Issue link: https://publications.tfs.ca/i/1530003
West Campus Case for Support · 5 CONVERSATION The new wing also gives us added space for the new Design Studio. This is a dynamic learning space that we're very excited about, as it will give our students the space they need to apply the design cycle to a host of projects that will prepare them for the future. TFS: You mentioned how much time we all spend sitting in front of screens. Can you talk more about what that means for this generation of students and their development? NG: We're all trying to get kids off smartphones to build more real-life interactions with peers. At TFS, we know sports and games are the absolute best way of doing that. Whether it's going to play tag outside or playing volleyball in the gym, this is exactly how we can use our programming to help break the dependence on screens. Because we have to give kids something to replace the phone. Today's kids aren't having the same childhood as the one we might remember, where our parents told us to go outside and play. For these kids, games and social connections happen on their phones. So we have to replace the screens with more ways of socializing and having fun. And athletics is one way to do it. TFS: What about the students who are more reluctant to join sports? What's the message to help get those kids engaged? NG: I always talk about interpersonal skills as essential — the ability to make friends, keep them, and develop social skills. Sports help build these skills, but we also need to have more kinds of play and encourage kids to participate in them. Every kid has different passions and interests — sports might be a way for them to find other like-minded soccer players, for example. But we should also have a breadth of options for play, such as classic games, clubs, or tabletop games. Those different forms of play help kids find their passion, social groups, and confidence. And we want them to be able to keep finding those catalysts throughout their lives. TFS: We're talking about cultivating passions, and you have so much passion for education. Where does that spark come from for you? NG: It's a lifelong passion. Truthfully, every year, I become increasingly convinced that we, as educators, hold a great deal of power — both good and bad. So much of what I see in the world, whether through the polarization of discourse or other conflicts, always boils down to education. How people think is framed by how we teach. I really believe there's a connection there. So, as much as we are keepers of knowledge, we also have to be examples of strong ethics, good judgment, and critical thinking. Every time I see a news headline, I am reminded of my role and how important it is. That's where my spark is coming from.