Last week, we taught our students how to apply the PSM (problem solving model) to help them on their COSC exam. We introduced problem solving techniques, such as process of elimination and underlying key words that they could use on their standardized tests. Every day we would cover questions from previous COSC exams, covering mathematics, physics, and biology. While the students seemed to put in a good effort in solving these problems, they were also quick to turn to their neighbor and ask for the answer. They seem to initially face the problem with confidence, but very quickly, they end up in with a self-defeated attitude. It was also very apparent to Susan and me how poor their ‘basics’ were. With time being such a scarce resource on these exams, they must learn how to be accurate and efficient. This Thursday, we will be giving them a comprehensive COSC exam with the three subjects we covered, as well as a 1-minute quiz on powers. We also made different versions of the test to dissuade the possibility of cheating. We continue to stress to them the importance of trying one’s own best.

For the next three weeks, we will apply the PSM to different areas of the students’ lives. These past two days, we covered the topic of interpersonal conflicts, including courtship, dating, marriage, and family issues. Our days began with open discussion, and Susan and I were both glad and surprised to see how many of our students were willing to share with the class. Many of our male students shared their desperate want to have a girlfriend, fueled by peer ridicule, a personal desire to have a friend to talk to, and family pressure. It caught me off guard how seriously these boys regarded their girlfriendless situation, and how distressed it made them feel (some are so desperate they even proposed to me!). It was good to share their problems with the class and allow the girls to advise them and share their own suggestions as to how to solve their problem.

Throughout the two days, Susan and I were able to guide the class discussions on different aspects of relationships, such as how to accept rejection, the purposes of dating, how to deal with parental approval/disapproval, and how to set physical boundaries. Through open sharing and several role-playing activities, we were able to show our students that it was okay to talk about such issues and collectively work on solutions to many of their problems. At the end of our days, we allowed our students to write in their journals about any personal problems that they wanted help with but did not feel comfortable sharing in class. Many of our students expressed some deep emotional scars and difficult situations that we hope to personally advise them on. We acknowledge that these problems are often too big and too deep for us to solve, but we hope to offer them at least a listening ear or a reminder that they are valued and cared for.

Beverly