In November we had our annual Speed Stacking Tournament. There were happy faces all round and lots of records set.
See if you are in theses pictures:
RESULTS: Congratualtions to all students
6 & Under: 3-3-3: 1st Sam 5.38; 2nd Scarlett 6.05 3rd Nathan 6.52; 4th Emma 7.14; 5th Ruby 7.57
3-6-3: 1st Scarlett 11.55; 2nd Sam 11.89; 3rd Max 12.29; 4th Erin 12.63
Cycle: 1st Scarlett 43.94; 2nd Max 1.07.36
8 and under: 3-3-3: 1st Mia 4.85; 2nd Hannah 4.95; 3rd Viviene 5.06; 4th Jordi 5.08; 5th Larissa 5.22
3-6-3: 1st Kirra 7.46 2nd Natalia 7.57; 3rd Gai 9.13 Daisy 9.29; Jennifer 9.59;
Cycle: 1st Kirra 23.21; 2nd Georgia 33.30; 3rd Mia 36.91; 4th Jennifer ; 39.17; 5th Natalia 42.08
10 and under:
3-3-3: 1st Riley 4.23; 2nd Bridie 4.69; 3rd Jamie 4.71; 4th Elisa 5.38; 5th Zac 5.77
3-6-3: 1st Bridie 5.59; 2nd Lachlan 6.09; 3rd Ashling 6.36; 4th Jacob 7.00; 5th Elisa 7.80
Cycle: 1st Ashling 19.16; 2nd Bridie 19.44; 3rd Jade 20.15; 4th Riley 20.28; 5th Lachlan 23.80
12 and under:
3-3-3: 1st Luke 3.08; 2nd Jonathon 3.29; 3rd Amber 3.43; 4th Tessa 3.78; 5th Adam 4.88
3-6-3: 1st Luke 3.92; 2nd Amber 4.90; 3rd Tessa 5.28; 4th Corinne 5.48; 5th Daniel 6.83
Cycle: 1st Luke 11.18; 2nd Jonathon 13.15; 3rd Gemma 15.23; 4th Jack 16.41; 5th Amber 17.56
School Champion: Luke
A handful of students have been competing at the Victorian School Sports Stacking Championships and have reached the Finals. Congratulations to Luke, Jonathon, Amber, Ashling, Bridie and Kirra, who are all now in the top 10 in the State. A fabulous effort!
A couple of weeks ago our positive ED teacher gave us a task to do random acts of kindness with the talent we have: some people had space and vision and some people had maths and logic, others had word, were a naturalist, or had people or body strengths.
Some of the actions were:
writing a story to give to neighbours to read, cleaning up neighbours’ yards, helping to clean the pigeon’s cage,
selling lemonade and lollies to raise money for St Vinneys, washing cars, giving skills clinics, helping Mrs Kaye,
making up a play and entertaining neighbours, singing and dancing for kids at
school, teaching maths to other students, doing surveys visiting a nursing
home, making an environmental magazine, a bird feeder, walking dogs, making and giving
away handmade pictures and book marks, cleaning parks and school yards, anti
bullying presentations, designing new playground areas, helping teachers, personal questionnaires, maths lessons
Chloe-Our action was to give away art pieces to make people happy. I felt happy to see the smiles on peoples faces when the received the art and it was really fun making the art.
AMBER – My action was to write a story to then share with my neighbours to encourage reading so that everyone loves it. I got feedback both positive and constructive to help my writing. I created a presentation which I then shared with my class and the story is on my personal blog “Amber the Enchanter”.
Tessa and Jamie- Our action was to make lolly bags and lemonade to sell out on the street. We made little cards saying have a nice day or enjoy the rest of your day, and gave them out to people when they bought something. If you want to hear more about our action, please check out our personal blogs
‘Tess’ Tremendous Notebook’
The glowing world of Jamie
Katherine and Corinne- Our action was to make corner bookmarks to give as a present to our classmates and expecting nothing in return, just to put a smile on their faces. This made us feel awesome! Also check out our blogs:
Mia-my action was walking people’s dogs with a friend and I really enjoyed putting smiles on people’s faces
Nick- my action is to be nicer to people and make a poster about bullying, I believe that when people receive compliments it makes them happy and feel good about themselves.
Rylee and Raquel – our action was to care for our families dogs. We went to the park walked around the block and had a good time.
Jonathan and Ivan- Our action was to teach the students of St Luke’s maths. If the students needed help to catch up on their work, or if they just wanted to get ahead of their class, they would come to us.
Make someone happy today by doing a Random Act of Kindness
The Middles have been talking about ways to manage their feelings. They have been revisiting ways to make themselves calm down so they don’t let their feelings get out of control and hurt themselves or anybody else. They each made a poster so they could share their knowledge with others.
How do YOU calm yourself down??
ALL feelings are OK as long as WHAT we DO with them doesn’t hurt or harm anybody else or get us into trouble.
All levels have been talking about feelings and these are some of their responses:
Your body will give you signs if you are getting upset, angry, annoyed, anxious or even over excited eg. headaches, shaking, a sore throat, can’t sleep, blushing, sweating, 100% overheated, frowning, butterflies in tummy, pounding heart, shaky voice, dry mouth, feel sick, need to go to the toilet, etc and you FEEL like you want to: explode like a volcano, run around, punch something, be silly and noisy, be a bad person, boss someone, squeeze something, sleep, kick something, run away, break something, push, swear, jump, have my own time and space, scream, tell someone, punching something, rip something….
You will need to STOP and THINK .
Will my actions hurt anyone? Will they calm me down or make it worse? What SHOULD I do?
Calming yourself down is the best way to go BEFORE doing anything that may cause harm. Take deep breathes, count to ten, tell the person, ‘Stop, I don’t like it.’, walk away, talk to someone in your support team, meditate, go outside, go to somewhere quiet, to your peaceful place, do something active, hit a punching bag or your pillow, jump on the trampoline, read, lie down, listen to music …… THEN your mind will be clearer to make GOOD decisions about what you should do.
How will other people behave towards you if you are not the BOSS of your FEELINGS?
(annoyed, scared of you, angry, tease you, not want to be your friend, ignore you, not respect you, upset with you, frustrated, they will think you are not worthy, unfriendly, they will boss you around, irritated, agitated, follow you, call you names, won’t trust you …)
How will YOU feel about yourself?
(alone, unhappy, sad, mad, depressed, stressed, tired, bad, stupid, bored, frustrated, angry, moody, weird, hate yourself, not responsible, …)
So… WHO is the BOSS?
YOU or your FEELINGS??
EVERYONE of us NEEDS a SUPPORT TEAM.
A ‘Support Team’ should have at least 5 people in it.
They should be reliable adults who can listen and help with problems.
We need a Support Team of at least 5 so that if one is not available, or you don’t feel comfortable talking to one of those people about a certain problem, you can turn to another.
Some things you should talk to someone in your Support Team about are:
# Bullying # Feelings # Friendship problems # Learning problems etc
Many of the children have named: mum, dad, grandparents, aunties, uncles, older siblings, older cousins, family friends…..
ENCOURAGE your children to TALK about their problems, or anything that is bothering them.
10 phrases you hear in resilient families: are you using them? By MICHAEL GROSE
Michael Grose explains how children and adults in resilient families tune into each other’s needs, choosing situation-specific language, rather than simply regurgitating generalised ‘feel good’ or ‘get on with it’ platitudes.
Resilient families develop their own words and phrases to help each other get through the inevitable tough times that each person experiences. The language of resilience generally refers to coping strategies such as empathy, humour and acceptance.
Here are 10 examples of the language of resilience, the coping skills each reflects and the types of situations in which they are applicable.
1. “Come on, laugh it off”
Good for: Kids who experience disappointment, failure and even loss.
Humour is a great coping strategy and a powerful tool for resilience as it heightens feelings of control. Some children and young people will naturally crack jokes or make fun of seemingly serious situations. This is a fantastic way to release stress and handle feelings of helplessness. As a parent you may need to lighten up tense situations by introducing humour of your own, which is something that many dads do really well.
2. “Don’t let this spoil everything”
Strategy: Containing thinking
Good for: Kids who feel overwhelmed; kids who experience rejection; perfectionists.
The ability to compartmentalise bad events and keep them from affecting all areas of life is a powerful coping skill. Sportspeople, politicians and others who work in the public arena need to be adept at it. When something unpleasant happens during recess, for example, kids need to park their thinking about that event so they can get on with the rest of the day. The ability to compartmentalise thinking is a fantastic life skill kids can learn within their family.
3. “Let’s take a break”
Good for: Kids experiencing stressful situations; kids who think too much; kids with busy lives.
When kids are troubled by events or spend too much time brooding, it helps to do something to get their minds off things for a time. Playing games, spending time together, watching some TV, going out – are all good distracters for worried, anxious or stressed kids. Self-distraction is healthy, providing some welcome perspective. It also prevents kids from replaying awful experiences in their heads, blowing them out of proportion.
4. “Who have you spoken to about this?”
Strategy: Seeking help
Good for: Kids who experience bullying and social problems; handling all types of personal worries.
Resilient people seek solace in the company of others when they experience difficulty. That’s why social connection is such a strong preventative strategy for young people. The promotion of help-seeking behaviours is one of the best coping strategies of all. Even if kids don’t overtly talk about what’s bothering them, it can be immensely reassuring to spend time around others who are empathetic, understanding and willing to listen and help.
5. “I know it looks bad now but you will get through this”
Strategy: Offering hope
Good for: Kids experiencing loss, bullying, change or extreme disappointment.
There are times when parents can do nothing else but keep their children’s chins up and encourage them when life doesn’t go their way. Being the ‘hope’ person can be hard work, that’s why parents need to be supported by resilient people and workplaces, too. It helps to be mindful that a child or young person’s resilience is nurtured by the presence of at least one supportive adult. You may have to be that person.
6. “What can you learn from this so it doesn’t happen next time?”
Strategy: Positive reframing
Good for: Kids who make mistakes, let others down or experience personal disappointment.
One of the common attributes of optimistic people is their ability to find a learning, or look for a message, in difficult or negative situations. Parents can help kids reframe events to help them see things differently. For instance, rather than regarding a public speaking opportunity as problematic and a chance to look foolish it’s better to reframe it as a challenge and a chance to shine. It also helps when parents model reframing so kids see you changing how you view seemingly negative or worrying situations.
7. “Don’t worry – relax and see what happens!”
Good for: Kids who worry about exams or performing poorly in any endeavour; pessimists.
If you’ve ever been driving to an important event only to be stuck in traffic then you would know that there are some situations you just can’t control. The only way to cope is to accept what’s happening because worrying and fretting won’t get you anywhere. Similarly, parents with a resilience mindset can help kids understand what’s worth worrying about and what’s not, and that some things won’t change no matter how much kids fret or beat themselves up!
8. “This isn’t the end of the world”
Strategy: Maintaining perspective
Good for: Kids who catastrophise or blow things out of proportion.
While most of us catastrophise at times, jumping to the worst possible conclusion, it is a habit that only exaggerates anxiety. When kids constantly think the worst case scenario, challenge their views. “Yes, you could end up not knowing anyone at camp but you won’t be the only one. Besides you’ll probably end up making new friends like you generally do.”
9. “You could be right. But have you thought about … ”
Strategy: Flexible thinking
Good for: Kids who catastrophise; experience extreme feelings; who exaggerate.
Many children and young people talk in extremes – ‘awesome’, ‘the best’, ‘the worst’ and ‘gross’ roll off their tongues easily these days. Unfortunately, their extreme language leads to extreme emotional responses. Develop the habit of winding back their language by introducing shades of grey, rather than black and white. Replace “I’m furious” with “I’m annoyed”. “It’s an absolute disaster” with “It’s a pain”. “I can’t stand it” with “I don’t like it”. Realistic language leads to realistic thinking, which helps kids handle many ordinary situations that they have blown out of proportion.
10. “What can we do about this?”
Strategy: Taking action
Good for: Kids who mope; who experience disappointment; who feel inadequate.
Kids can sometimes feel overwhelmed by events such as constant failure, constant rejection or always narrowly missing being picked for a team. They can be overwhelmed by feelings of inadequacy and helplessness. Action is often the best remedy. Help them take the first step forward. Set some goals. Make some plans. Identify the first step and hold their hand while they take it. Taking action is a quality shared by resilient communities, organisations and individuals.
Bring resilience into your everyday language
Resilient parents focus on building children’s and young people’s strengths for the future, while helping them cope with the present difficulties and challenges they experience.
The key to promoting resilience lies in the language that parents use. My challenge for parents is to make resilience an integral part of your family’s proprietary language. You’ll know you have succeeded if your children as adults remind you, when they hear any complaints or whinges from you in your dotage, to ‘hang in there’, ‘this too will pass’ and ‘find the funny side’. Granted they may be phrases you don’t want to hear, but at least you know that you’ve drummed into your kids some important core messages that have stayed for life.
The students were asked to come up with a positive comment from any topic during the year. Watch the videos from each class to see the complete set, or read these few samples:
If you are feeling sad, you can do meditation. Eva E
Stop Bullying. If someone is hurting you do not hurt them back. Luke
The Pizza Massage is nice and calming. Jade
Play fairly or you’ll end up with a disaster. Zach
If you stick up for yourself you will become stronger. Brandon C
If everything was easy, no one would succeed, keep trying. Ruby
You’re not being yourself if you act like someone else. Amelia
Follow what you love, do it and be proud. Ciaran
If something goes wrong, think to yourself, ‘This is OK, what can I do to fix this problem, and how can I make it better for others?’ Madison H
Friends are good, bullies are bad, make them friends then it won’t be so bad. Ryan
Be original. Life is like a map; take different turns in life, to find success, don’t let anyone choose your direction. Fintan
The mind is everything. What you think is what you become. James B
Success doesn’t just come, it’s achieved. Conor
Believe in yourself, no one can change who you are. Carley
WHAT WAS POSITIVE ABOUT YOUR YEAR??
We have been looking at how we automatically react to different situations, and wondering if we are doing the right thing?
Children learn by example- which Toolbox do WE use? Can we change and learn together?
Which Toolbox do you naturally go to first? (These are inspired by Lindy Peterson’s STOP DO THINK program in Hawker and Brownlows’ Cognitive Bahavioural Training)
The AGGRO Toolbox: Kicking, screaming, yelling, hitting, swearing, punching, slapping, shouting.
When you use these tools you usually get angrier and so do those around you. So is it a good choice??
The WEAK Toolbox: crying, sulking, complaining, dobbing, whining.
When you use these tools, it doesn’t help the problem go away, and you will still feel bad.
The COOL Toolbox: Look at the person, talk about the problem, say ‘I don’t like it when…’ (in an assertive NOT passive or aggressive way), ignore it or walk away, make a deal, ‘Ok, you can do that for a while if I can…’
When you use these tools, they can start to FIX the problem. You choose to start thinking, and once you do you will find there are many, many ways to solve the problems.
Always try and think of at least 3 ways to solve your problems and use the best way. Soon you’ll be able to think of hundreds of ways to solve things. Be great inventors and problem solvers!!
The world will be a better place if we ALL use the COOL Toolbox most of the time. If you forget and use the wrong tools, say SORRY and then try the right tools!!
Which Toolbox will you reach for next time there is a problem?
During the Seniors research, one group came up with this rap as part of their presentation. We can all help STOP Cyber Bullying.
Racism- every person can make a difference. Stand up for your rights, don’t let people around you get away with racist remarks.
Take deep breaths to calm down.
Close your eyes and go to your peaceful place.
Self- Soothe- Do something you like- read, skip, run, lie down…..
play the piano, the computer, X-Box, iPad, footy, soccer, tennis……
go outside, sew, ride a bike….
Whatever calms you down and makes you feel happy.