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Students frequently call upon their high school counselors
in desperate search of insight wisdom and,
ultimately, enlightenment. Or, is it that these counselors would prefer
that this be the situation, especially when students of QHS are in the
process of choosing extracurricular activities.
It seems that, far too often, what should be instructive and constructive
recreation becomes instead an exercise for the high school student aimed
at satisfying a perception of not attending to the process of what the
seminar block is actually intended to be used. Yet with the aim of many
students to enter college, it may seem for what the student is using
EC is too often aimed at satisfying the perception of an ever-widening
college admissions performance maw. It might be the perceived notion
that any First Rate University (FRU) requires evidence of world class
well roundedness in order for a student to be among the select few who
are both accepted and receive financial incentives to attend.
For a moment understand the way extracurricular activities are chosen
from both the college admissions perspective, and from what may be referred
to as the “healthy” student developmental side – in
other words – “what's best for the student.”
Speaking with college officers, there is the overwhelming impression
that the well-rounded student is what admissions people are looking
for. What they want is a well-rounded student body. That is, a group
of students each with at least one well developed skill that will contribute
to the vitality of campus life.
It became quite clear a student who demonstrates to a college admissions
officer at a campus with a vacancy in the marching band that she/he
can play the clarinet superbly is going to be recruited ahead of, and
be granted a better financial offer than, a student who has participated
in six different extracurricular activities in high school but has not
developed any one of them to any depth.
Here are a few rules you should ask yourself as you consider when choosing
extracurricular activities. These rules are not always popular, yet
may lead not only to a better high school experience, but also to greater
opportunities at FRU.
RULE ONE: The student should never choose an activity that is going
to take away from the primary reason she/he is attending high school
in the first place, that is, to benefit to the fullest extent possible
from the classroom experience. A student of high school age should be
getting at least nine hours of sound sleep each night. Some students
need more. If the student is depending on Star bucks to stay awake in
the classroom that is an indication that the student may be running
a sleep or nutrition related deficit.
RULE TWO: The student should consider long and hard whether she/he wants
to participate in any activity that clearly endangers him. If the activity
subjects the student to the possibility of permanent injury, serious
consideration is required. Counselors realize that high school students
on some level are invested with a concept of personal invincibility.
RULE THREE: The activity or activities that the student participates
in should be those that will either develop a life enriching skill (public
speaking, music, social sport) ideally combined with an actual interest
or affection for the endeavor.
OVERVIEW: A high school career should be navigated in such a way so
as to:
a) Satisfy natural curiosities through intellectual effort and achievement;
b) Develop socially thorough activities that invite people to work and
play cooperatively in a way that is not harmful to body or mind;
ac) Develop one or two life enhancing skills in depth (music, social
sport, speech, leadership); and,
d) Keep everything in balance from the standpoint of proper rest and
nutrition.
Recently overheard the following in a college admissions office: "Too
many of our freshman, especially our young men, are arriving on our
campus as damaged goods."
It might be believed parents and counselors should encourage high school
students to focus on developing the kinds of skills that prepare them
to greet their futures with confidence and enthusiasm. After all, remember
that these students are just getting their lives underway.
RULE ONE: The student should never choose
an activity that is going to take away from the primary reason she/he
is attending high school in the first place, that is, to benefit to the
fullest extent possible from the classroom experience. A student of high
school age should be getting at least nine hours of sound sleep each night.
Some students need more. If the student is depending on Star bucks to
stay awake in the classroom that is an indication that the student may
be running a sleep or nutrition related deficit.
RULE TWO: The student should consider long and hard whether she/he wants
to participate in any activity that clearly endangers him. If the activity
subjects the student to the possibility of permanent injury, serious consideration
is required. Counselors realize that high school students on some level
are invested with a concept of personal invincibility.
RULE THREE: The activity or activities that the student participates in
should be those that will either develop a life enriching skill (public
speaking, music, social sport) ideally combined with an actual interest
or affection for the endeavor.
OVERVIEW: A high school career should be navigated in such a way so as
to:
a) Satisfy natural curiosities through intellectual effort and achievement;
b) Develop socially thorough activities that invite people to work and
play cooperatively in a way that is not harmful to body or mind;
ac) Develop one or two life enhancing skills in depth (music, social sport,
speech, leadership); and,
d) Keep everything in balance from the standpoint of proper rest and nutrition.
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