why does our school encourage students to become risk-takers?
The book "You Are What You Risk: The New Art and Science of Navigating an Uncertain World" written by Michele Wucker, talks about risks in a new perspective. The author argues that the conventional approaches to risks does not account for the opportunities that come with risks. Risk and opportunity are two sides of a coin, as both are uncertain future events that could have a positive or negative impact on an individual or organization.
In light of this perspective, when we encourage students to become risk-takers, we actually mean that students should carefully analyze uncertainties and take calculated steps to seize opportunities emerging form the changing circumstances. The uncertainties in a student life could be, for example, choosing a new academic program, taking a new subject, learning a new skill, make a new friend, or joining a club, which could occur to every student in the high school.
Wucker goes on to explain that our perceptions, biases, and emotions can in fact affect our decision-making and prevent us from seeing the opportunities that come with risks. Therefore, to be a successful risk-taker we should also often reflect on our own perceptions, biases, and emotional state.
Wucker also emphasizes the importance of collaboration and trust-building when managing risks. She argues that working with others and co-creating solutions can benefit everyone involved in the risk-taking activities. I think this type of collaborative learning and problem solving are quite common in your study, especially in IB classrooms.
With a better understanding of risks and the idea of risk-takers, I hope you can approach to your study and life in a new way.
In terms of self-management skills, I want to share one famous person’s story. Her name is Ailing Gu, who is a Chinese short track speed skater. She won multiple medals in international competitions; she became known to most of us during 2022 Beijing Winter Olympic Games.
In addition to her demanding training and competition schedule, Ailing Gu is also a full-time high school student before and college student at present. Here are some of the ways Ailing Gu manages her study and training.
Time Management:
Ailing Gu knew that she had to maximize her time to balance her training and academic commitments. She planned her schedule ahead of time, making sure to allocate sufficient time for both studying and training. She used a planner to schedule her classes, training sessions, and study time, ensuring that she doesn't miss anything important.
Support System:
Ailing Gu had a supportive coach and a team of trainers who helped her manage her training regime while making sure she had enough study time. Her coach worked with her to create a training schedule that accommodates her academic schedule while also providing the necessary practice time.
Prioritization:
Ailing Gu recognized that both her sports career and academic pursuits were equally important to her. She made a conscious effort to prioritize her tasks to avoid neglecting either her education or sports career. She identified important deadlines for assignments and exams and worked out training schedules to accommodate them.
Self-discipline:
As an athlete, Ailing Gu had a high level of self-discipline, which helped her stay focused and motivated. She set achievable goals and stayed committed to achieving them. She also made sure to take breaks and relax to avoid burnout.
Ailing Gu's successful balancing of her sports career and education is a great testament to the importance of self-management, self-discipline, and support system.
Next, I will announce the results of House Point competition in April 2023.
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