Dubai - Back in October, private schools here were set the 100-day challenge to share what their schools are doing to boost positivity.
Published: Mon 12 Dec 2016, 9:44 PM
It's been 43 days since Ohood bint Khalfan Al Roumi, Minister of State for Happiness, launched the #100daysofpositivity campaign, and since then the hashtag has been going viral across Dubai's schools.
Back in October, private schools here were set the 100-day challenge to share what their schools are doing to boost positivity among students, parents and teachers.
Launched by the National Programme for Happiness and Positivity and the Knowledge and Human Development Authority (KHDA), the #100DaysOfPositivity initiative aims to help create a culture of positive learning in schools. And create that culture it has. The campaign has seen many schools introduce wellness programmes into ?its everyday schedules.
Speaking to Khaleej Times, Gary Mallon, Head of Primary at Greenfield Community School, said positivity has been a huge focus at his school - and they aim to keep it that way. "We are all taught this ethos that 'no news is good news' but we wanted to flip that culture. Instead of parents only coming to us with complaints, we initiated a positive parent feedback board," he said. Since the hashtag went public, the school has also put a huge emphasis on its mindfulness and wellbeing practices too, including the conversion of one classroom into a dedicated wellness room. "We don't think there is a room like this in other schools. Our students can come here to practice breathing techniques, engage in sensory activities and basically just chill out. Schools are so fast-paced nowadays that students need a haven like this," Mallon said.
At Gems Metropole School, positivity boards have proved a big hit among students and teachers too.
Sophie Cullen, the school's Wellbeing Coordinator, said its pastoral leaders have taken the bull by the horns. "We have created feedback boards throughout the school where students, parents and teachers can write what keeps them positive in school. We've also created this 'random act of kindness' culture, where students stick random post-its around the school with messages on how well students or teachers have performed that week."
With 2,800 students in all, the message of positivity is reaching far and wide, she said. But not only is it directly benefitting students, it has improved the teacher-learner relationship too, KS2 pastoral leader Rachel Sinclair said. "Being so open with students makes you feel more relatable to them. You're not just their teacher, you're their friend: that makes our working environment much more pleasant."
For Romana D'Annunzio, an English teacher at Jumeirah English Speaking School, the campaign has further emphasised the culture of caring among her students. She hopes the positive actions go far beyond the 100-day hashtag.
For the past two years, D'Ann-unzio has taken the lead on a number of great positivity-focused initiatives, including 'Kindness Raids', where students and teachers give out letters of thanks to one another. "It has been a great success, but this new hashtag campaign is just another step helping spread positivity here every week," she said.
kelly@khaleejtimes.com
Akhil Rahman Ashraf Abu Dhabi Indian School, Abu Dhabi: "Positivity is the frequent experience of pleasant emotions like joy, hope, gratitude, interest, pride, love and inspiration. In schools, students find more success academically and socially when they feel liked and respected by their teachers. Teachers should talk to students in and out of the classroom and approach things in an optimistic way."
Eva S. Metropole School, Dubai: "I would like to say thank you to the Happiness Minister for giving us the opportunity to learn in such a positive and happy way, because people get to develop and learn together. Sharing their ideas in such a positive environment allows us students to become self-leaders. And for me, learning in an enjoyable environment is the best recipe for success."
Dhanvi Sayani Gems Our Own English High School, Dubai: "I do practise positivity in school; our school also promotes positivity. When my teachers criticise me, I never feel bad but instead think positively that whatever my teacher said was for my good. I also tell my friends to be positive. Being positive is not only essential in our schools right now, but also in our in daily life and future."
Fathima Ruba The Indian High School, Dubai: "Acts of kindness - like lending a hand to someone or paying a heartfelt compliment - lift the recipients' spirits and have the boomerang effect of enhancing your own wellbeing and positivity. A brisk walk over the lunch hour and a regular exercise routine after the school day can relieve stress and give a refreshing endorphin boost."
Sreelakshmi. V Our Own English High School, Sharjah (Girls): "A 'good morning' wish with a smile makes a great difference at the start of a school day. My secret tips for positivity are: discipline, obedience, punctuality, cleanliness, humility, caring and sharing, honesty and confidence. Being given the opp-ortunity to involve ourselves in co-curricular activities also makes us feel happy too."
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Enabling inclusion: the positive path to take
Omar Kamel Al Hashemi is the perfect embodiment of positivity in 2016, and that's according to the UAE's very own champion of the trait, Ohood bint Khalfan Al Roumi, the Minister of State for Happiness.
Tweeting a picture of the 17-year-old Gems Wellington Academy - Silicon Oasis student as part of the #100daysofpositivity campaign, Omar captured the hearts of Al Roumi's 29,200 Twitter followers last month.
On her official handle, @OhoodAlRoum, the minister posted a picture of Omar with the words: ".an inspiring autistic UAE National that kindled the spirits of his peers by his positivity and passion for life #100daysOfpositivity."
It showed the smartly dressed student donned in a cooking apron, and when Khaleej Times tracked down the inspiring youngster, we also found out that he got to make blueberry pancakes for the minister! Diagnosed with autism at the age two, Omar's parents struggled to get him into nursery. But today, Omar has overcome the hurdle of being different, thanks to his inclusion in mainstream schooling. "We found it very difficult to get him into nurseries and we were kicked out of many," his mother Bushra Al Mulla said. "Since KG2, he has been in mainstream school and is now thriving alongside his peers."
It is that inclusion which fostered his positive outlook as a student. "He knows he is different from other students but he is fully aware and feels very included," Bushra said. Standing at a towering 6ft4in, Omar's personality is as endearing as his height, and when asked what his favourite subjects and sports were, the list was endless. "I love math and science, and basketball and badminton too."
This is one boy who doesn't let anything stand in his way. Des-cribed by his Applied Behaviour Analysis (ABA) therapist, Jerome Diquiatco, as a "visual learner", Omar's attitude's towards his peers has taken leaps and bounds since positive education was given a front seat in his school.
"Omar's behaviour is so positive when he interacts with his peers. Awarding him for good practice promotes a sense of achievement in him." This wouldn't have been nurtured if he had been limited to special education programmes. "He was scared of mixing with peers before, but now he is confident and can take control of his behaviour and that is great to see."
kelly@khaleejtimes.com
Optimism in the curricula is key to development
Eminent American journalist Sydney J. Harris once said: "The whole purpose of education is to turn mirrors into windows and if you add positivity to it, the windows become an everlasting tool".
His 'pearls of wisdom' signify the utmost importance of positive education in schools. It is an app-roach that draws on psychology's emphasis of individual strengths and personal motivation to promote learning, where teachers att-empt to customise learning goals in an effective yet optimistic way.
Schools are one of the most important developmental contexts in young people's lives and thus are a key source of skills and competence that enhance their abilities and give fodder to their receptive minds. The fundamental goal of positive education is 'flourishing', that not only helps children understand key ideas and concepts, but engage them meaningfully in exploration and reflection, and enable them to apply skills and develop their mindsets for flourishing in later life.
According to the renowned psychologists Jennifer Henderlong and Mark Lepper, imparting positive education in schools enhances children's intrinsic motivation and enable them better their academic performance and their belief in their own capabilities. Teachers play a pivotal role here.
By encouraging contact between students and staff, developing reciprocity and cooperation among students, and promoting a collaborative learning environment, they can enhance the optimal development of students.
Including positive education in the curriculum gives students a better platform to aim for success and helps them develop their overall personality. A curriculum that incorporates optimism and positive education will ideally prevent depression among students, increase satisfaction, make them aware of their social responsibilities, promote creativity, foster learning and enhance academic achievements.
Teachers can adopt various ways like creating visual presentations, and using time-tabled lessons or day-today interactions to impart positive education. Positive education is the development of educational environments that enables a learner to engage in established curricula. In addition to knowledge and skills, it teaches them to take life's ups and downs, highs and lows in their stride, enjoy the little pleasures and broaden their thinking and attitude.
It makes them smart, confident, builds a strong character, helps them take decisions independently and improves their physical and psychological health. Positivity is the most powerful weapon, which teachers and students can use to change the world.
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