PA Lectures: Constructing a Multidimensional Empowerment System of Knowledge and Experience

As the key work throughout the year, PA lectures build a bridge for knowledge transmission with diverse themes. In terms of academic methodology, senior students spare no effort to teach practical methods such as efficient note-taking skills and subject-specific test-taking strategies, helping students optimize their learning paradigm and improve time management efficiency; in the field of interest expansion, theme lectures on art appreciation, scientific and technological innovation, etc., open the cognitive boundaries like keys, stimulating students' enthusiasm for exploring interdisciplinary fields. These lectures not only output hard-core knowledge, but also convey the resilient wisdom to deal with setbacks through the growth stories of the speakers, providing warm and powerful forward guidance for students' academic hard work and in-depth interest cultivation. In this academic year, 12th-grade seniors provided comprehensive and detailed sharing on university applications and personal growth for their juniors. In the application time planning, the tasks of each key node are clearly listed, allowing juniors to prepare in an orderly manner, helping students highlight their advantages and characteristics, and show their unique personal charm. These guidance contents provide a clear direction and practical methods for students' university application path.

[PA Alumni Interview]徐其沁：我身后有整个球队

[PA Interview]陈思远：心有猛虎 细嗅蔷薇

Creative Works on Mental Wellness and Time Management

PA members have created some artworks on time management, emotional counseling, etc. Please enjoy and appreciate them.  In addition, PA members have created various artistic works on topics such as time management and emotional regulation, using art to raise awareness among students about emotional well-being, healthy sleep habits, and effective time management. Tuesday’s lunchtime stretching has also become a good choice for many teachers and students to relax.

Over the past year, the SHSID PA Program has formed a three-dimensional support network covering academic development, personal growth, and future planning through knowledge transfer, role modeling, and practical guidance. It serves not only as a carrier for experience inheritance but also as a catalyst for student motivation, continuously injecting energy and confidence into SHSID students' growth journeys.

PA Member reflection

1. It has been a great honor and pleasure to lead the Peer Advisor Program for the past two academic years. During this time, I have witnessed the consistently outstanding work of our enthusiastic tutorial lecturers and dedicated resource writers. Together, we have helped students prepare for all major exams, contributing an estimated 3,200 service hours. I’m proud that our tutorial offerings have become more diverse, with less-commonly chosen subjects—such as music, visual art, geography, and drama—making successful debuts.

—— G10 Hans Zhu

2. Being a PA leader is not easy, especially when I became leader in the middle of a semester. During this school year, I learned while working with the PA STEM department members, overcoming various obstacles on our way. At the end of the school year, I believe I have truly learned what it means to be a leader our community needs and would like to thank all members of the PA and teachers of TA for their splendid work over this year.

——G10 Steven Xiao

3. My journey in the PA resource department has been extremely wholesome. In the process, I’ve learned how to distribute tasks evenly amongst my peers and ensure that the format and content on each resource is coordinated well. It’s been an honor delegating assignment to my classmates and making sure that everyone has access to PA’s resources.

——G10 Sophie Jin

4. Leading the Resource Department this year was an unbelievable experience to me. All of us in this department grew together as we worked alongside each other throughout the year. I saw a lot of improvement in both the rules and products of the Resource Department, as well as in myself in terms of communication and organization.

——G9 Austin Jiang

5.  Seeing everyone work together for PA events and lectures, as well as reviewing for exams shows the core values of the PA: helping our peers.

——G9 Steven Shen

6. On the lecture days themselves, everything comes together to create a dynamic learning environment for the students. As the Social Arts Leader, I regulate how the review sessions unfold, ensuring that everything runs smoothly and that the content is delivered in a way that resonates with students. We encourage the lecturers to be prepared to deliver their content in an accessible and engaging way. During the session, I focus on maintaining a balance between lecture and interaction. I’ve noticed that students often retain more when they are actively involved, so I make sure there are opportunities for them to ask questions, share insights, or participate in group discussions. The lecturers are not just delivering content; they are guiding the students to think critically and engage with the material. Ultimately, the success of the lecture days lies in creating an environment where students feel supported, challenged, and excited about learning. It's about cultivating critical thinking, fostering intellectual curiosity, and helping students connect what they’re learning to the world around them.

——G9 Annie Zhu

7. From my experience of being the PA leader of the journalism department, I improved my leadership skills and managed new abilities in editing articles. Furthermore, I also learned more about the widespread influence of news as a medium. Through participating in the publishing of interview articles, I learned the SHSID spirit and saw the inheritance of this spirit between alumni and current students.

——G9 Emma Li

8. My experience as a PA leader has been especially rewarding because I learned how to communicate effectively with my fellow students to publish news articles weekly. Through this experience, I've learned to become more organized and responsible by managing for news collecting. I've gotten to know people from every grade in high school, from which I feel more connected to the SHSID high school community.

——G9 Maggie Tang

9. This year, as the Resource Department head for the Peer Advisors, I've learned a lot of new things and gained much experience. Since there are two Resource heads, our top priority was to divide tasks between ourselves. I was responsible for more "technology" related tasks such as creating signup surveys, creating up groups for different subjects, and collecting resources, while the other leader handled things such as task allocation and format checking. By dividing tasks based on our strengths and preferences, we not only reduced each other's workload but also made our "work" experience more enjoyable.

——G9 Rachel Gu

10. The tutors are certainly delivering outstanding tutorials this school year, and with our attention on potential issues that might hinder the overall production of those tutorials by listening to our tutors’ advice and empathizing with their concerns, we are motivated to make adjustments centered on the enhancement of the tutors’ experiences and the resulting enrichment of the tutorials’ better qualities next semester.

——G9 Jonathan Li

11. Throughout this process, my leadership ensures that each review session is structured, effective, and beneficial to students across different academic levels. Managing this logistical flow requires strong communication, organization, and quality control, all of which contribute to a more collaborative and academically supportive community.

——G9 Xiaoxiao Xue