Upper School

April 21, 2022

from Mark Segal, Upper School Director

Over the course of the past year, the other two division directors and I have committed to writing an article for the Panther Post every other week. Even though I enjoy writing as a way to express my thoughts and know there is so much to share with families of upper school students, I often find myself waiting until the last moment to write my bi-weekly article. It would be easy to come up with valid and justifiable excuses (spending time with students, responding to emails and voicemails, meetings, etc.), but in reality it is pure and simple procrastination – the act of delaying or postponing something. Now in my twenty-seventh or twenty-eighth year of working with adolescents, I understand that the art of procrastination is real and that it impacts most of us in some way. We may avoid something that is challenging, find alternative things to do, or fear not doing the task “well enough.”

Psychologist and author Alice Boyes published a study in The Harvard Business Review that shared some findings and assumptions of procrastination, and made suggestions to counteract them. The first assumption is that those who procrastinate are undisciplined and do not have the self-control to do what is necessary. Although there may be some truth to procrastinators being headstrong and set in their ways, Boyes suggests that habits and systems be established by setting up a consistent schedule for completing the assigned work or task. The author also found that, “We tend to avoid tasks that stir up negative emotions.” Additionally, the belief is that when experiencing feelings of uncertainty or anxiousness negative emotions are brought to the surface and we are more apt to procrastinate. In this case, the suggestion is to disentangle our emotions from the task, and find a way to make it fun and reward yourself when it’s done. Lastly, the HBR article shares that we often find ourselves stuck in a pattern of unhelpful thoughts that occupies all we think of. The researcher suggests to break this cycle that we, initially, limit ourselves to short work periods and slowly built upon them, like training for a marathon.

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April 7, 2022

from Mark Segal, Upper School Director

During the past week I have had the opportunity to speak with families who had a child accepted to MPA next year. Some of them are current MPA families and already have children on campus, and many will be new next fall. I love hearing their unbridled joy emanate through the speaker of the telephone as they talk about their happiness for their children and their family. This reaction made me think about how our students and faculty look at the joy experienced on campus.

At MPA the joy of learning is one of the six tenets of our mission statement. It is not just something that we hope our community experiences, but rather something that we thoughtfully and intentionally expect of our faculty and students. As I think about this, I wonder how we measure one’s joy of learning.

My guess is that it is not through the width of a student’s smile, or the decibel levels of laughter coming from a classroom, but rather from the intangible sense that we as educators and parents innately have.

As I think about this, I “measure” the joy of learning when seeing a gaggle of seniors gathered in the Hart Commons working together while huddled around a challenging AP Calculus problem, witnessing a group of juniors leaving their American Studies class discussing the “This American Life” podcast that they listened to, noticing sophomores sharing information about a peer critique in their Photography class, or eavesdropping on freshmen reminding each other to take care of their mental health as they learned in their health class. These genuine and authentic conversations between students about things they learn in class gives me great joy. The happiness that emerges from this community fills me with deep gratitude for the students and the incredibly talented faculty members who teach them. Read More