The continuing spike in negative reporting and commentary on our school population, we are happy to say, has not been altogether without its contrasting efforts towards quite positive positioning. It can be most uplifting having school representatives pointing to the good things their students do, and committing them to even better and higher levels of excellence.
As we have stated again and again, we do our children great wrong when we send them mixed signals –– either by word or example –– on standards, discipline and taking basic responsibility for their deeds and actions. We do them even greater evil when we capitulate to their emotive machinations and histrionics, and prevaricate when it comes to the wrong turns they take.
Honesty is still unquestionably the best policy.
In this environment of swelling negativity that continues to dog our students –– and not without some help from the school population itself –– it is highly commendable to learn of a teacher of a highly rated institution advising his charges that there was yet a level of excellence to be sought after.
A former student himself of Queen’s College and now teacher there, Roger Scott, just this week at a joint morning assembly of students and old scholars urged the young ones in pursuit of this excellence to give their lives to God. The recommendation came in the light of what Mr Scott described as the current shift from “morals within the schools and society in general”.
More now than ever we need to impress upon our young that religious knowledge in the classroom is more than a subject for grading. It may not be the springboard to the much preached about “salvation” and their being “saved”, but it can be a catalyst for change in hearts scabbed over by lawlessness and lewdness, and a preventative from immorality.
Despite all the achievements his school has made, and he has recognized, Mr Scott would have his charges know they had not yet arrived. And his listed expectations are as applicable to our other schools as they are to Queen’s College.
Said he: “I want that you as children, you as QC students, lift the standard. I want to call you to account, to be morally excellent; to remain sexually pure; to stay away from drugs; to shy away from anything that would cause you harm.”
Without a doubt, these practised positive activities and traits are worthy of emulation by Queen’s College school peers everywhere.
Kudos to Mr Scott for his obviously determined mission of fashioning a path of leadership upon which his young would-be exemplars could tread, and his exaltation of excellence –– a much discarded thing these days. He would have Queen’s College students –– we believe students everywhere else –– being outstanding in their conduct, speech, deportment, cleanliness, respect for others, innovation, critical thinking and problem solving.
Such best practices and passion for not letting their school down would be demonstrative of positive examples for other pupils to proudly copy.
Of course, this modus operandi, we would like to believe, would be fervently encouraged by parents, as by teachers, as this is one way of fathers and mothers demonstrating how truly they value their children and how real is their focus on the learning, progress and achievement of their young in our schools.
A school is excellent to the extent that its students are proud of their own learning, their development and environment, achievements and accomplishments –– not arrogant with, as Mr Scott would remind us. It is excellent also to the extent that its old scholars remember it fondly and contribute to its sustained good character and continued successes.
A school is excellent to the extent also that its dreams, hopes and achievements both within and without are valued and celebrated; that staff and students –– present and past –– are committed to its success, and are caring enough to encourage and inspire positive relationships amongst everyone and develop sound students’ self-esteem.
We welcome more teachers like Mr Roger Scott!