Student Issues

Commentary, Op-Eds, Student Issues 28 April 201410 May 2019

From Tall to Tallest

Reading Time: 3 minutes

By Bryan Chua (14A01A)
Photo credit: http://blogs.greekpod101.com/blog/2011/06/11/greek-word-of-the-day-short-adjective/

I hate taking the class photo. There, I said it. The annual ritual of gathering together as a class, with photographers and everything set up at a central location with the big screens and flash umbrellas to take a series of photos to be put in the yearbook (and on your bedroom wall, if you love your class that much).

The thing is, I don’t hate the awkward smiling, or being uncomfortable with who I’m standing next to in the photo, or having to look somewhat presentable for the camera or anything like that. No, what I’m really bothered about is this incredibly annoying ritual that revives an unnecessary obsession with height. No other time will you not only stand in a line in ascending order of height, but also stand back-to-back asking the question “Who’s taller?” On no other occasion do we find a reason to arrogantly stand with our backs as straight as possible, lift our heads up as high as we can just to say, “Ha! I’m taller than you.”

In fact, nobody ever tries to compete to be the shortest in the row. What does happen, instead, is that the second shortest guy turns to you and says, “I was actually really depressed (about being shorter), but then I realised you’re there,” followed by an apology even Karen from Mean Girls would know was completely insincere (in case you didn’t know, Karen’s the ‘dumb blonde’ in the film). Did you really mean to apologise for asserting your height over me? We all know this is a competition, and being taller than just one person is often enough to feel slightly better about ourselves.

We forget though, that there has to be someone who stands at the front of that line, and is shoved out to the unimportant edges of the photo by virtue of simply being shorter than everyone else. The one person who stands at the front of every row, can never sit in the back row just so he/she can see the board and is the target of every single short joke known to man. Oh, the humiliation.

Thing is, despite the constant barrage of reminders that I’m just simply shorter than everyone else, I don’t really care anymore. Why is it such a big deal, being shorter or taller? Does it really say anything about you? I’m reasonably certain this is just a thing to make ourselves feel better when we know that at least we’re better than someone else at something, even if it is just a matter of genetics and biology that grants us that.

But we cherish height, don’t we? It’s constantly about trying to grow taller, trying to gain that extra few centimetres of height and move into that bracket of “tall” to “taller”. Sure, there are benefits of being tall, like being able to reach that book you accidentally left on the top shelf while packing your room, or being able to see your teacher eye-to-eye to help reduce the trembling fear that strikes when you’re looking up at your Civics Tutor who’s telling you off for falling asleep in his class.

Being short is cool though. Someone on Thought Catalog wrote a piece on 20 reasons why “being short is the best”. Probably a massive overstatement, but there are at least some benefits to being short. For starters, it’s so much easier to slot in and out of crowded MRT stations, or fit on the train at peak hour since you take up (in general) so much less space – plus, it’s more comfortable, since you don’t have to crane your neck and contort your body just to fit in that little gap in the train. Also, it’s far easier to get a cheaper lunch when you smile widely and lie through your teeth when trying to convince a waiter you’re young enough for the child discount, when you’re really not. Fine, maybe that’s a little unethical – but that’s besides the point.

Sure, we’d all like to be taller because it not only gives us a sense of superiority over the next person, but perhaps also a representation of what we all are – just trying to be better than the next guy. We’ll jump at any chance we get to assert ourselves over the next person just to boost our own sense of self-worth, forgetting that really, sometimes it really doesn’t matter.

All that aside, that’s why I really hate this annual, laboured ritual of photo-taking, and having to line up in a row in order of height just to make the photo look symmetrical. I hate it, but I’ll still proudly take my place at the front of the line, while everyone battles with one another trying to measure that additional 0.1cm to warrant moving further down the line. It’s so much easier.

Commentary, Op-Eds, Student Issues 20 April 201410 May 2019

What Prometheus Taught Us About Learning

Reading Time: 7 minutes

By Caleb Chiam (14S06O)

Back when Mrs Lim was still the Principal and I was a lanky boy of dubious athleticism (still am actually) in Secondary Two, there was an assembly talk Mrs Lim gave that I dwell on every now and then. I didn’t expect it to stick with me, given that my attention was divided between her (in retrospect, very wise) words and a particularly riveting Math worksheet of a topic I cannot quite recall.

Continue reading “What Prometheus Taught Us About Learning” →

Commentary, Op-Eds, School Life, Student Issues 1 March 201410 May 2019

Eclipse of an Orientation Cycle: Survival of the Fittest (OGs)

Reading Time: 4 minutes

By Lee Wei Hern (14S03T) and Benedict Koh (14S06N)

Before the Year 5s open a new chapter in their lives and embark on two years of JC life, they go through a traditional rite of passage- the four-day long Orientation programme. It’s an experience every Rafflesian can relate to as we are allocated into an Orientation Group (OG), and make our first JC friends through ice-breakers and OG dinners. After those four days, however, school life starts to kick in proper – a (largely) dreary routine of lectures, tutorials, CCAs, and revision which never seems to end. The mundane tasks of our everyday life can be so time-consuming that some of us end up unable to spend time with our OGs. Hence, for many unfortunate OGs, the ‘OGlings’ stop hanging out, and in some cases, cease any contact whatsoever; such a situation is commonly referred to as the “death of an OG”. Yet miraculously, some OGs still manage to remain alive and active. So, why is it that some OGs are longer-lasting than others?

According to our survey conducted on Year 6 students in October, we were surprised to find that only 7 in 20 respondents considered their OG to still be alive. What was even more shocking was finding that more than 40% of the respondents NEVER met up with their OG after Orientation.

Strangely enough, when asked to rate the importance of Orientation in JC life, on a scale of 1 to 10 (with 1 being the least important and 10 being the most important), half of the responses registered a reading of 7 and above. Since many Rafflesians hence view Orientation as such an important aspect of their JC lives, why then do OGs still die? We tried probing further by asking our respondents whether they felt it was important to maintain contact with their OGs AFTER Orientation and their supporting reasons.

Upon inspection, we realized many of our respondents felt that maintaining contact with their OGs after Orientation was important as it helped to boost house spirit (since OGs are formed within houses). Moreover, on a more personal level, they felt that the OG provided them with an additional backbone of support, especially for students who had not yet fully assimilated into the rhythm of JC life and were facing extra difficulties coping. The OG hence became one group of friends one could rely on for support.

“ OG-mates are no longer called OG-mates, but friends. Lasting friendships are formed during Orientation, which also provided some of the best memories in one’s JC life.” – (Bryan Tan, 14SO6H)

While many felt that it was important for students to maintain contact with their OGs after Orientation, it seemed that keeping OGs bonded became an increasingly difficult task, as time constraints from academics, CCAs, enrichment programmes and the like prevented the OG from meeting up often. A typical JC student’s hectic life sees him/her focus on so many personal commitments that it is unsurprising how staying bonded to his/her OG has not been a main priority for many. On a deeper level, many also felt that Orientation was too short for the OG mates to get to know each other well enough to forge strong bonds with each and every member – hence perhaps leading to the fragmentation and formation of cliques within the OG.

“Classmates bonding together were of greater importance, the OG staying together was an added bonus, not a necessity.” (Rachel Quek, 14SO3T)

Since the Y5s are randomly sorted into their OGs, it is a wonder why certain OGs somehow manage to survive, whereas others die off almost immediately after Orientation. We asked our respondents about the reasons behind the survival of their OGs, or the reasons why it all just didn’t work out.

The main reasons why respondents felt their OGs remained long-lasting was due to enthusiastic people who were willing and able to put in effort to organize regular outings. Despite their numerous time constraints, they did their best to rally their OG-mates to meet up, making use of various social media platforms such as WhatsApp and Facebook. In fact, some OGs were more bonded as the routine of meeting up at a specific table in the canteen every morning (for example) had become a norm.

On the other hand, we discovered a trend among our many respondents whose OGs went their separate ways – that OGs usually ‘die’ around Term 2 of that year. In addition, many respondents agreed that the key reason behind this ‘death’ was due to the presence of other friends from their classes, or from their CCAs. As one would spend (almost) his/her entire JC life with his/her class, it is unsurprising that one would form stronger bonds with his/her classmates than OG-mates. Another factor to be considered is that OGs will be made out of people with different subject combinations. Having different streams and timetables undoubtedly makes it harder for the OG to find a time when most (if not all) members are available to meet up.

For the batch of 2014, it has been one year since Aurora. It has been one year since we first nervously met our OGs in the MPH on our first official day of JC life, one year since we made our first new friends in JC, one year since we forged many memories – memories of fiercely playing war games in defence of our houses, or recalling the moves of our batch dance (and awkwardly trying to execute them).

These memories will be irreplaceable for most of us, even if some of us have moved on from our OGs. At the end of the day, though, while the survival of OGs after Orientation is indeed important, we must remember that in every RJ student’s schedule, there will be many more commitments that he/she is likely to prioritize over his/her OGs. While the survival of your OG should not be taken for granted and is definitely not a given, it’s certainly not impossible. Keeping your OG alive is something that might be beneficial to you, should your OG weather the storms of JC life.

Commentary, Op-Eds, Student Issues 25 February 201410 May 2019

The Practical Side of the Budget Cuts: Why We Should Be Concerned

Reading Time: 4 minutes

By Austin Zheng (14A01B)

In recent weeks, MOE has announced significant budget cuts for several independent schools and a slew of restrictions on expenditures, prompting parliamentary questions and public debate. Concerned citizens have criticised the cutbacks in air-con use, the restrictions on building new facilities, and the limitations on alumni donations, noting that they hurt independent schools without benefitting government-funded ones. Others have lambasted the perceived opulence of the top schools. But the most pressing issues aren’t philosophical ones. These budget cuts will have a massive practical impact on the affected schools, which include RI.

What, from a three percent reduction, at worst? But we should not be complacent. Consider that an overwhelming portion of the school budget has to go towards non-negotiable expenditures, such as staff wages, utility fees, and maintenance costs. If we assume, optimistically, that discretionary spending is about one-third of the total budget, a three percent reduction would mean a 10% cut to items like funding for CCAs or enrichment programmes. Suddenly, the picture seems a lot bleaker. In addition, MOE’s figures are calculated to account for ‘total resourcing’ – which means that the real cuts to government expenditure on independent schools like RI are much deeper, possibly along the scale of over a million dollars a year. This is a crucial distinction, because the 1823 Fund is mainly used for bursaries and community service projects, not CCAs or enrichment activities, so a reduction in government funding cannot be entirely mitigated by alumni donations. In other words, an apparently innocuous three percent budget cut could have serious implications for the very programmes that are closest to our hearts. We have every reason to be concerned.

Some Rafflesians, however, remain dismissive. Surely it is unfair to pass judgement about the budget cuts when we don’t even know their effects? But it will simply be too late to respond when we do. Principal Mr Chan Poh Meng has stated that the budget cuts are ‘an opportunity for us to relook everything’. With such a grand commitment, the school administration will presumably and understandably be reluctant to relook everything again after it has rebalanced its budget. The appropriate moment to provide student feedback, then, would be when the administration is in the process of reevaluating its priorities – that is, now.

CCA funding tops the list of student concerns. That’s unsurprising, given that budget cuts in this area will affect literally every student in the school, with potential effects ranging from fewer overseas trips to less coaching. Smaller CCAs in particular could be crippled by budget reductions. The current chairman of HISSOC, Darren Teoh, reflected that HISSOC cannot run with a smaller budget, and that the CCA already has to source for external funding to sustain itself. Thus, if the school absolutely must reduce CCA funding, it should review the budgets of larger CCAs and examine if there are any excesses, instead of unwittingly threatening less established CCAs with extinction.

Similarly, the school could reconsider potential cuts to funding for enrichment activities. This refers both to enrichment programmes like RP3 or ISLE, and activities such as class camps or overseas cultural trips. Such activities, after all, provide students with an invaluable opportunity to broaden their horizons beyond the confinements of the classroom. Jian Hui from 14S03F hence opined that enrichment activities should not be scaled down, as students would then lose the opportunity to expand their learning. Jin Jie from 14S07B furthermore pointed out that students from lower-income households could be disproportionally affected if the budget cuts extend to financial aid for such programmes and overseas trips. While RI may ultimately have no choice but to largely restrict overseas programmes to Asia, it would be unfortunate if students lose the opportunity to gain global exposure.

Conversely, despite the disproportionate focus on air-con cutbacks in the mainstream media, students seem confident in their ability to withstand the heat. Adriel Ang from 15S03D moreover supports reductions in air-con use, observing that the air-con had been left on for long periods of time after lessons at the Year 1-4 campus. This flippant wastage suggests, worryingly, that some Rafflesians have taken the school’s facilities for granted. On the other hand, one should pause before doing away with air-conditioning entirely, since the classrooms are not designed with ventilation in mind. A notable example is the curious presence of large metal sheets outside the windows of certain classrooms, which block any wisps of wind.

Nevertheless, it is clearly unreasonable to expect everything to go on as before with a shrinking budget. It would be highly desirable however, if the school left funding for CCAs and enrichment activities untouched, and focused on feel-good events that have little tangible benefit for students. Jian Hui cites Take 5 as a prime example. Yes, it may be immensely fun, but does the school really need to spend thousands of dollars on monorail tickets? To go even further, does it really need to book an entire beach? Darren also feels that education should always be prioritised over school tradition or celebrations. It would be quite ironic, for instance, if the school commemorated the handover of CCA leadership with flowers and fanfare while students wonder if their CCAs would survive till the next Prometheum Day.

In the end, no matter what direction the school takes, the greatest mistake we can make is to be apathetic. Even as we are challenged to respond to wider questions of equity in society, we should not forget that we also have to respond to practical questions in our own backyard as a school community.