Strengths
- Action-based, passion-oriented curriculum: The way the curriculum exposes students to a real-world application fo the skills and concepts learned in the different courses, as well as how the field experience permit you to see these skills and concepts being applied already contributes to this strength.
- Sense of community where all students can contribute to: The internal and external service-related activities the school hosts and participates in, such as indoor lunch on Fridays, helping paint and decorate the school, and engaging in civic events such as 291 #enough, as well as the the small size of the school permits the students to enjoy of a sense of community among their peers & general staff.
- Healthy ambiance that favors a healing process: There are many aspects of the school that contribute to this central attribute. The school’s curriculum leads the student to the conclusion that his/her purpose lies in contributing to the betterment of the world. It guides the student towards quality relationships with their peers, teachers, family, friends, and whomever might cross their path These relationships create a healthy ambiance in and outside of the school for each student. Students learn not only to accept differences, but to benefit themselves from them. The relaxation on behalf of the school in most common classroom and homework regulations in a certain way affects students negatively, however many, if not most students who come to GCE have been sincerely affected by the irrationality and asphyxiating traditional educational system, and this “flexibility” in many ways permits the students to heal and regain their passion for learning.
- Relaxation in regulations meant for engagement/Difficulty in properly implementing the curriculum: The quality of education varies from classroom to classroom. Some of the classes I participated in were ordered, and had a set of rules to follow in class such as no eating and not using phones unless required for the following exercises, and at the same time offered a space to make open-ended questions and share work and ideas with the rest of the classmates. Homework timelines worked to help the student organize his/her time. In others, however, a little “too much” space was given. Students would end up talking about topics that were not part of the class discussion or playing games, etc. Engagement was lost along the way and students would work to simply turn their projects in before the timelines and fulfill enough of the rubric to achieve a passing grade. In other words, the “passion” aspect was lost along the way. I think all teachers should gather a set of guidelines to follow in order to effectively implement the general curriculum. The purpose of these guidelines would not be to force all teachers to follow an identical way of teaching the courses in their classes, but rather to provide the teacher with a set of tools that will help him/her have a better sense of the nature of the curriculum and will therefore help the teacher implement his own methods effectively.
- Partnerships: As many connections as GCE has with very valuable organizations, GCE also has the opportunity of generating partnerships with other schools that share a similar vision. This would benefit students and the school both directly by offering them the option of periodical exchanges and thus further improving their global citizenship experience, as well as indirectly by learning how other institutions apply and implement their similar visions, and therefore enriching how GCE might implement its own curriculum and vision.
- Enclosed Community: A healthy way for an organization to grow is by associating itself with other organizations with similar goals. Specially in small institutions, the same ideas tend to bounce inside the same walls time and time again, which often leads to a type of inner-circle stagnation. When new points of view are not brought into the consultation inside an organization, frequently a resistance to outer ideas begins to form and competitiveness begins to appear among its members. Generating partnerships with other organizations clearly solves this threat, given that this involves sharing apprenticeships and knowledge with other groups of people, and at the same time learning from these other groups and generating a win-win situation, where competitiveness is not part of the equation.
- Lack of Donations: Another threat that GCE might face is that they might not receive the necessary amount of profit from donations to cope with the school’s expenses. I foresee some simple solutions for this threat. One is that the school could work on their official website, given that it serves as a first impression for many donors. There could be a student’s committee in charge of constantly updating and innovating the school’s website and format. Another solution that the school might consider is to offer small yet nice & exclusive things to their donors, such as special tours around the school, or personalization such as choosing the precise section of the school they might want to donate to, or even the specific student the might like to sponsor financially.
Related O-I Psychology Breakthroughs:
Institute of Employment Studies (IES) in 1990 ‘From People to Profits, the HR link to the service-profit chain’
https://www.hrzone.com/engage/employees/history-of-employee-engagement-from-satisfaction-to-sustainability
Psychology, “Merger, Acquisitions, Strategic Alliances.”, 2018.
http://psychology.iresearchnet.com/industrial-organizational-psychology/organizational-development/mergers-acquisitions-and-strategic-alliances/
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