School Life

PHOTO ESSAY: Behind the Bicycle Plays (Part One)

Reading Time: 14 minutes

By: Choo Shuen Ming (16A01E)

This is Part One of a photo essay documenting the backstage happenings of Raffles Players’ most recent production, The Bicycle Plays. Part One casts an inward-looking eye on pre-production happenings. Part Two will pick up right where Part One leaves off, at the opening of doors and beginning of the audience members’ experience. 

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Production day for Players starts way before the doors open at 6.30pm. By midday, they’re already in the TSD Room, but unfortunately full dress rehearsal has been cancelled this time due to scheduling problems. At 2pm, the black box remains quiet, the sets untouched, right where last night’s run left them.

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Locked and tucked away behind the black curtains, the workshop is also tranquil, filled with sets built for previous productions, and racks of tools eager to begin work on future ones.

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The sets room. The familiar yellow suitcase tucked in the corner at right, Bicycle Plays posters lying on the table, a production tee draped on a chair – touches that bring a small but pleasant kind of life to the quiet space.

Fun Fact – Vasu (16S07D) designed the production tee. “I am quite an amateur,” he says, having ‘almost no experience’ in shirt design.  He recounts an episode where the supplier kept asking for sharper designs and images, but he didn’t know what she wanted. “It was quite embarrassing that she had to sharpen the images herself and send the design over to us to show us what she was asking for”, he says. “But overall, it was really a good learning experience.”

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The annex, where most of the players are hanging out.

The atmosphere’s rather chill as the players relax, awaiting their turn with Isaiah (in green) for makeup. Quite a contrast to the highly-strung PW OP earlier that week. Unlike OP though, Sarthak (16S05A) notes, they’d more than one run, letting them learn from their mistakes for their second run. “I guess that’s why it was chill on the second day. The first run was a lot more nerve-racking I think, especially since we had a pretty short time to rehearse.” he says, which Beatrice (16S03C) echoes: “Friday is the first day, letting someone into your space….but Saturday night you have the feel of what it’s like to have someone there, so the nerve goes down a lot more.”

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The script for Heart’s Desire lies untouched on a chair, barely visible through the earphones and jumble .

Also Sarthak says, despite any nervousness, they “didn’t want to run the risk of over-rehearsing and thus lose the instinctive aspect to it.” With over-rehearsing, “you end up just reading your lines in the kind of tone that you’ve established after hundreds and hundreds of runs, so you become more desensitized to the emotions.” shares Wen Wen (16S03G). For her, it’s the “in-the-moment experience that really matters, that kind of thing you can’t anticipate until it actually happens.” “Every night is different.” Beatrice neatly sums up.

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Aside from these, this relaxed mood is rather normal for them. Wen Wen notes that, “it has never been a mad rush to memorise lines, or frantic run-throughs to the last minute even in our other productions.” “It’s all pretty chill and flexible,” says Sarthak, especially apparent here with their senior Jovi (in red) freely popping in. “We’re really communal,”  Jasdeep says, “if our seniors come back, we just talk to them and joke around.”“It’s a nice place too,” Rishi adds, “it’s fairly quiet, so a few seniors just came back and studied for their SATs and As”, as Jovi’s doing.

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We used this production to get to know the space. So even through the stress of production, it felt more and more like home.” – Rishi (16A01E)

And indeed, it feels homely, with that warm sense of togetherness as Sreshya describes: “times when we would just sit on the sofas in the room inside TSD and the whole community spirit — people scurrying around, Isaiah making all of us pretty one by one, all of us waiting for the time of fulldress —really made me appreciate my batch a lot better as a unit that worked together to put up this J1 production.”

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In the annex is also Isaiah Lee (16A01A), who’s doing the makeup for this production, and these are his tools. (of especial note: the 84-colour palette above, and numerous brushes below)

Brushes, sponges and my trusty old ring finger (laughs),” he says when asked about his tools. One might think this collection took years to build, but he says it took a year, as he does throw out makeup that’s been kept too long. “The only thing I keep with me since the beginning is the experience,” he says, having done makeup for about 5 years now. “I started with Youtube videos, my aunt is a makeup artist so I do get tips from her, but mainly it’s from experience and trial and error.”

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Isaiah at work, featuring his palettes and brushes.

In the makeup process, Isaiah uses the numerous colours on his different palettes to help him build up to colours. This happens especially if he wants to do an ‘ombre look’, where different parts of the eye have different colours. “I would need to blend the colours seamlessly, and say I don’t have the different shades of a colour, then I build to the desired colour by mixing colours from different palettes,” he shares. “I mix, build and work with what I have.”

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Isaiah holding the powder puff on his ring finger between his hand and Caitlin’s face as he does her makeup.

“Treat the face like a blank canvas.” he says. “After I’ve done the base, I wouldn’t want to mess it up with my hand when I’m applying the rest of the makeup so I use the puff.”

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Valerie gets her makeup done.

On the actors’ side, the makeup process can be more than skin deep for some. “As the makeup goes on your face,  you slowly get into character,” Valerie (16S07D) shared. “I feel like a different person, and I look different, and that helps me get into character.”

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Celine, Aishwarya and Beatrice (left to right) erupt into laughter, while Isaiah does Wen Wen’s makeup right beside them.

Oh good lord yes, so distracting!” laughs Isaiah about doing makeup with the rest of Players hanging out in the same room. “I do believe that the makeup process includes interacting with people

 so it is enjoyable too,” he says, “but when they all crowd around the makeup table at times or block passageways, I’m just like, ‘please’ (laughs)”.

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At around 3pm Ko Lyn arrives, and some minor props repair gets underway in the sets room.  

“I was doing the costumes so I took it upon myself to procure a superglue set” says Ko Lyn (16A01B), which proved rather handy. As Rishi shares, “the shoe is rather old, so each sole, left and right, came out at a certain point in time, and it happened like 3 times.” Thankfully though, it didn’t get in the way of rehearsals, since unlike other actors who had heels on, the flat shoes made less of a difference, and Rishi rehearsed fine barefoot.

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We stay in the sets a room awhile longer, Ko Lyn putting on a 7-minute song so we’ll know when the glue’s ready. It’s still rather quiet, but now that the three of us are there, it’s got a homey feel, with the piles and jumbles of props around.  

Every year if we buy something for this production or for other productions we add it to the room,” says Rishi, “so there’s a big collection there, from previous generations too.” Reusing old props does make occasional repairs like these necessary, but it has its upsides. “It’s more economical, and environmentally friendly,” Ko Lyn points out, “and, we have more than enough … creativity to adapt old props for new uses.”

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The song ends, and Ko Lyn and Rishi head back to the annex, leaving rocks in the shoe to help the glue press the sole back on.

Speaking of music, Rishi looks like he’s just watching a video, but he’s actually spending this time writing music.It’s on my own,” he says, “ like I just do it in my spare time, because I like writing … or trying to (laughs)”. He does his writing on an app called Reflow. “It doesn’t sound very good, but it gives you a range of instruments to use so you can just get an idea.”

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Sarthak on another sofa is likewise absorbed in what he’s doing – in this case, reading The Glass Palace by Amitav Ghosh.

“No I don’t usually read during preshow,” Sarthak says, “but it was kinda free and easy during that time so I just read it”.

“Also because it was about 3 weeks overdue and I hadn’t finished it.” he adds. “But,” he reflects, “I guess it kinda calmed me down and all, helped me with my focus and whatnot.”

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Meanwhile in the black box, Caitlin takes advantage of the quiet to get some work done on her laptop.

Fun fact: the 3 mysterious, oddly reflective flats in the background were designed by Caitlin, Sarthak, Sufyan and Aishwarya. Behind that look was a lot of work – 4 layers of it as they’ll tell you. They wanted a metallic finish, but metallic paint was too pricey, so “it was a lot of experimenting,” Sarthak says, and they eventually nailed the layering – “whitewash, layer of grey, paint red and blue, silver top” and also the exact texture – “dipped two sponges in paint, scrubbed them together and put it on the flats and randomly threw it around.”

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It’s 4.30pm, and prep slowly gets underway, as Sarthak grabs a rag and starts cleaning the window which they’ll use for their intermission ‘show’ later on.

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Dinner arrives, and the players shift outside as they dig into their chicken rice and chatter away.

The actors have to be careful what they eat before performing, as Rishi shares that while technically one’s voice is supposed to come from your diaphragm instead of the throat, the chicken rice chilli can make one feel uncomfortable, depending on one’s tolerance. “Guess everyone had a little bit, but generally good to stay away.” In any case, “the chilli’s packed separately anyways,” as Sufyan shares, “so if you can handle it go ahead.”

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It’s 5.30pm when they finish dinner, and Kathy, Caitlin, Sarthak and Jasdeep (left to right) set up the Front of House, in anticipation of early birds on their way to pick up their pre-orders.

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Meanwhile, back inside, Sufyan (in black) checks each and every seat for squeaks, (while Celine on the right races him to test out the last few seats). Aishwarya sprays air freshener on the cushions on the left, and some still drying spray patterns are visible on the blue ones at bottom right. Of the air freshener, Aishwarya (16S03S) shares that interestingly, “it was what [Sufyan and I] took the longest time to decide on when we went out to get stuff, because we couldn’t decide on the smell, so we just opened all discreetly and smelt (laughs).”

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Sufyan wields his trusty air freshener. “I’ll keep on using those, even after production.”

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Air freshener aside, much of Aishwarya’s and Sufyan’s effort went into creating the seating layout above. As Aishwarya shares, they planned way in advance, “[taking] measurements from day one of rehearsals” to draw up seating plans, before setting each of them up to physically try them out.  “We really sat and discussed for 2 whole days to make sure everyone can see”, shares Aishwarya, even staying one night to 11pm as they revamped their plans after they discovered they had cushions. As Sufyan (16S06F) says, “it was a tedious process.”

 

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On the performers’ end of the black box, actors, director, and senior alike all chip in to clear the flats from last night (incidentally,the reflective paintwork is much more visible here) and set up Heart’s Desire’s set.

Just as how they’re helping each other set up the set, many of the players juggle multiple roles, helping one another out in the different areas of production. From publicity to acting to sets to stage managing just to name a few,  it’s common to find players who are in two or more of those. ‘It’s quite amazing,” as Kathy (16S06I) says, “how they can juggle all these without dying actually, and like they can still be so high and hype the energy up.”

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Celine on the right packs the suitcase she’ll use as Susy, while Caitlin on the left helps draw out the unique chalk ‘set’.  

Jasdeep (16S03N), director for Heart’s Desire, explains that the chalk, with its yellow border above separating the family and Susy, helps explore why the family’s fighting in the play. “Is it because of what’s happening within, or is it something that’s beyond it – is it Susy? Perhaps this family was broken not because of Susy, and Susy was merely an excuse, and it was this toxic environment, this toxic box that they were stuck in.”

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The chalk footprints forming paths on the stage also subtly explore the artificiality of the setup, showing that there’s “some greater force that’d already planned that the bird would be walking in that direction” Jasdeep explains, referring to the yellow chicken footprints above. “That idea of reality, and what is fake, the clash between what is created and what is real, and if there’s anything real in the first place is one tension we tried to discuss.”

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This chalk they used is Jasdeep’s – he really likes chalk.

“I think chalk is really cool, I watched a play about chalk before and it was in a black box, except they put up like chalkboards and drew the set. It was really really cool, and I always wanted to use chalk for a play, so I did it.”

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Outside, the first attendees arrive to collect their tickets from Kathy, who’s in charge of the front of house this night.

“There were many more parents on Saturday and more RGS girls on Friday,” observes Kathy, and she also enthusiastically shares that sales were really good!” We oversold both nights,” Celine (16A01A) says, “and even squeezed in a few more on Friday!” Kathy adds. On Friday, some called to cancel last-minute, but the popularity of the play was such that “there were a few enthusiasts waiting outside the TSD for extra tickets so we sold it to them!” “It was pretty surprising for us,” she says, and notes that perhaps “it was also because we only had 91 tickets available”. Also, Hai Yun mentions that they tried to keep ticket prices low and affordable at $7, possibly driving up sales too.

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Back in the black box, Celine and Hai Yun (left to right) write messages on the posters for their teachers-in-charge, Mr Tan and Mr Choo.

“It was a spontaneous decision,” Celine shares. Inexpensive says Hai Yun, but also meaningful. “We wanted to give the teachers something nice, but also relevant to the play” explains Celine, plus, “that’s also what some people do in plays too, so it’d be cool!”

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It’s 15 minutes from doors-opening, and the players go through their final preparations: Beatrice helps Wen Wen affix the glitter with hairspray, Isaiah adds the final touches to Celine’s makeup…

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…and of course, the cast and director of Heart’s Desire quickly pose for one final pre-show group photo.

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In the last few minutes before the doors open, the cast gathers round to do their warm-up.

“It’s like a tradition, we do it every time,” says Val. It’s “very like family … [feeling] together, as one, preparing for the show.” And indeed, it wasn’t just the actors warming up, but the directors and crew too, everyone gathering round. As Jasdeep shares, it’s not so much one’s role, as the fact that they’re part of this community. “Whether you’re doing tickets, acting, directing, lights & sounds, this community is very important because it’s an environment where you create something together. It’s about the friendships you make, the people you meet, and I think that’s really the fun about theatre.”

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“The shakedown is something we always do, and at the end you’re just supposed to ‘urgh’ one last time, and just purge, like ‘arrr’ get it out of yourself and then calm down, and get in character.” – Rishi, on the pictured ‘shakedown’ part of the warmup.

In theatre we have this idea of energy when you’re on stage,” Jasdeep shares, “what you put into your character to move the audience”, and the shakedown is highly important for that, to getting them ready. “Aside from the practical purposes, like enunciation, making sure you can move without cramping, it’s also about more intangible ideas, like conviction and the energy.” Jasdeep stresses.

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Aishwarya and Isaiah (left to right) look on and discuss the lighting effects.

As the warmups proceed, Isaiah and Aishwarya are in the lights booth testing the lights and sounds, “how the light shines on faces, the shadow, and the effects – individual lights, and a blue wash in one of the A Painless Way to Die scenes,” says Aishwarya. In the booth, Aishwarya handles lights execution, which Isaiah had programmed, and sounds execution (including announcing and even house music) is taken care of by Isaiah.

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 In the lights booth itself – winky lights and cool monitors

Aishwarya explains that the orange lights and sliders adjust individual lights’ intensities, and the left monitor is where they can save that lighting setup to a cue sheet. The right monitor then loads those cues, so “on the actual day we simply need to hit ‘GO’ and the lights will automatically almost magically change.” Isaiah says. ‘Almost’, because behind those cues was a lot of work. “Lights was a tedious process,” he says, especially since the lights board was new to him. “We spent hours having technical runs,” he shares, “spending time setting which light goes where, and also figuring out positionings of moving lights, if the directors wanted moving lights.”

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Aishwarya’s cue sheet in the booth

The work isn’t just in the programming though. In the execution itself, they have to be very careful to hit go on the right cues. Also, “some sound and light cues have to go at the same time,” Isaiah shares, “so Aish and I have to coordinate together… so it’s not so relaxed (laughs)”. Furthermore, it’s really too dark during the play to simply refer to their cuesheets, but, as Aishwarya shares, “we hold the flashlight there for the tricky parts like continuous cues, but most is already memorised due to extensive practice.”

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It’s finally 6.30pm – doors are now open, and Sufyan and Aishwarya look on as people arrive for the show.

Notes from the Underground: Coping with Promo Results (Part 2)

Reading Time: 6 minutes
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‘The measure of someone successful is how you manage to overcome disappointments.’

By Adelyn Tan (16A01E) and Esther Gao Yan Xin (16S03N)

In the second part of our interview with the Raffles Guidance Center, we discuss the tangible steps that one can take to move past the promo results, and make the best of the post-promo life.

Press (P): Beyond emotions and the mentality we can adopt when facing our results, what are some concrete steps that students who are disappointed with their grades can take so they can move on?

Mei Hui (MH): Some concrete steps to take would be to do a good post mortem review. One thing students tend to do when they get their papers back is that they focus on their grades, which is fine for the first few minutes because it’s emotional and all that, but when all the dust settles, it’s important to look at the mistakes you’ve made in the paper. What are your areas of weakness? Is it that you make a lot of careless mistakes? Is it because your conceptual understanding of a certain topic is not there? Is it your time management that’s at fault? Really be very specific and review the whole paper. If you’re very concerned, make an appointment to speak to your tutor about it and see what are the things you can do to really improve in that area.

The second thing is: it’s a good opportunity to really think through the whole past year – it’s a time of self-reflection, to examine what are the things that could have been done better, what are things you need to change, if you were to do whatever you did this year next year, would that be a good thing or a bad thing? Once you’ve gone through that whole thought process and you’re ready to actually change – that’s actually the most important, because no one can force you to change if you yourself are not motivated to change. If you really think you want to make some changes, then definitely go and speak to people around you about what they’ve been doing, so you can find out what are the right things to do. Teachers, good students, you can speak to the counsellors as well and we can point you in the right direction. There are also a lot of study skills and resources in the library if you prefer to read something rather than talk to people – that’s also fine.

The next thing you can do is really to draw up a revision plan for the holidays to revise all the subjects you’re weak in. If you have not done all your tutorials, the holidays are a good time to catch up on all the tutorials. They are meant to be done; they should be done. If you haven’t done them, do them.

P: Other than that, are there any tips on how we can spend our time productively during this post-promos period?

MH: That really depends on your grades and what you hope to achieve in the holidays. If you’re quite content with your grades and you’ve done well, then the holidays are a really good opportunity to go and get some real life experience. Go and get an internship, maybe do some part-time work, get some job shadowing experience. Beyond this, looking in the long term, you’ll be thinking of what kind of university degrees you want to do and that’s related to the career you want to pursue – doing some work experience would give you a little bit more insight into the kind of person that you are and what kind of job you might like. That’s very valuable. It’s the only window of opportunity you have within the next year, except after your A Levels. Even if you find it’s something that you don’t like – if you find out that you don’t like data entry, or you don’t like doing sales, then that’s something that you learn about yourself, that you’ll be sure to avoid.

If you feel that you need to work on your grades, then definitely draw up a realistic revision schedule for your holidays. Do your best to cover especially your weakest topics and areas. One of the key mistakes that a lot of students make is that they spend too much time trying to input the information into their brains, but they don’t actually do a lot of the extracting out of information from their brains. They don’t spend enough time doing actual practice. That should be remedied – a lot of people don’t do as well as they ought to because they lack the practice. Do more practice, because practice will help you determine what are your weaker areas and it also gives you good experience for taking the A Level papers.

Finally, this is one of the only long breaks that you get in your whole JC life. You should also take this opportunity to rest and recharge, because Year 6 is going to be a really long, hard slog, and you want to make sure that you meet that year with your batteries recharged, you have paid off your sleep deficits, and you are really well rested and in the best shape and condition to meet next year. Next year, you will have to go through four exams.

P: We’ve been talking more from the perspective of those who are disappointed with their results. How about those who are actually quite pleased with their results? What should they look out for when they talk about academics with those who are weaker?

MH: It’s not nice to boast about your results – good for you, you’ve done well, it’s good your hard work has paid off – but don’t flaunt your results. Don’t be too high and mighty. But if people approach you for help, then be nice enough to offer your help to people who do need the help. If you feel kind enough, offer to tutor some of your friends.

The approach really depends on how close you are to these students. If you’re very close, then maybe you can just offer. If you’re not so close, then wait for them to ask, and help. Do the kind thing! Obviously you’re doing something right. Would you share your notes, put it on a google drive for the class? Or if you have done extremely well, best marks in an essay, would you be kind enough to actually put that up so other people can learn from your essay and writing? Think about how you can help other people.

P: Is there a different way in which science and arts students should approach results? For science students it seems easier to get an A, but also easier to fail, whereas for arts students it’s difficult to fail, but it’s not easy to get a straight A either.

MH: Generally it’s very hard to do well for humanities subjects, but it’s also very hard to fail, which is good. But for a science subject, if you don’t study, you probably will fail. It’s very easy to fail, but I guess if you do put in the work, it’s perhaps a bit easier to get an A. Is that fair? It’s just the difference in the subjects, which is why I advise students to always choose what they’re really interested in. Sometimes what you think is the easiest A is not the easiest A.

P: Any admirable cases of students who did not do well for Promos but improved tremendously afterwards, in Year 6? How can we learn from them?

MH: There are definitely cases of students who didn’t do well for Promos but improved a lot. At the same time, there are not that many. If you think that it’s easy to do, it is really not. It does require you to change a lot of things that you have been doing and change is actually very hard for most people. It’s not just the intent to change, but the actual execution of it, to persist for something long enough for it to become a new habit.

First of all, it’s very hard to break old habits, and then to be able to keep at it long enough that it becomes a new habit, it’s difficult. It’s doable, it’s not impossible, but it’s tough. But it’s definitely worth doing. There is definitely hope – I had a conditionally advanced student who actually did well enough at their A Levels to make it into NUS Law. There are cases like that. But they did put in a tremendous amount of effort.

I want to be very wary here – I don’t want to say that “it can be done, it’s possible, lots of people do it, it’s very easy”. It can be done. But it’s not easy. Very few people manage to do it.

P: How about students who have been retained, or conditionally advanced? It’s hard to deal with doing badly for your Promos, but dealing with retention is so much harder. Is there any additional advice to give students who are being retained or conditionally advanced; any targeted advice for them?

MH: For those who are conditionally advanced, doing badly for your Promos is a symptom that something is wrong, but what that something wrong is could be very different for each student. The best thing to do is to figure out for yourself specifically what is it that you’ve been doing wrong. It’s helpful to go for academic counselling sessions. Sometimes you might not be able to see what it is you’ve done wrong if you’re not getting external feedback. Decide how much you really want it, and then actually go out and do it and follow through with whatever changes that are better so you don’t repeat your mistake. It’s fine if you make mistakes, but don’t repeat them. Learn from them. That’s how you can make it a valuable learning experience.

Notes from the Underground: Coping with Promo Results (Part 1)

Reading Time: 6 minutes
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‘The measure of someone successful is how you manage to overcome disappointments.’

By Adelyn Tan (16A01E) and Esther Gao Yan Xin (16S03N)

The process of getting back the much dreaded Promotional Examination results can trigger a wide range of emotions and reactions from different people: relieved affirmation for some, and disappointed disbelief for others. Raffles Press went down to the Raffles Guidance Center to garner some advice on confronting your results, and coping with the subsequent feelings that inevitably arise.

Press (P): How do I break it to my parents if my results are below their expectations?

Mei Hui (MH): First do some self-reflection – figure out what you should do, should have done, could have done better and what areas to improve on; if you’ve made mistakes, then what are those mistakes, and whether you need further help. Be prepared to go to your parents with a list of concrete steps – like, “I didn’t do this, this and this”, “I think next year I will be doing this, this and this,” and “I need help in this, could you support me in this”. At least when you go to them, I think your parents would feel that you have self-reflected and accepted responsibility for your grades, and that you have thought about what you ought to be doing next. That will help diffuse a lot of the tension in the situation. The other thing would also be to be honest.

I think the other thing that parents would not like is if you try to conceal your results from them or be dishonest about things or to make excuses for why you did badly. Just be prepared to take responsibility and admit your mistakes. Think of it as a more discussive exercise – how can your parents help you, what they can support you with. If you need tuition or if you need them to take away your laptop, phone, lock it away, if they need to check on you every day and make sure you’re doing your work – this is the time to say it, say “these are some of the things you can help me with”.

Press: What is a healthy mentality that we can adopt when we receive grades that are below our expectations?

MH: The best mentality to adopt would be a growth mindset versus a fixed mindset. If you google this, it’s actually based on Dr Carol Dweck’s research. She’s based at Stanford University. Basically it’s whether you think that this defines who you are and this labels who you are. Like, “I’m a failure, I cannot change”, and therefore you are not going to do anything about it. Versus a growth mindset, where you accept that this is just a data point. A blip on your data point, and you can improve. All this result tells you is that where you are at the moment in your learning journey.

There is a difference in how you approach things. If you have a fixed mindset, you’re just going to say, “well, there’s nothing I can do to change my situation, I’m just stupid at this subject and I will abandon it and I will not do anything about it”. Things will definitely not improve and you’re not going to get better, and you’ve basically given up hope. There’s always something you can do to make a difference to your grades, and to be open to getting help from whatever sources or avenues there are. Do not be afraid to ask for help and do not let your grades define who you are.

Press: What are the different kinds of support that we can depend on and look for if we need help with managing our expectations?

MH: Basically, it’s your support network. Your friends, your teachers, your seniors. Especially people who have gone through difficult times in their life, or your seniors who have not done so well. How did they manage to get over this bump? Of course you can also speak to one of the counsellors at RGC. Basically, everyone has had instances of failure in their life, or disappointment.

The measure of someone successful is how you manage to overcome disappointments. A successful person isn’t someone who has never experienced failure in their life. If you look at Silicon Valley, the venture capitalists who are willing to invest money with companies – one of the first questions they ask is “how many times have you failed? How many startups have you started and failed at?” Because you learn so much from each mistake that you make, and that’s something that you cannot buy. If you’ve had two or three failed startups, then basically they’re thinking that you’ve made most of the mistakes that a new person could make, and therefore they don’t have to go through the whole training cycle with you and your next startup is more likely to succeed.

I think it’s the same with life. There’s no such thing as a smooth sailing life where you don’t experience any disappointments. It’s like with little children when they’re learning to walk. Can you imagine, if they fell down and then decided, “walking is not for me. I shall crawl for the rest of my life.” I mean, that’s just not the way to live life to its fullest.

Press: When we talk to our friends, especially those who do better us, then there’s that feeling of, oh man, they did better than me… how do we avoid comparing our grades to our friends’ grades?

MH: First and foremost, if you feel you have a tendency to compare, then adopt the policy of don’t ask don’t tell. Just tell them “I don’t want you to tell me your grades, and I don’t want to compare, I think it’s unhealthy, I’m not going to ask you, you’re not going to tell me, and that’s fine”. Secondly, focus on the process and not the grades. It’s a far more interesting question. A far more useful question to ask would be “you did very well at this subject! Tell me what strategies you used to get a good grade. Is there something I can learn from, is there something I can take away, that I can do? Is it because you did all the Ten Year Series questions? What is your method? Can I borrow your notes?” That’s something you can actually take away and use.

Press: How should we moderate our expectations for future tests, after we’ve overcome the most immediate emotions – how do we move on and look at the next test?

MH: I’m not sure if moderating expectations is really the right thing to do. I firmly believe that you should have high expectations of yourself, because if you don’t even expect yourself to achieve certain targets and goals, then you’re definitely not going to achieve anything.

What is necessary is perhaps to think through your process and your approach, as to whether you are actually using the best learning strategies, if you need to change how you’re managing your time. Rather you should relook your processes. If we see Promos as a step, a data point, in a journey that leads to the A Levels, then what you want to be seeing is that are you moving in the right direction. Are your grades slowly improving? Are you actually slowly making small steps or large steps towards hitting the eventual grades that you want?

Press: But sometimes people are disappointed because they don’t meet their unrealistic expectations…

MH: One other thing that I advise students to do is to not compare yourself to other people, compare yourself to yourself. Look at whether you’re achieving your personal best. Throughout your whole academic history, what have you been capable of achieving? You ought to know whether you are hitting roughly within the same range. You should always be attempting to improve upon your personal best, but at least it gives you some kind of margin of whereabouts you should be expecting to achieve. That’s a far more useful frame of reference than trying to compare to someone else totally different from you who has different strengths and weaknesses and interests. Compare yourself to your best possible self. That ensures that you’re being realistic. If you have achieved certain things in the past then you should expect to achieve certain things in the future as well.

Look out for Part 2 of Dealing with Promos, which will focus on how to progress beyond your promotional results and tangible steps you can take to make the best of the post-Promo period.

Aunt Agony and Uncle Upset: Is Friendship Magic?

Reading Time: 8 minutes

Ever wanted to rant about that someone you just can’t stand? Overwhelmed with too many feelings? Check out Raffles Press’ new column, Ask Aunt Agony and Uncle Upset, and our resident Aunties and Uncles will be glad to help you with your Rafflesian troubles! Submit your confessions to tinyurl.com/rafflesadvicecolumn and we’ll give them our best shot.

Continue reading “Aunt Agony and Uncle Upset: Is Friendship Magic?”

Keep Calm: How to Motivate Yourself to Study (II)

Reading Time: 6 minutes

By Choo Shuen Ming (16A01E)

In this second installment of how to motivate oneself, Press takes a deeper look at motivation in an interview with counsellors Jeffrey and Mei Hui at the Underground.

In life, we’ll always have things we want to or have to get done. At the same time though, there’ll also be times where we find ourselves losing motivation along the way, or having trouble even getting started. How do we overcome all this and, well, do things with our lives? Being able to motivate yourself clearly comes in handy here. In the first article of this series, we covered some things you can do right away to get motivated. However those are just stop gap measures — in the long haul, we’d need a broader, more substantial approach to motivating ourselves. In this follow up, we present the case for building life skills to motivate yourself.

Self-control is a good way to start. In the end, the idea behind motivation is to accomplish some task. The trouble though is that a lot of the tasks we do, especially as students, pay off only at some far-off point in the future, meaning that our motivation ends up fizzling out along the way, and we fail to accomplish the task. We’ve all experienced this, creating well-laid study timetables only to not follow through with them, instead finding ourselves scrolling through Facebook, reading a Press article, chilling to music or just plain asleep. To keep ourselves on track, we need self-control —“this ability to delay immediate gratification for the long-term”, as Mei Hui shares. “It’s a life skill. For studies you do need to work hard, do practices, do tutorials, before you see the results, and the results may be ten months down the road. You need to persevere, basically.” Granted, it’s one thing to say that and another to actually do it (as many of us know only too well), but thankfully self-control is something we can work on. Self-control is like a skill; Mei Hui says that “the more you practice it the better you get at it, and the easier it comes. Much like all things in life.”

You can also keep yourself on track by giving yourself small immediate incentives to get you there bit by bit. As Jeffrey explains, “short-term yields could be like, if I finish this, I get the magnum,” or it might even involve negotiating with one’s parents to set up some kind of reward, such as a game you really want to try, or letting you go out with friends. On the flipside, you can also set negative motivators. “What pains do you get if you don’t complete something? So maybe if you don’t complete something you have to run ten rounds. You can get someone to help you hold yourself accountable to your goal, whether by positive or negative motivators,” Jeffrey suggests.

However, there are limitations to short-term motivators. While often small and simple to work towards, they may not stay effective for very long. The counselors explained that each time we obtain the reward, its draw decreases, and so over time short-term motivators motivate less. We need to keep this in mind and be careful not to over-reward ourselves when using short-term motivators.

Instead of relying on short-term motivators, we should consider finding for ourselves a larger meaning to work towards. As Jeffrey shares, “The best thing is to be intrinsically motivated, because that lasts a lot longer than any kind of external reward.” Mei Hui gives an example: “Let’s say you have a job and it’s extremely well-paying, but you hate the work. How long do you think you can work at that job before you call it quits? How feasible is lasting if you don’t have an interest or talent in something?” So as Jeffrey says, “Yeah, do some discovery and find some meaning, some passion.” That way, we would be fueled by a stronger intrinsic motivation.

We should figure out what we care about and want to do, instead of merely chasing external rewards.

Intrinsic motivation helps clear up decisions (universities, careers, what to spend the weekend doing), and more importantly, it keeps you going for the long-haul. As Jeffrey shares, “it’s generally true that if you don’t have a clear idea of where you’re heading, then whatever you’re doing at the moment has no meaning”. This lack of meaning is what causes us to disengage and lose motivation. Who among us hasn’t at some point wondered what all this homework is for, or why we force ourselves awake so early morning after morning? Without some larger sense of purpose, the weight of the pointlessness is crushing. Once we find that purpose however, we would know why we do what we do. Having a purpose would bring more meaning and focus to our day-to-day lives, keeping us going, getting us closer to our dreams each day.

Untitled
If you don’t know where you’re going, every road will lead you nowhere.

Discovering what we want to accomplish is therefore key. However, this is precisely where most of us struggle, as too many things seem interesting and it’s difficult to know which to commit to pursuing. While there is nothing wrong with not wanting to limit ourselves, it can become a problem when our indecision paralyses us. To overcome this, Jeffrey advises that we simply pick one of our interests. “Pick anything that they are heading towards that will reward them as a long-term goal.” This way, we get over the indecision and at least start heading somewhere.

Another way to discover our passion is to get exposure and so gain self-awareness along the way about what we like, through trying things and gaining experience. By exploring, we create opportunities to uncover what drives us, what our passions are. In particular, Jeffrey suggests we “get out of the [Rafflesian] biosphere”. Exploration beyond our sheltered school life could bring fresh insights about ourselves as we go through new experiences. Get out of preordained destinies (lawyer- doctor -engineer) take a look at what else is around and you might find yourself rejuvenated. Be adventurous with your internships – be a lifeguard! Be a pre-school teacher!” Jeffrey suggests.

Some may worry that all this trying is risky, and it is – “it’s really just trial and error; you try something, it doesn’t work, try something else.” However, the risks aren’t as great as we think. “There’s a lot greater leeway to do this after you finish your A Levels and when you’re out in the real world. People change jobs quite easily, because a lot of jobs just require very general skills, like having a degree.” Mei Hui shares, so we shouldn’t be too worried about switching paths when things don’t work out.

Taken from Peanuts.
Taken from Peanuts.

Gaining self-awareness could also involve searching for different perspectives and sourcing for information there. For example, we could talk to peers in a different state and phase of life.

This could be seniors who have been successful, or have made major switches – “these guys graduates as lawyers but turn out to be scriptwriters, went into drama instead of law. Why do they do that? You may find things out from that, it’s a learning process.” Jeffrey suggests. Talking to those around you to get different perspectives on yourself is also a good idea, as others might be more aware of your strengths and passions. “Ask yourself what people ask you for help with.” Mei Hui advises. Biographies and autobiographies are handy too, as we learn from others’ life choices, and decide whether we wish to lead the same kind of life. “The Internet is also a wonderful resource”, Mei Hui points out. “I once had a student who wanted to become a doctor, and she would read blogs written by doctors about their job and their daily lives.” Jeffrey also brings up Elim Chew, the founder of 77th street, whom he suggests writing to “if you want advice on being an entrepreneur. She’s very open too, and if you write to her she will answer you.” Social media allows us to connect with these people so easily, we should take the chance to directly converse with them, and see what they have to say.

Besides the above, RGC also provides assistance in finding motivation. Students can make an appointment to speak to one of the counsellors, who have a series of tools and questionnaires that can help one discover their strengths and shortcomings. The counsellors can then help you do better in what you’re not motivated to do, and that mastery might aid in motivation. For example, Jeffrey says, “We can help you study smarter; if you’re not very motivated, for that limited amount of time you’ve budgeted for the exercise, how do you make the best out of it?”

Ultimately, we hope that somewhere along the discovery process, you’ll be able to find your dream. Once you do so, hold on to it, and keep it in your sights. As Mei Hui suggests, “print a picture, put it on your wall, bedroom, in your file, make it your wallpaper.” Your dream will then bring meaning to your day-to-day lives and give you intrinsic motivation. It’ll be a reminder of why you’re here, doing what you do, and why you keep going.