Principal’s Pen | Book Week Assembly, NAPLAN, Indonesian Dance & More…
Dear Parents and Families,
I hope you are all staying warm in the last few days of Winter! It has been a great term and we still have a lot to look forward to. Last week we finished on a high with our annual Book Week Assembly. With each and every child taking part, it was a huge celebration and lots of fun for everyone. I’d like to thank our beautiful choir and the amazing Kerry Hartmann and Maryanne Twomey for leading us all on the search to find Chelsea! Once again, thank you to Pia Bonifant and Ali Hegan for organising the Book Fair and to all the volunteers who manned the sales desk! We are also very grateful to all the parents who purchased books and donated books to our school library.
NAPLAN Online Readiness Test
This week our Year 3 and Year 5 students took part in trial testing of NAPLAN Online. This mock test was to check the technical readiness of our school in preparation for NAPLAN Online next year. We trialled our internet connectivity and devices to ensure that next year’s testing will run smoothly. As this is a technical readiness test, the Australian Curriculum and Reporting Authority (ACARA) will not be reporting on individual student’s performance. The students who sat the Readiness Test seemed to enjoy the online platform and reported that they found the online format easy to use.
Indonesian Dance Troupe
On Monday, our students were entertained by an Indonesian Dance troupe as part of our Languages Other Than English (LOTE) and Intercultural Understanding programme. The dancers demonstrated traditional Indonesian dances and then invited all the children to join in. Thank you to Diane Harvey for organising this cultural experience.
Faction Carnival Friday 7th September
Next week will be our annual Faction Sports Carnival. Jarred Rees has been working hard to make sure this a great day for our students and families. We look forward to seeing you there on the day. For more information, please click on the flier below.
Over the last three issues of Principal’s Pen I have talked about the factors which help to develop resiliency in our children. One of the main ways that we can develop resiliency is to help children to manage their emotions and to self-regulate. These social skills assist children to put disappointments and challenges into perspective and to react in ways that allow them to recover and to bounce back.
In the course of a normal day, children are faced with a number of stressful situations. The way individual children cope with these situations can vary greatly. What one child may brush off easily, another child may find extremely stressful.
Dr Lyn O’Grady, community psychologist and the National Project Manager of KidsMatter, explains that, “Learning to manage stressful times can be part of the ongoing education process of becoming more resilient.”
Dr O’Grady suggests that school staff and parents can model problem solving skills to work through stressful situations positively. As part of the Resiliency Doughnut, our staff use a number of solutions focused strategies to develop our children’s ability to resolve difficulties independently.
Beyond Blue suggests other ways for parents and school staff to help children recognise and regulate their emotions during stressful times:
- Teach and model positive self-talk- If you’re child says, “I’m no good at Maths,” respond with a positive twist….. “Being good at Maths is more about persistence, keep trying!” Another great example of this is the clip below which urges us to ‘Change the narrative.”
- Self-compassion- It’s also important to teach and model self-compassion. Sometimes we treat ourselves more harshly and unkindly than anyone else. Have you ever made a mistake and shouted something like, “I’m so stupid!” Judging yourself harshly and using negative self talk can be something that we unintentionally pass on to our children. A great article on this topic can be found at the link below:
- Developing a sense of optimism and a positive attitude – In his book, “The Optimistic Child,” Martin Seligman Ph.D, explains that, “It is thinking style that determines resilience more than genetics, more than intelligence, more than any other single factor.” Seligman 1995. ‘The Resiliency Doughnut’ capitalises on the fact that optimism can be learned. As parents and educators we can teach our children to think more optimistically. For example, we can teach our children that when bad things happen it is only temporary and that things will get better.
Lynne Anderson | PRINCIPAL