principal report - chps.vic.edu.au · the visiting hinese students were from a different country...
TRANSCRIPT
P: 03 9772 4139 e: [email protected]
Chelsea Heights Primary School Newsletter Term 3, Issue 1
Tuesday 14th August
Science Expo Afternoon
3:30-4:30pm
Friday 17th August
Book Week Incursion
Foundation 2019 Transition 1
Mon 20th August
Book Week Parade 9am
Tuesday 21st August
Fathers’ Day Stall 9:30 –4pm
Wed 22nd August
Level 3—6 Athletics
Thurs 23rd August
Foundation Circus Excursion
Sat 25th August
Term 3 Working Bee 9am-1
5th—7th September
Level 4 Camp
Friday 12th October
Art Show 5pm—8pm
Saturday 27th October
School Trivia Night
August 2018
M T W T F S S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
International Students: Chelsea Heights Primary is accredited within the International Student Program
in Victoria. To achieve this accreditation we are required to meet the
International Student Quality Standards, ISP. Commencing the beginning of
term 3 we have hosted five short term placements within Levels 1, 2, 4 and 5.
On behalf of the CHPS community I would like to recognise the following
teachers:
Miss Foley, Mr McPhee, Mr Sheill, Mrs Lowe and Mr Duncan for integrating
these students into their classroom. I would also like to thank Miss White for
supporting one of the families by transporting their child to school. Miss White’s
commitment to our school, its students and their families is regularly evidenced
by her willingness to be of support.
These visits have also been a perfect example of bravery and resilience for our
students. The visiting Chinese students were from a different country and
culture, had limited English and knew no one at the school. They had not even
met the other Chinese students before.
Capital Works: In the May newsletter I outlined the process our school would go through prior
to the building commencing. We are currently in the Planning Phase 1. We have
worked with staff and school council to complete the Asset Management Plan
which identifies the focus our works need to take by rating the following design
components within the school:
1. Home Bases, Learning Neighbourhoods and Communities
2. Indoor and Outdoor Learning Environments
3. Specialist Focus Points
4. Accessible Resources
5. Community Orientation
6. Comfort and Safety
Principal Report
Science Expo Afternoon
Book Week Incursion
Book Week Parade
Fathers’ Day Stall
Working Bee
cont…..
Using the above coding system we identified Red: high/major urgency, green: medium / medium urgency,
blue: low / minor urgency.
In the first week of term 3 we were allocated three architects who visited our school and after accessing the
AMP and walking around with Ms Licciardo and myself went away and created submissions. Last week each
team presented a brief to a panel including once again myself and Ms Licciardo, Jules Hogan (Senior Project
Officer, Project Delivery, Victorian School Building Authority) and Bruce Tucker (School Improvement
Directorate from South Eastern Victorian Regional Office).
Guymer Bailey Architects were the successful applicant and we will now move into Planning Phase 2, the Five
Year Plan Development.
I will keep you posted on our progress.
Jane Satchwell
Principal
Principal Report cont….
Scale Description
0 - 1.50 Poor: Asset has failed; is not operational and is not operationally suitable for educational services or normal use. Replacement required.
1.51 - 2.50 Worn: Asset has deteriorated badly; serious structural problems; general appearance is poor with eroded protective coating; elements are broken, services are not performing; significant number of major defects exist. Major repairs required
2.51 - 3.50 Fair: Asset is in average condition; deteriorated surfaces require attention; services are functional, but require attention; backlog maintenance work exists. Repair required
3.51 - 4.50 Good: Asset exhibits superficial wear and tear, minor defects, minor signs of deterioration of surface finishes; no major defects exist; does not require major maintenance. Condition-based maintenance required - Minor Repairs
4.51 - 5.00 Excellent: Asset has no defect; appearance is as new. Only preventative maintenance is required.
Thank you to Kingston City Council for donating 100 seedlings to our school that have been planted. Thank you to Mark Dreyfus, QC and MP and Federal Member for Isaacs who donated 2 lovely matured
Westringa Fuitcosa trees for our school. We look forward to seeing them grow!
Assistant Principal’s Report
Play is the Way Encouraging the whole-hearted pursuit of good
manners
To unify our school community, we ask the CHPS
staff, students, parents and caregivers to encourage
the wholehearted pursuit of good manners. The
modelling and development of good manners makes
an excellent objective for all adults in the school
community. Helping students to understand why
good manners are necessary and ensuring students
know what they look like and sound like, in a broad
range of situations, needs to be pursued with vigour.
Developing exemplary manners is an excellent first
goal of all students participating in the Play Is The
Way Methodology. Everyone in the community
should expect the use of good manners from others
and be willing to act as role models.
Students must see that teachers and other adults are
well mannered to each other and to children.
Trusting that no matter what the circumstances,
mutual respect will manifest in the use of good
manners, helps everyone to feel safe.
The importance of creating a culture of good
manners cannot be overstated. It serves to support
and accelerate the development of socially and
emotionally competent behaviour.
Attitudes to School Survey Each year this state wide instrument measures the
opinions of students in Years 4, 5 and 6 on a wide range
of factors focused on effective teaching practice for
cognitive engagement, teacher-student relations,
learner characteristics and disposition, social
engagement, student safety and experience of bullying.
We are really proud to share with our community that
the figures for the past two years are well above state
wide mean variable scores (average 70%). The results
will be shared with School Council and then publicised
in future school newsletter. Here is a sneak peek:
My teacher expects me to do my best: 98%
My teacher believes I can do well in school: 95%
My teacher cares about how I am feeling: 93%
My teacher helps me to do my best: 97.5%
My teacher sets clear rules for classroom behaviour: 99%
I like this school: 92%
I am happy to be at this school: 93%
I feel safe at this school: 87.5%
There is a teacher or another adult at this school who tells me when I do a good job: 95%
It is very rewarding and affirming for us to see that our
students are so engaged, encouraged, happy and
secure in their learning environment. We look forward
to publishing the results in the following newsletter.
Pia Licciardo
Assistant Principal
2018 SCHOOL TERMS Term 1 - Wed 31st Jan – Thur 29th March (Foundation begin 1st Feb) Term 2 - Tuesday 17th April - Friday 29th June Term 3 - Monday 16th July - Friday 21st Sept Term 4 - Monday 8th Oct - Friday 21st Dec
Curriculum Days: Friday 2nd November
The School Day Start of School Bell: 9am (8:50 doors open
for Students’ Morning Process)
Fruit break: 10am
Morning Recess: 11am to 11.30am
(children eat 10-15 minutes before bell)
Lunch Recess: 1pm—2pm Senior & Middle
1.30pm to 2.30pm Foundation & Junior
End of School Bell: 3.30pm
Curriculum News
Mathematics
Multiplication and division and Fractions and Decimals
are a major focus across most year levels this term.
Students will be engaged in a range of learning tasks
designed to develop a deep understanding of these
concepts.
It is important that students can use different strategies
to solve problems, and understand that certain
strategies will be more effective for particular problems.
Curriculum overviews for each sub-school have gone
home, and these include more detailed mathematics ‘I
can’ statements. Areas of maths like fractions can be
explored at home, through activities like cooking, money
and shopping.
Literacy
This term in writing, students engage in a range of
genres, including persuasive, information and recount.
Ensuring students understand how different text types
are structured is essential, and helps them write
effectively for different purposes. However, equally
important is their understanding of writing at a sentence
and word level.
Our teachers are using ‘mentor texts’, which are high
quality children’s books, to explicitly teach grammar and
help them understand how the author constructed a
particular sentence and why they choose the words they
did.
Students have participated in a range of learning tasks
where they analyse sentences from a text, look at the
words and phrases used, and practise developing their
own sentences using some of the techniques from the
mentor text.
In reading, students will continue to focus on the CAFÉ
strategies: Comprehension, Accuracy, Fluency and
Expanding Vocabulary. They will also be focusing on ‘The
Big Three’, which are three areas of reading we have
identified as a priority based on our school data. They
are:
Identifying the Main Idea of a text
Identifying Author’s Purpose
Interpreting Figurative Language
School Visits
Earlier this term Chelsea Heights was visited by 50 school
leaders and teachers from schools within the Catholic
Diocese of Ballarat Education. Over two days they
observed our teachers meeting, discussing data and
planning for student learning. Events such as these
highlight the way our teachers collaborate and their
commitment to improving student learning.
Special Events
This term we have some special events happening to help
celebrate the learning going on at Chelsea Heights PS.
The CBCA Book Week is coming up this term, from 18th
to 24th August. Book Week is a fantastic opportunity to
celebrate quality Australian Children’s Literature. This
year the theme is: Find Your Treasure. Events such as
these are a great way to promote a love of reading and
help expose our students to a range of new literature.
Our teachers have engaged in a professional learning
session around the shortlisted books for this year, and
will be reading these books in class with students.
Students will be involved in a Book Week Incursion
involving some of the shortlisted books on Friday 17th
August, with our whole school dress up day happening
on Monday 20th August.
Looking forward to seeing some great costumes!
This term we will also be celebrating Science, with an
open afternoon being held on Tuesday 14th August. Each
classroom will have an experiment that can be
performed, linked to one of the four areas of science:
Physical, Biological, Chemical and Earth and Space. Should
be a great afternoon!
Bec Garrow
Curriculum Leader
Saturday 25th August
9am - 1pm
What:
Mulching garden beds
Gardening
Shed tidy-up
Removal of compost bin
and large sticks
General maintenance
Bring:
Gloves
Rakes
Shovels
Hats
Water bottles
A raincoat (just in case!)
Morning tea and
sausage sizzle
provided
We look forward to seeing you there,
with whatever time you can spare!
Don’t forget to collect
your free raffle ticket
for your chance to win
a prize!
Working Bee @ CHPS
Staff Carpark
The staff car park is designated for teachers, staff and
school business related visitors. It is also there for
school members that have approved disabled parking
permits. Due to limited spaces, PARENTS AND
GRANDPARENTS ARE NOT TO PARK IN THIS CAR
PARK OR EVEN USE IT AS A DROP OFF ZONE.
Parent Payments 2018
Parent Payments are important in enabling us to
provide the best learning environment for the
children at Chelsea Heights Primary School. Thank you
to the families who have already paid their
contributions. Parent Payments are now due. These
can be paid via QKR! or by calling the office with a
credit card or over the counter. If you are
experiencing financial difficulties please contact our
Business Manager, Anne Leggett, to discuss a
payment plan.
The CSEF (Camps, Sports & Excursions Fund) is
available to Concession Card holders. The government
pays $125 per child if you are eligible. Please let us
know when you want to utilise your CSEF payments
ie. for camps, swimming, excursions or sports.
Late Passes
All students are expected to be at school and ready to
commence the day of learning at 9.00am. If your child
is late for school, that is, the 9am bell has rung and
your child is not in class ready to commence the day’s
programs, parents will need to take the student/s to
the office for a late pass. Monitors will collect
children in Foundation to Level 2 from the office and
children in Level 3 to Level 6 will be given a late pass
that must then be presented to the class teacher.
Please do not accompany your child to their
classroom.
Collecting your Child Early
If you are collecting your child early, report to the
school office, tell office staff the arrangements and
sign-out your child in the Early Leavers Book.
Monitors will bring your child to the office.
Incursion/Excursion Payments
This year, excursions, incursions, swimming and
camps will be on a ‘user-pays’ basis and information
will be sent home before each event with permission
forms available on QKR! We have our Book Week
Incursion for the whole school next week, so this
must be paid by Thursday 9th August in order for
your child to attend.
Student Absences
It is vital that you let the office know (not just the
teacher) when your child does not attend school. The
easiest way to let us know is to SMS our mobile
number 0455 070 159 with your child’s name, grade
and reason for absence. Please let us know before
9am.
NOTE: this is for SMS only and cannot receive calls.
You can also call the school and leave a message on
9772 4139 if the office is not attended.
Parent Contact Details
It is vital we have up to date phone numbers for
families. In emergency situations and if your child is
sick, it is crucial that we can contact you easily. If you
have changed your phone number or your
Emergency Contacts have altered, please either use
the Sentral Parent Portal to update these or send the
school an email
Some Reminders from the Office
Are you missing Tupperware containers?
A theme we have found this year with lost
property, is that unnamed containers continually
find their way there. Unfortunately, these
containers end up being discarded by the end of
term because of their unusable condition. This is a
call out to all parents and kids to label containers
and for children to
make sure they go back
safely into your bags so
they go home in
preparation for
tomorrows recess and
school lunch feast.
We’re very pleased to inform you that our school has implemented a phone app called Updat-ed that will make connecting with you so much more convenient.
To download the app just visit the App Store for iPhones or Google Play for Android’s. Search for Updat-ed and from the menu select our school. We’ll receive your registration request and will need to approve you before your app is up and running.
So what will the app do?
The app’s great for sending out alerts and reminders with one of its best features being the ability to save events directly into your phone’s calendar.
You can access school notices and newsletters, the canteen price list, term dates, curriculum days etc
If you are experiencing difficulty with your app please take a look at our Trouble Shooting Guide. This guide can be found on the sponsor-ed website: www.sponsor-ed.com.au under SUPPORT. Any further queries should be directed to: [email protected]
Please state the following in your email to helpdesk:
Your school
Name and email address
Model phone/tablet
Software version
We hope you enjoy being Updat-ed.
PFA CONTACT
If you have any queries, questions, concerns or
suggestions then please feel free to contact
Mandy Munroe at email address
Chelsea Heights Primary School
Parents and Friends Association.
Where everyone is welcome.
Disco
Wow, we have kicked off Term 3 with an amazing, fun-
filled, first time Silent Disco ever held at the School on
Friday 4th August. It was a great success with over 330
tickets sold to attend the night. The theme was Black/
White and everyone got into the spirit of it. Kiss was
one costume choice that was a hit for some of the
junior school kids.
A BBQ ran throughout the duration of the Disco, with
Greg Eshman managing a great team to help him cook
and sell sausages in bread, drinks and zooper doopers.
Even though it was a cold, raining windy old night, quite
a few sausages & drinks were sold.
Huge thanks to PFA, Ms Emily White for organising
teachers & extra helpers for the night & other staff.
Outstanding effort from all!
2018 Events
SAVE THE DATE
Tuesday 21st August—Fathers’ Day Stall
Friday 12th October—Art Show
Saturday 27th October—Trivia Night
Friday 16th November - Colour Fun Run
Entertainment Books
Entertainment books are now available online
and from the school office. See link for details.
https://www.entertainmentbook.com.au/
orderbooks/184m495
Mandy Munroe
President of PFA
Last term Anne Norman presented a folktale called Omusubi Kororin, ‘Riceball Tumble Tumbling’ to our
Foundation to Level Four students. The story is about a kind old man whose riceball tumbles into a mouse hole.
The grateful mice dance and sing and give him a box of treasure in return. A greedy neighbour hears of his good
fortune and tries to get some treasure from the mice. The ending was left to the students’ imagination. Folktales
were told before books were written and it was retold differently depending on the person or even the village or
district.
Anne used English rhyme with Japanese
vocabulary sprinkled throughout with
explanations. All students had the opportunity
to sing and dance and some played traditional
Japanese instruments. We have been singing
the Making Rice Cakes song that featured in the
performance in class. It is helping us remember
words like ‘’daisuki” 大好き、really like and
“oishii” おいしい delicious. Thank you parents
and guardians for your support with the
incursion.
This term, Foundation students are learning to say and recognise the Japanese words for colours and numbers.
Level One and Two are learning to say “like” and “I don’t like” and level Three and Four are learning to recognise
hiragana script. Please encourage your children to practise what they have learnt at home.
Deanna Wegman
Specialist Teacher Japanese
Digital Technology
When I first began at CHPS only the Senior Classes were working in the Digital Technology Room. I am pleased to
say that has increased to nearly every class across the school.
Teachers are booking times to come over and work on various projects and applications on the iPads to create
engaging lessons and teach our students the key skills in our ever changing digital world.
Foundation
The Foundation students have been visiting every alternate Wednesday and have been learning all about their
“Magic Finger” to interact with the iPads and using their “Mr Thumb” to zoom in and out of the application.
As well as learning these key fine motor skills students have been engaging with the Doceri application. This is a
free app that can be used as a whiteboard replacement and allows students to draw, write and create shapes.
iPad apps Mr J recommends…
Junior
The Junior students have been visiting the Digital Technology room on a Tuesday, Thursday and Friday. With the
students already aware of the basic fine motor skills to use and interact with the iPads, we have focused more on
the application to support units of inquiry.
The students have been working with GarageBand, iMovie, Keynote and Scratch Jnr. It has been exciting to watch
the students grow in confidence and knowledge and apply the concepts learned into class projects.
iPad apps Mr J recommends…
Scratch Jnr Scratch Jnr is a tool to develop the basics of coding for younger students.
Garage Band GarageBand turns your iPad, and iPhone into a collection of Touch Instruments and a full-featured recording studio.
Keynote A powerful presentation tool used to create slideshows.
iMovie iMovie allows you to create your own movie using clips and pictures from your iPad.
Doceri An interactive white-board app with many possible applications
Quick Maths Jr A fun maths app to engage children aged between 3 – 7.
100YAY! A fun maths app to help learn the numbers 1 – 100.
Digital Technology ….cont
Middle
The Middle students have been visiting the Digital Technology room on a Monday and Thursday. With the students
already well engrossed in technology we have been focusing on the finer details of different apps and working
towards more complex goals.
The students have been working with iMovie and Scratch Jnr. I have been blown away with the level of
understanding the students have demonstrated and how advanced their technology skills are at such a young age.
iPad apps Mr J recommends…
Senior
The Senior students have been visiting the Digital Technology room on a Tuesday and Thursday. As part of the
BYOD program, the students are able to use a variety of apps and websites to further develop skills and knowledge
taught in class.
The students have been working with Canva and have started working on The Lost Summer. The skills and attitudes
have been amazing in class and the work we are producing is of a wonderful standard. The key skills this term have
been looking at Cyber Safety and responsible use of technology.
iPad apps Mr J recommends…
Matt Jackson
Learning Specialist – Digital Technology and Science
iMovie iMovie allows you to create your own movie using clips and pictures from your iPad.
Scratch Jnr Scratch Jnr is a tool to develop the basics of coding for younger students.
Canva A photo editor and design app used to create quality poster and infographs.
The Lost Summer A game developed by the Office of the eSafety Commissioner aimed at 11 to 14-year-olds to help teach the social and emotional skills required to optimise positive behaviours online.
Performing Arts It is a new term and time for some new units down in
Performing Arts. Term 3 of the ART Show year is the
term that focuses on Music and building some of our
students’ skills in music appreciation and history,
Percussion and Music Principles ( beat, tempo, pitch,
dynamics, and rhythm).
Foundation and Level 1 are being introduced to the
principles of music, with the focus on beat, tempo,
rhythm.
Level 2 are progressing from their last unit on music
and building on the principles, reintroducing them
through different music mediums like Rock, Rap, Pop
and Percussion music. It was great to see some of the
Level 2 students dressed as KISS band members at the
recent disco. I really enjoy introducing some of these
classic songs to a new generation.
Levels 3 & 4 are also busy refreshing their knowledge of
the music principles and hopefully will be able to apply
this knowledge when they write their own rap song and
use Garage Band or Launchpad to make the beats and
backing track! Who knows maybe we have our very next
Dr Dre. at Chelsea Heights!
I have created a brand new unit for the Senior school
this term to really cater for their interests and to let
their voices be heard (so to speak). The unit is called
Music, Movement and Monologues and links back to the
Narrative part of the Literacy curriculum. Students have
to tell a story through a song, a piece of choreographed
movement (not standard hip hop dance) or a monologue
(piece of individualised dialogue often addressed to the
audience or another character). It is going to be an
exciting unit that offers the choice of performance as
well as the style in which it is presented. All students’
performance preferences are catered for, including
being filmed and viewed by me only, viewed by the class
or the whole school. They can also present their piece
live in front of just me, the class, the year or the school.
It is completely up to the students on how they present
it. How exciting! A new challenge for the Level 5 & 6
students and a great way to prepare the Level 5 students
for the production next year.
Speaking of that, hopefully next Newsletter I will be able
to let you know the dates for the shows (yes shows!)
next year so that we can
all SAVE THE DATE now.
A hint as to the story
theme………………….
Lauren Heazlewood
Performing Arts Teacher
Junior Rockers operates at
Chelsea Height Primary School
This year’s Art Show will be held in the Green Zone on
Friday 12th October 5pm -8pm
Entry for each family is $25
This price includes 2 pieces of artwork for each child, one mounted piece of work and one 3D piece.
Participate in an art workshop, decorate shortbread or take time to investigate our other arty activities.
On the night you will have the chance to bid in the silent auction for one of the year level canvases worked on by all the children in that level, as well as many other fabulous goodies donated by the local community.
Enter the raffle for your chance to win some fantastic prizes also donated.
Feeling hungry? Then stop by to pick up some delicious refreshments arranged by our wonderful Parent Club
Come and help celebrate the amazing artists of
Chelsea Heights Primary School.
Art Show - 2018
The Art Show is our major fundraiser for the year and we look forward to you participating in this whole school event!
Welcome to Term 3 everyone!
BOOK CLUB
This term we are trialling a new book club supplier: Redgum Book Club. Our first catalogue has been distributed to all families and orders are coming in, families are able to order books from Redgum at any time of year and have the books delivered to home! We have had a few orders come in already and look forward to receiving them soon. For information on Redgum book club please go to www.redgumbookclub.com.au.
BOOK WEEK
It is time to dust off the Book Week costumes! Book Week is 18th – 24th August and the theme is “Find Your Treasure”. We have a copy of lots of shortlisted books for all to borrow, all with beautiful illustrations and a real joy to read. There will be the Annual Parade so students can come dressed as their favourite book or character. I look forward to seeing you all there.
NEW BOOKS
We have had many new arrivals this term, one book I highly recommend for footy fans is Alex Rance’s Tiger’s Roar it is a lovely story of resilience, determination and team work.
Now if you liked the movie you will love the book! For Star Wars fans who want to find out more about Han Solo I recommend Han on the run a Solo Star Wars Story.
David Walliams is still as popular as ever and we now have a copy of The World’s Worst Children 3 which comes with a warning of the WORST children ever! With character names such as Boastful Barnabus, Kung Fu Kylie and Walter the Wasp. I cannot wait to read that one!
So for those and other awesome new titles come into the library and if you cannot find them, ask to reserve a copy and I look forward to hearing what you think of them!
That’s it from me for now, remember to check out the new book club and work out your book week costume..
Kym Allsep
Library
Library
Physical Education
Kingston Division Netball Finals
On Monday, 30th July the Mixed Netball Team
competed at the Kingston Division Netball Finals at
Springers Leisure Centre. The team played extremely
hard on the day and showed lots of encouragement
and positive attitudes throughout the day. What a
great achievement to make it this far, all of you should
extremely proud of your efforts. The team played
three games and the team with the best record would
go on to compete at Regionals. Unfortunately a couple
of the other teams were just too good on the day.
Game 1 CHPS 7 Beaumauris North 20
Game 2 CHPS 3 Tucker Rd. PS 17
Game 3 CHPS 19 Mordialloc Beach 18
Travis Stevenson
Physical Education Teacher
Chelsea & Patterson District Girls Football
On Monday, 25th June, the CHPS Girls Football Team
played a round robin competition at Roy Dore
Reserve. The girls competed extremely hard and
had a great experience playing footy against the
other local schools. The girls were competitive but
unfortunately just came up short on the day with
two wins and four losses. It was great to see such
team spirt and encouragement from the girls, way
to go!!
Game 1 CHPS 30 St.Louis (B) 17
Game 2 CHPS 8 Aspendale 18
Game 3 CHPS 0 St.Louis (A) 27
Game 4 CHPS 27 Bonbeach 12
Game 5 CHPS 8 St.Joseph’s 15
Game 6 CHPS 6 Aspendale Gardens 35
Play is the Way - Reasons For The Things You Say And Do
By Wilson McCaskill
Of all the Life Raft concepts none troubles some parents and teachers more than the one inscribed on the
blue poster. Namely: If you don’t know why you’re doing something then don’t do it because it’s most likely
wrong. Have reasons for the things you say and do.
Accepting that we want children to be the masters, not the victims of their feelings, this concept asks children
to think before doing and to be rational and responsible in word and deed. “It is reason that makes a child
responsible, and responsible children find many reasons to do the right thing.” Invariably, when children
behave in a way that contradicts expected codes of conduct the questions asked of them are, “What are you
doing and why are you doing it?”
But too often the answer is, “I don’t know”. Asking young children to find the reasons for their behaviour can
be difficult, however here are some tips to facilitate a conversation and seize on those teachable moments.
1. Do not expect an immediate answer. Sit in the silence that immediately follows a child’s initial response of,
“I don’t know.” Then ask caringly if the child would like to find out.
2. Avoid tones of upset and judgment and instead adopt those of curiosity and concern. Propose possibilities
and say things like; Do you think…, Were you feeling…, Maybe you thought…, Perhaps it was because…,
Tell me what happened just before…, Take a little time to think…, Maybe there is another reason., I’m not
sure I understand..., Try telling me again., You mean you…, So, you were feeling upset and that’s why you…
3. Be comfortable with the emotional discomfort that frequently accompanies a child’s attempts at self-
understanding. Trust that the child would find the subject of him or herself interesting and that a deeper
connection with the child was being forged by the mutual attempt to understand and be understood.
“Behaviour is only the surface phenomenon. What matters is the person who behaves and why she or he
does so.”
4. Dissect appropriate behaviour, as opposed to inappropriate behaviour.
Here is a scenario between a teacher and student
T = Teacher. J = John
T: Can you tell me John, why you’re not sitting with the rest of us and waiting for the bus?
J: Because I don’t want to.
T: We know that “want” is a feelings word, so we know your feelings are saying, “Don’t sit with the others.”
Can you work out why your feelings would be saying that to you?
J: No.
T: Not easy I know but I would like to help you try. Would that be all right? (John, nods) A little while ago you
were sitting on the grass next to Emma. Do you remember? What were the two of you doing?
cont….
J: We were playing with her pony.
T: Her new one. She showed it to me this morning. It is another one for her collection of farm animals. It is a
present form her grandma and right now it is her favourite. Did you enjoy playing with it? (John, nods) So you
were enjoying yourself and enjoying being with Emma and now you are over here and looking upset and alone.
Something must have happened?
J: Lisa wanted to play with the pony and Emma gave it to her.
T: And this upset you? (John, nods) Did you want to play with the pony for longer? (John, nods) Did you ask Em-
ma if you could keep playing with it (John nods again) And?
J: She said, “No” and gave it to Lisa.
T: I can see why that might upset you but we must remember whose toy it is and have a little think about what
you might do if the toy was yours. (A pause) If it was yours, do you think it would be all right for you to take it
from one person and give to another?
J: (A little too quickly) Yes, but Emma snatched it from me and that’s rude.
T: Oh! Now, I’m a little confused. Are you upset because Emma gave the pony to Lisa or because she snatched
it from you?
J: (Thinking hard) Because she snatched it.
T: And even though you wanted to play with the pony for longer, you would have been all right giving it to Lisa
if Emma hadn’t snatched it? (John, nods) When someone snatches something from you it can make you think
they don’t care about you. And that can make you feel small and upset. Is that how you felt? (John, nods) And
is that why you walked away? (John, nods) Tell me, when you came over here were you hoping a teacher
would notice and come to speak to you, or were you hoping Emma would feel bad and give the pony back to
you. (John, thinks hard. A significant amount of time passes without John or the teacher saying anything. He is
obviously unsure.) It can be really hard to find the reasons why we do things but really important and good for
us to try. Thank you for thinking through this moment with me but now we must do what is safest for you and
the group as we wait for the bus. And that is for all of us to stay together. So, please give me one really good
reason, even if you are still upset, for joining the group?
J: It is safer.
T: And the reason that it is safer, please?
J: Because you and the other teachers know where everyone is and they are safe.
T: Correct. Now, who will you sit with when we get back to the group?
J: Emma and Lisa.
T: That’s interesting. Reasons, please?
J: Because Emma might let me play with her pony again. (John, thinks) She didn’t snatch it. I just said that be-
cause I didn’t like giving it back.
T: Thank you for telling me. You have just had a big blue poster moment and that makes you and all of us much
safer. It’s good to know why we do things isn’t it? (John, nods)
“Teach children to think, reason and analyse because in the course of daily living the question asked most
frequently is, what is the right thing to do? The answer invariably is, it depends.”
Reasons For The Things You Say And Do ….continued
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