King Island District High School

5 Ways to discipline children without smacking.

2006-11-29T16:20:00.000+11:00

by Michael Grose

The issue of smacking as a discipline method has reared its head once more. Recently, Channel’s 9’s 60 Minutes showed a segment on smacking claiming that 3 in 4 Australian parents hit their kids to keep them in line.

As I have stated in my blog I am quite surprised by this high proportion of parents who still lay claim to using smacking as a discipline measure. Sure, there isn’t a parent around who hasn’t felt like smacking when they are on the receiving end of their children’s poor, challenging or uncooperative behaviour. We have all experienced such anger and frustration but to actually lay claim to smacking being a legitimate discipline tool is a very different thing.

My advice is to leave smacking out of your discipline toolkit. Smacking usually involves a lack of skill. Look for alternative skills that you can use. Practise the alternatives in low stress situations so that when you are under stress (when we are under stress we tend to revert to our lowest levels of skill), you will respond differently.

Here are five alternatives to use rather than smacking:

Avoid the first impulse: Often your first impulsive reaction will actually encourage a poor behaviour to continue. Do something different or out of left-field. Sometimes kids will behave poorly to test you out, to gain a little attention or just to show you that you can’t make them do anything they don’t want to do. When we respond impulsively we often reinforce their goals.

Take a break yourself: Sometimes it is better to leave a situation temporarily if you feel you are about to break. Make sure children are safe and take a break for a time to regain some perspective. Find a place in your house, such as the bathroom, where you can have some space or even go outside where children’s poor behaviour never seems as bad.

The thinking spot: There are times when children need to be given the opportunity to reflect on their poor behaviour. Every house needs a ‘thinking spot’, that is a place where children can go to think about what they have done and how their behaviour may affect others. The ‘thinking spot’ doesn’t have to be in a bedroom – it can be a chair or a step in a public space. The key is to establish ‘the thinking space’ concept when everyone is calm, not at the point of anger.

Consequential learning: When kids are less than perfect we need to move into action rather then verbal mode but the action doesn’t have to be a smack. Let kids experience the consequences of their actions so babies who kick their legs on the change table can be quickly removed rather than smacked. Toddlers who play jack-in-the-box in the bath can be taken out of the bath. Young children who refuse to clean away their toys can have them removed by the ‘silent maid’ for a day or two. Kids who throw tantrums will learn that their parents will disappear. Let consequences do their magic rather than physical force.

Ignore some of the poor stuff and catch them being good: Parenting young children is not dissimilar to training a young puppy where you need to ignore much of their poor behaviour while praising the good stuff. If you do ignore poor behaviour (and some of it you cannot ignore) then you really need to withdraw your attention and place it elsewhere. Then you must become really expert at catching kids doing the right thing and reflect back to them verbally (tell them what they have done well), visually(smile and let your face light up) and physically (a pat on the back or a hug will always amplify praise) what they have done well.

From my perspective those parents who rely on smacking usually lack the skills and tools to deal with children when their behaviour is less than perfect. The good part is that skills can easily be learned. Adults, like children, can learn new behaviours and skills to help them become better, more effective parents.

Swearing

2006-11-21T13:24:00.000+11:00

In the staff meeting this week the subject of swearing was raised. Some staff expressed their concerns about the excessive swearing heard from the students in school.

One problem is that many children are exposed to swearing in all other walks of life so it seems perfectly natural for them to swear at school. The way in which teachers try to clarify the reason for not swearing in school is that different rules apply in different environments. A popular example is that you wouldn’t follow cricket rules when playing footy.

I can’t think of anyone who enjoys hearing children swear but I think that we can all do our part to moderate our language at all times, especially when children are around.
The definition on www.cyh.com is

“Swearing is a way of speaking that some people use to express their feelings of anger, annoyance, and frustration or when they want to hurt someone else's feelings. Sometimes people swear because they think it is smart or funny.”

I personally feel that the swearing which becomes problematic on King Island doesn’t fall into any of these categories as people tend to swear in a very matter of fact way, neither to express anger nor to be funny. Very few people would condemn someone for swearing if they were in great pain or to illustrate a joke or a story but on King Island many people swear repeatedly to describe every day occurrences. I don’t think I need to illustrate this point as we have all heard it, either at the footy, down the pub or elsewhere.

Children tend to acquire language by listening to their parents so it would be foolhardy to expect them to filter out the profanities that punctuate our language. Add to that the masculine connotations of swearing and the desire of many children to be able to shock then it is no wonder that swearing seeps into so many aspects of our lives.

Lastly, I read a very interesting article on the internet which suggests that,

“Poor swearing is one reason why many Australians are unable to think constructively”.

This sounds bit extreme but I would recommend the article to anyone who is interested in the reasons for and consequences of swearing.

Religous Education

2006-11-21T13:22:00.000+11:00

Last week I was asked what the school policy is with regard to religious education. My first response was to assume that it was integrated into the rest of the curriculum along with other ‘traditional’ subject areas such as geography and history.

For example, a study of the Holocaust would obviously encompass history, could include geography by studying which areas of Europe were affected and could also encompass religious education by studying the tenets of Judaism.

Having checked the Department of Education policy it now appears to be quite clear.
“Tasmanian government schools are secular, with religious instruction not being part of the school curriculum”.

This is quite unequivocal and suggests that the department has decided not to include any religious instruction in any state school.

My personal opinion is that this is a good thing but it would be understandable if those of a religious persuasion felt that children were missing out.

Presumably, if you wanted your children to receive religious instruction you would take them to a place of worship where they would learn about which ever religion you subscribed to but there has long been a school of thought that some sort of spiritual education is missing from schools.

There is a provision in the departmental policy for religious groups to apply to the Department of Education for the right to visit schools and provide religious instruction but parents must provide consent and all applicants, regardless of religious persuasion, must be treated equitably.

This all sounds pretty sensible to me but if you have a differing view then please let me know.

Apple Slinkies

2006-10-31T12:15:00.000+11:00

Apple Slinkies
If you’ve recently found yourself besieged by children begging you for apples you’ll be relived to know they aren’t making cider but are enthralled by a new device purchased for the school by Mrs. Roberts.
The Hillmark Apple Peeler/Corer/Slicer is an ingenious device which (unsurprisingly) peels, cores and slices the apple which ends up looking like a slinkie or a spring.
The queues of kids waiting to have their apples transformed at recess and lunch has been quite incredible and gives a lie to the fact that kids don’t like fruit. As the Hillmark website states, “Rumour has it that apples taste better” once they’ve been sliced.
Kids are generally encouraged not to have the apples peeled as there is so much roughage and nutrition in the skin but they still love the slinky shape.
I only pass this information on as it has made staff at the school realize that kids do like fruit and probably other nutritionally beneficial foods but they need to have them presented in a fun or interesting way.
Next week your kids will be able to select their favourite character from the The Simpsons and Miss Street will whittle banana’s into their very likeness with her swiss army knife.

Understanding Tantrums

2006-10-31T12:14:00.000+11:00

by Michael Grose
Tantrums are common in us all. They vary in nature and intensity. Adults often sulk when they don’t get their own way. Sulking is a silent temper tantrum. Kids’ tantrums are usually more noisy than the adult version and can be more disturbing as they can involve objects being moved or thrown and even people being hit.
Tantrums are also energising as they are accompanied by a release of adrenaline so they can go on and on. Next time you feel a little lethargic throw a tantrum and you’ll see how energised you have become!
There are two types of tantrums.
The first type is a frustration tantrum, which young children often throw when they can’t do or say what they want. Adolescents also throw them when life doesn’t go their way. Frustration tantrums need to be contained so a hug or giving some space to let them take their course maybe best.
The second type is a control tantrum. These types are a form of emotional blackmail that is very effective in achieving children’s objectives. Control tantrums require an audience – the bigger the better, so supermarkets and other public places make great places where children can throw a ‘wobbly’. Children may throw a tantrum in their bedrooms, too, but they are always loud enough for parents to hear. Control tantrums are used by children of all ages to get what they want or to demonstrate their disapproval over a changed situation.
Taming control tantrums
Be firm and refuse to be blackmailed by your children’s outbursts. Giving in sends a message that tantrums work if children cry loud and long enough. If a child makes a mess or becomes destructive he or she can clean up the mess or make some type of restitution later.
When a tantrum begins, move away. Don’t try and reason with a child in the middle of a tantrum. You can talk until your face drops off and it will have no effect until they have calmed down. Go into another room or even outside. If the tantrum is in public, either move away (still close enough for supervision) or quietly remove him or her from the scene. Refuse to be around or even cooperate with a tantrum-thrower.
Following a tantrum, talk about better ways that your child could act to get his or her needs met. Rehearse what they could do next time, even practising what they could say. This type of behaviour rehearsal can be very effective in teaching children more appropriate ways to get attention.
If possible, get on top of tantrums before they begin. As soon as you see the first sign of a ‘wobbly’, act to prevent it.
Provide a safe alternative for children who want to display their anger. Exercise, hitting a ball or even quiet relaxation can help dissipate anger if this is a problem. Talk about these safe alternatives with your child.
You cannot stop children from displaying their anger but you can, however, control your own reactions. By remaining calm and refusing to give in to temper tantrums, you are sending a powerful message: ‘I won’t be blackmailed by such behaviour. I shall respond positively to you when you calm down.’
Of course, you can take the left-field approach that I saw one mother take when her four year old threw one heck of tantrum in a supermarket when she wouldn’t put a certain foodstuff in the trolley. She joined him on the floor with arms flailing and a full-on howl. The little fella’ was off the floor and quiet in a flash. Either he got one heck of a shock that his mother would behave so childishly or he got an inkling of how looked and didn’t like what he saw.
ConclusionDealing with behaviours such as tantrums is obviously challenging. However it becomes easier when you have an understanding of why they happen and a range of strategies to call on when they occur.

Prejudice In Kids

2006-10-31T12:13:00.000+11:00

Last week I said that I was going to write about an article on Today Tonight concerned with kids adopting prejudices. I searched for more information on the internet but couldn’t find anything so I tried the other “news” magazine show, A Current Affair and found the story there.

What was surprising was that my search parameters were ‘A Current Affair’ and ‘Prejudice’ which did lead me to the story but also highlighted a number of articles suggesting that A Current Affair was reporting on a prejudice which it was also accused of propagating.

Back to the story. A University in Sydney interviewed a group of young children about a series of photographs and asked their opinions on the people shown. For example they had a photo of three men, Chinese, white Western and Arabic and asked for their opinion on them. The Arab was assumed to be a criminal of some sort and was deemed untrustworthy, the Chinese man worked in a takeaway and the white Westerner was considered to be nice and to have a good job.

The fact was that they were all bankers but the answers revealed prejudices which are commonly adopted and which we are all likely to hold despite our best efforts.

Another survey carried out in Victoria earlier this year showed that pupils had largely negative opinions about Moslems. For example two out of five students felt that Moslems were unclean and the majority of those asked believed that Moslems were terrorists.

Victoria is much more multicultural so it may seem to be a more important issue than on King Island but I would hope that most parents would want their children to form their own opinions about ‘different’ people without inheriting the prejudices of the society around them.

My second point was that I was surprised to see a show like A Current Affair highlighting the negativity of such prejudices when it seems to me that they only encourage it. Anyone who has seen the hilarious analysis of the news content of such shows on The Chasers War On Everything will be aware of the narrow focus of such shows. I don’t make a habit of watching them but I’d be surprised if there were many good news stories featuring Moslems, Arabs or any other minority you care to mention.

Praise With Impact

2006-10-31T12:11:00.000+11:00

Praise With Impact by Michael Grose

Praising and encouraging kids can be difficult for many people. It just doesn’t come naturally. They are hard-wired for criticism rather than praise.
Some children, particularly boys, feel awkward receiving praise unless it is done carefully. It can be misconstrued as being manipulative and not genuine, particularly when it is simply a throw-away line. Praise can become meaningless for some kids unless it is done with a little thought and care.

There are three types of praise that have positive impact on children’s (as well as adults’) behaviour and self-esteem.

1. Descriptive praise: Throw a spotlight on the behaviours that kids do well. Rather than a trite ‘well done’ draw a word picture of what they did well and let them know its impact. Tell them what you see and how you feel. “Wow. You have tidied the room really well and put everything back where it should be. It’s a pleasure to come into the living room.” Such comments genuinely made become stored in their bank of skills and builds up their confidence.
Private praise is more effective than public praise for boys as they can become embarrassed being praised in front of their friends or relatives.
Use for: keeping house rules, changing poor behaviour (when combined with ignoring some of their poor behaviour)

2. Summary praise: Give your child a positive label to live up to by summing up their positive behaviours with one word. “You really worked hard to finish your project. That’s what I call
persistence.” “You cleaned up the kitchen without being told. You are a self-starter.” Persistence and self-starter become part of your children’s ICRS (Internal \nCharacter Reference System). \n Use for: kids who lack confidence, kids of all ages but particularly those under 10 as they really use parents as reference points\n 3. Self-praise: Praise is always bit more powerful when it comes from yourself so allow children to brag a little. “I did that well.” “I am really pleased with the way I did that.” “I did the best I could.” “I love the art I did at school today.” Teaching kids to self-praise can be a little tricky but you can start by asking them how they feel about their efforts. When you use descriptive feedback you\nactually show kids how to self-praise.\n Some kids need to be cued regarding self-praise -“Are you pleased with yourself because you tried your best in the game?” Encourage them to say they are pleased with themselves rather than just agree with you. This gets them in the habit of self-praise.\n Use for: kids who always want your reassurance, use for children’s efforts rather than behaviour\n There are plenty of people in your child’s life who are critical of them – including their peers and maybe siblings. It is a parent’s job to tell kids what is right about them, so spend a little time telling kids what you see and feel when they do something well. Make up positive labels that they can add to their Internal Character Reference Systems and encourage them to brag a little when they have done something well. \n \n \n Public seminars: Confidence and Discipline (28th October, Sydney) and Siblings (14th October, Melbourne)",1]
persistence.” “You cleaned up the kitchen without being told. You are a self-starter.” Persistence and self-starter become part of your children’s ICRS (Internal Character Reference System). Use for: kids who lack confidence, kids of all ages but particularly those under 10 as they really use parents as reference points

3. Self-praise: Praise is always bit more powerful when it comes from yourself so allow children to brag a little. “I did that well.” “I am really pleased with the way I did that.” “I did the best I could.” “I love the art I did at school today.” Teaching kids to self-praise can be a little tricky but you can start by asking them how they feel about their efforts. When you use descriptive feedback you actually show kids how to self-praise.
Some kids need to be cued regarding self-praise -“Are you pleased with yourself because you tried your best in the game?” Encourage them to say they are pleased with themselves rather than just agree with you. This gets them in the habit of self-praise.
Use for: kids who always want your reassurance, use for children’s efforts rather than behaviour
There are plenty of people in your child’s life who are critical of them – including their peers and maybe siblings. It is a parent’s job to tell kids what is right about them, so spend a little time telling kids what you see and feel when they do something well. Make up positive labels that they can add to their Internal Character Reference Systems and encourage them to brag a little when they have done something well.

G Rated Kids

2006-10-31T12:08:00.000+11:00

Raising G-Rated Kids In An R-Rated World by Michael Grose

Effective parenting involves good character development- that is, raising kids who have a sense of ‘other’ rather than a sense of entitlement. It also means raising kids with a moral compass that helps them work out right from wrong. Kids usually pick up this moral compass from their parents however parental influence is easily diluted by the huge array of messages from they hear from the media, music, peers and the Internet.

Kids today are exposed to too much adult-oriented content too early. In some ways today’s children remind me of slum children in Victorian England, who saw too much but experienced very little. Today’s kids are exposed to too much in terms of adult content and concepts that they may not understand and they don’t have enough positive developmental experiences that involve all their senses(however this is a topic for another day).

The following three simple processes will provide the means for you help develop a moral compass in your children and ensure that you stay in the game as your kids move into adolescence.

Televisions and Internet-connected computers in a public place in your home. With the average Australian family owning more than two television sets increasingly televisions are in children’s bedrooms. This not only limits your supervision and monitoring options but removes the chance for the children to easily speak to you regarding content that they are not sure about. Ditto with Internet-connected computers. Search engine giant Yahoo! advises parents\nto place computers in public spaces in the family home so kids have easy access to parents while they are online.

Have regular meals together. Sounds deceptively simple but mealtimes are tremendous opportunities for parents and children to talk. Let your kids be heard but also be heard yourself. The free interchange of ideas and information that a vibrant meal-time provides is one of the best forms of adult/child/young person interaction there is. That is not to say every mealtime will be provide opportunities for brilliant conversations. However even if the conversation\nflows once in every three mealtimes that is a great hit rate- and better than non at all.

Read good literature to children. Good children’s books and novels generally have messages that revolve around a diverse array of positive values such as tolerance, persistence and courage. Just ten minutes a night spent reading to your children will help them develop a love of reading, but also expose them to ideas that are generally constructed with the relevant age group in mind. Kids are hard-wired to learn from story so expose your kids to good ideas through the written word. The best interactions with kids happen when no one is working at them. However, in this noisy world parents need to be proactive and make sure they engineer situations where they can maximise their well-intentioned influence on the children they are raising. Lecturing and moralising doesn’t work these days with kids, but influence certainly does.",1]

The following three simple processes will provide the means for you help develop a moral compass in your children and ensure that you stay in the game as your kids move into adolescence.
Place televisions and Internet-connected computers in a public place in your home. With the average Australian family owning more than two television sets increasingly televisions are in children’s bedrooms. This not only limits your supervision and monitoring options but removes the chance for the children to easily speak to you regarding content that they are not sure about. Ditto with Internet-connected computers. Search engine giant Yahoo! advises parents to place computers in public spaces in the family home so kids have easy access to parents while they are online.
Have regular meals together. Sounds deceptively simple but mealtimes are tremendous opportunities for parents and children to talk. Let your kids be heard but also be heard yourself. The free interchange of ideas and information that a vibrant meal-time provides is one of the best forms of adult/child/young person interaction there is. That is not to say every mealtime will be provide opportunities for brilliant conversations. However even if the conversation flows once in every three mealtimes that is a great hit rate- and better than non at all.
Read good literature to children. Good children’s books and novels generally have messages that revolve around a diverse array of positive values such as tolerance, persistence and courage. Just ten minutes a night spent reading to your children will help them develop a love of reading, but also expose them to ideas that are generally constructed with the relevant age group in mind. Kids are hard-wired to learn from story so expose your kids to good ideas through the written word.
The best interactions with kids happen when no one is working at them. However, in this noisy world parents need to be proactive and make sure they engineer situations where they can maximise their well-intentioned influence on the children they are raising. Lecturing and moralising doesn’t work these days with kids, but influence certainly does. Show through night fears, bad dreams or saying things like, "Am I going to die?"

Celebrity Death

2006-10-31T12:05:00.000+11:00

Talking To Kids About Celebrity Deaths – Michael Grose

The recent deaths of celebrities Steve Irwin and Peter Brock, combined with the 5th anniversary of September 11 means that news services are full of bad news and also some disturbing images. It can make for a heavy atmosphere at home and also for a scary world for young eyes.Young children often have trouble processing information that they see and hear via the media so exposure may need to be limited or at least vetted. The repetition of images and news stories can distort reality for kids and be emotionally draining. Kids often mix up their timing and geography. Everything is here and now for young children. One death can become many deaths as it dredged up in the news again and again. I feel the September 11 news is different in some ways to the deaths of Irwin and Brock so let's focus on those.The widespread impact of the death of Steve Irwin has been surprising. His death has affected adults and kids alike. He was certainly one of those larger than life, charismatic characters who was popular with children. He was real-life adventurer who was not supposed to die. So does his death change anything for kids or affect their world-view? Is it like Santa Claus dying or the Easter Bunny dying? I am not sure. I do know that such deaths offer opportunities and challenges for parents. As kids are mainly urbanites they don't see death as part of the circle of life as perhaps kids who grow up on farms do. Your job is to help kids deal with death. Talk about it but don't dwell on it. Take your cue from your kids. You know them best and this will help you know them better. Allow then to mourn it and let them know it is okay to be sad. As a community we don't do sadness all that well. If we don't acknowledge sadness then it often comes out as anger or even fear. Kids often want to do something to express their sadness. That's why they like to write cards, draw pictures, make coffins and bury their pets (just as they like to sleep with the light on when they are scared) and so on. Perhaps you can give your kids the chance to write a note or draw a picture and send it off to Steve Irwin's Australia Zoo - help them find the address. Activity helps them deal with grief.Reassure kids that Irwin's and Brock's deaths were one-off events but be realistic about them. Yes people do die but the death happened to Brock and Irwin because both were involved in high risk activities. Let them know that it may not necessarily happen to them, their father, mother or anyone else close to them. Kids may be scared because an indestructible icon has died. They weren't supposed to die. Of course, they are not indestructible. They are human like the rest of us. Kids can cope with death if handled well. They generally move on quickly but be sensitive to the fact that it may affect them just a little and can show through night fears, bad dreams or saying things like, "Am I going to die?"

Sex Education

2006-08-28T16:36:00.000+10:00

I was recently asked about the school’s policy with regard to sex education and as I didn’t know I thought I should find out.

Sex education falls under the banner of Personal Futures in the new Essential Learnings curriculum and is dealt with in the classroom between Kinder and Grade 6. This means that information with regard to the human body, personal safety and so on will be rolled up with other topics and dealt with either when they arise or if it is deemed necessary to address them.

Once students enter Grade 7 they receive specialised instruction from Jenny Garnsey who is a Youth Health Worker and visits the island especially to provide this type of training.

Parents are informed of forthcoming sessions and if they would prefer their child not to take part then they can choose to opt out.

School Uniforms

2006-08-28T16:35:00.000+10:00

A couple of parents have asked me again about the school policy with regard to school uniforms. This is obviously an issue which concerns parents as I have been asked about this on several occasions over the past year.

The school policy is that all children should wear a uniform to school. There is general agreement that the wearing of uniforms helps to create an atmosphere which is conducive to hard work and provides fewer distractions.

It is also felt that school uniforms are something of a ‘leveler’ as they tend to blur the lines between the fashion conscious kids with more money to spend on clothes and those who either can’t be bothered or can’t afford the branded clothes.

The problem, if there is one, is that the school is in effect powerless to enforce the rules regarding uniforms. As long as students are dressed appropriately there is nothing a teacher can do if students (or their parents) decide that blue really doesn’t suit their skin tone.

What the school can do and perhaps should do more is to encourage the wearing of uniforms by praising kids who are wearing them. I have heard that previously there was some sort of inter-class competition to see which class had the most kids wearing uniform but this seems to have fallen by the wayside.

Next term the school will be making a renewed effort with regard to the wearing of school uniforms and next week’s newsletter will contain details of a new competition which it is hoped will have a positive effect.

If you have any comments on this or any questions then please contact either school or write to school.liaison@gmail.com

Next Week – Sex Education.

Teach Children To Persist - Michael Grose

2006-08-28T16:33:00.000+10:00

“Persistence and patience have a magical effect before which difficulties disappear and obstacles vanish.” John Quincy Adams
The ability to persist at a task and see it through to the end is one of the most important success attributes that you can develop in a child.

There are numerous times every day when children must persist rather than give in. A toddler learning to tie shoelaces must persist. A primary aged student must show determination to finish tasks and a secondary student needs to work through difficulties particularly those he doesn’t understand or complete right away.

They need to be able to persist when work gets hard or life gets tough. They need the ‘stickability’ to work through difficulties and hang in there when things don’t go their way.
Some children are more naturally predisposed to persist than others. They have a determined, even competitive streak in their temperament that doesn’t allow them to give in. These children and young people can drive themselves very hard to succeed.

The results of the Australian Temperament Project show that persistence is the one temperamental factor that can be improved over time. Parents and teachers can develop persistence in children and also impede its development by making life too easy for children so that they don’t have opportunities to persist or hang in there.

Parents can promote persistence by encouraging their children to keep going and not give in at the slightest hurdle or difficulty.

Parents can be a sounding board for children’s gripes but they should show confidence in their ability to cope and get through their difficulties. “You can do it” is far more powerful in terms of promoting an attitude of persistence than “If it is a little too hard then try something else.”

Let children know that there is a correlation between effort and success. In fact, they need to learn that by GIVING EFFORT they will more then likely experience more success. The ability to persist in the face of difficulties maybe an old-fashioned quality but it is one of the best success attributes that children will ever develop.

Here are four practical strategies you can use to promote a sense of persistence in your children:

1. Develop a vocabulary for persistence. Words like “Hang tough”, “Work Hard” and “Hang in there” can become part of their every day vocabulary.
2. Point out to children when they stick at a task. Let them see when they have been persistent and that persistence generally pays off.
3. Help children to remember times when they experienced success by HANGING IN when they were younger.
4. Talk about HARD WORK with your children. They need to understand that to be successful they need to do things that are NOT fun or easy. While it would be good if all work and learning was fun, in reality, this is not always the case.

If you have any comments on this or any questions then please contact either school or write to school.liaison@gmail.com

Secrets To Superior Language Development

2006-08-28T16:23:00.000+10:00

I know that this will be the third week in a row that I’ve used Michael Grose’s articles but I thought that this one was particularly interesting. If anyone else finds them interesting then please let me know and I’ll pass on the details so that you can subscribe to his newsletter.

Secrets To Superior Language Development
by Michael Grose

Some children have a language head start on their peers because they grow up in a language-rich environment. Gender plays its part in early language development as girls’ brains are more attuned to language development than boys. However the amount and nature of language children are exposed to far outweigh the significance of gender.

The sheer amount of talk addressed directly to a child makes a huge difference. One American study found that children heard an average of 600 words an hour spoken to them. However, a small percentage of children are exposed to 1,200 words an hour. This makes a startling difference resulting in larger, faster-growing vocabularies as well as significantly higher verbal IQ scores.

The key is directing language at children rather than children overhearing language on TV or parent conversations.

Although the first six or seven years of life are a critical period for language, this period only declines gradually. Children of all ages can benefit from increased language stimulation – less TV, more conversation and reading.

Here are some strategies you can use to enhance language development for children:
1. From an early age give names or labels to any objects, actions or people that attract your child’s attention.
2. Use a variety of adjectives (big, huge, gigantic), adverbs (fast, speedy, quickly), prepositions (in, inside, out) rather than just use nouns and verbs.
3. Use lots of repetition, repeating nursery rhymes when young.
4. With older children engage in constructional language rather than instructional language. Constructional language revolves around what, where and who questions. To go to a deeper level of thinking ask why, how and which questions.
5. Follow your children’s words with questions and discussion.
6. Discuss and recall events of the day with children, so they get used to describing their day.
7. Read to your children every day and use books as a starting point for conversation.
Researchers generally agree that parents who talk more, use a greater variety of words and sentences, who ask more questions than tell kids what to do, and who consistently respond in positive ways to their children’s language give their children the edge in language development that profoundly affects learning as well.

If you have any comments on this or any questions then please contact either school or write to school.liaison@gmail.com

Toddlers and Teens Have Plenty In Common - By Michael Grose

2006-08-28T16:20:00.000+10:00

Toddlers and teens Have Plenty In Common - By Michael Grose

2006-08-28T16:17:00.000+10:00

Toddlers And Teens Have Plenty In Common - By Michael Grose

2006-08-28T16:12:00.000+10:00

Raising toddlers is great training for raising teenagers as developmentally both groups have a great deal in common.

First, both stages of development involve enormous brain reconstruction.
The use it or lose it principle applies in both stages. I’ll explain. The brain of a one year old and a thirteen year old are similar in that they overproduce synapses or connecting points of the brain. The next few years of both stages is similar in that the synapses are pruned back leaving the most used synapses in tact. These remaining synapses are then coated in myelin to maximise their performance.

Here is the important bit for parents. The activities kids do in these stages become hard-wired. That’s why, for instance, the early years are the prime time for learning multiple languages. The same principle applies for teenagers who learn a complex sport – the skills learned become hard-wired for life. That’s why when you learn a sport as a kid you’ll always be able to play that game, even after a prolonged break.

Second, both tots and teens often push for independence. Toddlers will often push their parental boundaries. The easy compliant tot suddenly says no to bedtime and becomes picky with food. Let’s see if I can push a few boundaries and have a bit of fun is the go. Teens play the same game. Many parents find that their once pleasant, easy-going child suddenly becomes morose, moody and challenging. He or she begins pushing boundaries in ways they haven’t before. "What is going on?" thinks a bewildered parent. Well, the same underlying issues as they may have faced with a toddler – the push for some independence and a greater say in the way they are raised. Now what you fight about is different. “Don’t play on the couch” is replaced by “Come home on time!” Parents need to hold their ground with teens just as they do if they have an unruly toddler. This early training is excellent grounding for a parent.

Third, the challenging toddler and teen stages don’t last. Toddlers eventually stop saying “No” to every request. Often this is replaced with “Why?” Teenagers’ vocabulary, which often shrinks to 3 words – ‘whatever’ (which means yes), ‘asif’ (which means no) and ‘maybe’ (which means ‘no, but I am willing to negotiate a deal that suits me!’) – eventually returns to its full 1,000+ word range. You just have to hang in there and wait. I can go on with the similarities but I think you get the point. The early years of a child’s life provides a great training ground and preparation for raising adolescents. In both stages it is important for parents to add a few minutes to every interaction with children, have a sense of humour, work with a partner (if willing, able and available), and make sure you have a firm backbone and a kind heart. It also helps to take a regular break from the kids to help you keep perspective and stay fresh. ",1]

The message for parents of tots and teens is the same. There is a window of opportunity open and not to be wasted. For parents of tots this means providing heaps of natural interactions with their social environments, mainly peers and parents. For parents of teenagers this translates into getting them off the couch and away from the computer and into healthy, social pursuits. Don’t let them be coach potatoes at this stage.

Second, both tots and teens often push for independence.
Toddlers will often push their parental boundaries. The easy compliant tot suddenly says no to bedtime and becomes picky with food. Let’s see if I can push a few boundaries and have a bit of fun is the go.

Teens play the same game. Many parents find that their once pleasant, easy-going child suddenly becomes morose, moody and challenging. He or she begins pushing boundaries in ways they haven’t before. "What is going on?" thinks a bewildered parent. Well, the same underlying issues as they may have faced with a toddler – the push for some independence and a greater say in the way they are raised. Now what you fight about is different. “Don’t play on the couch” is replaced by “Come home on time!” Parents need to hold their ground with teens just as they do if they have an unruly toddler. This early training is excellent grounding for a parent.
Third, the challenging toddler and teen stages don’t last.
Toddlers eventually stop saying “No” to every request. Often this is replaced with “Why?” Teenagers’ vocabulary, which often shrinks to 3 words – ‘whatever’ (which means yes), ‘asif’ (which means no) and ‘maybe’ (which means ‘no, but I am willing to negotiate a deal that suits me!’) – eventually returns to its full 1,000+ word range. You just have to hang in there and wait.

I can go on with the similarities but I think you get the point. The early years of a child’s life provides a great training ground and preparation for raising adolescents. In both stages it is important for parents to add a few minutes to every interaction with children, have a sense of humour, work with a partner (if willing, able and available), and make sure you have a firm backbone and a kind heart. It also helps to take a regular break from the kids to help you keep perspective and stay fresh.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Why Does The School Focus So Much On The Arts?

2006-08-28T16:10:00.000+10:00

Parents who have attended our recent assemblies will no doubt have enjoyed the wonderful exhibition of talent that we have throughout the school be it dancing, painting, acting or singing. However, they may leave asking themselves why the school concentrates so much on such areas instead of other more traditional subjects such as maths or science which will probably prove more directly relevant to their lives outside school.

I’m sure all parents love to see their children performing but are such events a distraction from more important disciplines which are neglected in favour of the arts? Many children show great interest in music and acting while in school but only a handful ever manage to make a career out of the arts or even maintain an interest after school. So are they wasting their time?

An obvious benefit to all the performers will be the growth in self confidence which will stem from having the courage to stand up and perform in front of your peers. This type of experience is no doubt character building but is that enough to justify the time and effort put into studying drama, painting and music?

An American study by the University of Wisconsin is very revealing on the subject of music. The report, published in 1997 showed that children who were given keyboard training (piano rather than computer), “Showed significantly enhanced abstract reasoning abilities, critical to success in science and complex math”.

Unusually this is not just an academic theory as one school district decided to put the concept to the test by giving group piano instruction to kindergarten students. After one year they found that children who were given the keyboard training outscored those who hadn’t by 46 percent.
“The critical point here is that the students were not taught math using music, they were taught music. It was the process of learning music that helped improve their math skills.” (Early Childhood Research Quarterly, 2000).

There are many other examples of the benefits of learning music, music students score consistently higher than students who don’t, music students are less likely to use drugs and music students even have greater attendance in school.

A simple response to this could be that students who study music are more likely to come from an affluent, well educated background and would be more likely to succeed in school anyway. However, when Dr James Catterall of UCLA factored in economic status to his findings he concluded that, “Students from poorer families who studied music improved their overall school performance at the same rate or faster than all others. "

What these reports appear to show is that the benefits of music, painting and drama may well be far greater than at first glance and the school should continue to support its excellent, music, art and drama programme.

Bullying

2006-08-28T16:09:00.001+10:00

There has been considerable media coverage recently of a new study about bullying by Jean Healey of the University of West Sydney. A survey of 3000 students claims to show that the effects of bullying are far more serious than previously thought and should be equated with child abuse.

It is also claimed that there is nothing in the current child protection legislation which would prevent a prosecution being brought against one child for bullying another.

This has understandably grabbed quite a few headlines as bullying has traditionally been considered a matter for schools rather than the courts and has never been bracketed together with other forms of child abuse. Cases have been cited in the media of bullied children committing suicide and suffering from lifelong depressive illnesses which may come as less of a surprise to those who have suffered at the hands of bullies than to others.

The amount of column inches filled with this story may suggest that bullying was previously considered to be a bit of harmless fun but within the teaching community it has been treated very seriously for a great number of years.

Charlie Stubbs said that he is pleased that the issue is gaining greater coverage which may help the wider community to treat the blight of bullying with the seriousness it deserves. Charlie added that it is not an issue which can be dealt with only within the school and that it is only by the whole community working together that the serious effects of bullying can be alleviated.
Interestingly the report also found that bullying is much the same regardless of whether the school is public or private, single sex or co-educational which would suggest that bullying is a problem facing the entire education system and cannot be attributed to one particular issue.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Reports

2006-08-28T16:09:00.000+10:00

I know I said that I’d write about bullying this week but several parents have been commenting on the recent reports so bullying will have to wait until next week.

All the teaching and office staff put a great deal of effort into writing the individual comments on these reports which appear to have been more popular than a simple A to E grade. There will be another report issued by the federal Government next month which will not have any personal comments.

Several members of staff have asked for feedback on the reports. Is this personal comment more useful than a straightforward grade? Are the comments extensive enough to give you some indication of your child’s progress at school?

Hopefully most of you will get a chance to discuss these matters with the relevant class teacher in the parent teacher interviews but it would be really helpful for the teachers to receive feedback about the tone, content and usefulness of the reports.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

The Price Of Bananas.

2006-08-28T16:07:00.000+10:00

A couple of weeks before the last school break a young mother raised an issue with me concerning bananas. I must admit I forgot all about it until this week which is lucky as I’ve had no questions raised by parents recently.

Bananas have been a bit of a hot topic recently, one of those ‘issues’ that seems to sweep through the popular consciousness and provide us all with something to discuss / moan about. I think a sensor has been fitted to the banana section in the supermarkets as when anyone goes near them a voice calls out, “Must have won the lotto!” before they can be furtively smuggled into the basket. There have even been stories in the papers about grocers having to remove bananas from the premises over night to avoid break-ins!

This is all as a result of Cyclone Larry which destroyed much of the national banana crop in March. As a consequence the price of banana’s have been driven up as there are fewer to go around. Also bananas cannot currently be imported to protect against foreign diseases. But how much do bananas really cost?

I recently bought 5 banana’s (having first gained a loan from my bank) and they worked out to cost roughly two dollars each. When I look around the shop at other items this does not seem to be such a bad price, it is slightly more expensive than chocolate bars and cans of fizzy drink but wouldn’t we expect that as it is a perishable item and has not been processed?

The person who raised the question with me felt that many of us don’t hesitate to buy a bar of chocolate or an ice cream which often cost as much or more than a banana but somehow they are considered to be affordable luxuries whereas the poor old banana is considered to be and expendable luxury.

5 Interesting Banana Facts

Bananas rank fourth after rice, wheat and maize in terms of human consumption.

Bananas are a valuable source of vitamin C, Vitamin A and potassium.

The banana plant is a herb which is often mistaken for a tree because of its size and structure.

India is the biggest producer of bananas.

From the point of harvest the bananas must be on the shop shelf within 20 days.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Turn Your Home Into A NO Put Down Zone by Michael Grose

2006-08-28T16:03:00.000+10:00

Kids can be cruel to each other. They can say cutting things and call each other names without really understanding the effect that their comments can have. If a child is called ‘Retard’, ‘Stupid’, ‘Fatstuff’ or a similar name often enough, even in jest, it has a habit of rubbing off. It is hard not to believe the taunts and teasing, particularly if your self-esteem is a little fragile.

Many parents tell me that teasing and name-calling is common among their children. It tends to be a top-down phenomenon. That is, it is usually older children who make insulting remarks to younger siblings. It can be hard for parents to combat as they are not around children all the time. And neither should they be. But parents can reduce the amount of name-calling and minimise its impact with a few simple measures:

1. Establish your home as a NO PUTDOWN ZONE. Discuss with children the nature of put downs, insults and name-calling. Put downs are insults of a personal nature that generally refer negatively to children’s intelligence, appearance or abilities. Reinforce with children that they are not only hurtful but harmful as they can eat away at your self-belief.

2. Be open. Talk about some of the put downs that you have heard your children use. Develop in your children a sense of ‘other’ by asking how insults make a person feel. Those children who develop empathy, or can put themselves in someone else’s shoes, are less likely to use put downs.

3. Have a zero tolerance policy for personal put downs. If your children use a put down let them know in no uncertain terms that you don’t approve. An apology may also be in order. Consider having a ‘put down jar’. That is, when someone uses a personal insult they make a donation of some of their pocket money to the ‘put down jar’.

4. Check that you or your partner don’t refer to children using dubious nicknames. Fathers often have nicknames for children, which sometimes border on insulting. Don’t get me wrong, most nicknames are great. However calling kids names such as ‘boofhead’, even in jest, can open the door for children to do the same.

5. Teflon coat your children to insults by being as encouraging as you can be and also giving them some lines they can use to deflect teasing. An understanding, encouraging parent can go a long way towards counteracting the negative effects of put downs. \nSome things in families are best ignored and others are worth drawing attention to. Due to the harmful nature of put downs and the toxic effect that they can have on a family atmosphere it is worth working very hard to turn your home into a NO PUT DOWN ZONE

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Helicopter Parents

2006-08-28T16:01:00.000+10:00

For the last couple of weeks I’ve been meaning to write about Helicopter Parents.

This is a new phrase to me but following an internet search it appears to be one of those fashionable terms which (depending on your point of view) either arises to define a phenomenon of the age or is recycled by lazy writers to fill pages.
According to Wikipedia,

“A helicopter parent is a term for a person who pays extremely close attention to their child or children, particularly at educational institutions. They rush to prevent any harm from befalling them or letting them learn from their own mistakes, sometimes even contrary to the children's wishes. They are so named because, like a helicopter, they hover closely overhead, rarely out of reach whether their children need them or not.”

At first glance this doesn’t seem to be too bad, after all, what sort of parent would not rush to prevent harm befalling their child? But the term is used to infer that the parent is over zealous in their protection and prevents the child from becoming an independent and autonomous individual.

There are many reasons given for this alleged phenomenon including the rise of mobile communication which means that we are rarely out of touch and as a consequence may find it hard to let go. I also believe that we read so many dreadful stories in the news about attacks on children and freak accidents that we are predisposed to worry and are conditioned to think that a trip overseas will inevitably result in being blown up or thrown into prison or that a child playing on the street will be either run over or abducted.

Of course there are risks in life and terrible things do happen but there appears to be no evidence that more bad things happen now than in the past, what is apparent is that there is a great deal more reporting of these bad things than there ever was.
On King Island we are lucky enough to live in an environment which is largely protected from many of the dangers drummed into us on the nightly news and this is something we should celebrate. However, we should still be on our guard against the risks of over protecting our children and potentially stunting their emotional and social development.

Several years ago I lived in Japan and I found the children, particularly the boys, were hovered over by their parents. Anecdotally the result was that these boys were immature and under prepared for the rigours of life once they moved out of home. I’m sure their parents didn’t intend for this to happen but the result has had a profound effect on Japanese society.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Helicopter Parents

2006-08-28T15:57:00.000+10:00

For the last couple of weeks I’ve been meaning to write about Helicopter Parents. This is a new phrase to me but following an internet search it appears to be one of those fashionable terms which (depending on your point of view) either arises to define a phenomenon of the age or is recycled by lazy writers to fill pages.

According to Wikipedia,
“A helicopter parent is a term for a person who pays extremely close attention to their child or children, particularly at educational institutions. They rush to prevent any harm from befalling them or letting them learn from their own mistakes, sometimes even contrary to the children's wishes. They are so named because, like a helicopter, they hover closely overhead, rarely out of reach whether their children need them or not.”

At first glance this doesn’t seem to be too bad, after all, what sort of parent would not rush to prevent harm befalling their child? But the term is used to infer that the parent is over zealous in their protection and prevents the child from becoming an independent and autonomous individual.

There are many reasons given for this alleged phenomenon including the rise of mobile communication which means that we are rarely out of touch and as a consequence may find it hard to let go. I also believe that we read so many dreadful stories in the news about attacks on children and freak accidents that we are predisposed to worry and are conditioned to think that a trip overseas will inevitably result in being blown up or thrown into prison or that a child playing on the street will be either run over or abducted.

Of course there are risks in life and terrible things do happen but there appears to be no evidence that more bad things happen now than in the past, what is apparent is that there is a great deal more reporting of these bad things than there ever was.

On King Island we are lucky enough to live in an environment which is largely protected from many of the dangers drummed into us on the nightly news and this is something we should celebrate.

However, we should still be on our guard against the risks of over protecting our children and potentially stunting their emotional and social development.

Several years ago I lived in Japan and I found the children, particularly the boys, were hovered over by their parents. Anecdotally the result was that these boys were immature and under prepared for the rigours of life once they moved out of home. I’m sure their parents didn’t intend for this to happen but the result has had a profound effect on Japanese society.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Recognition Or Rewards For Positive Behaviour - By Michael Grose

2006-08-28T15:52:00.000+10:00

I am often asked at seminars for my opinion of using rewards to promote cooperative behaviour in children. I prefer to use social recognition – catch kids doing the right thing – as recognition is a high driver for most kids. Let’s face it, most kids just love to please their parents so a smile, a pat on the back or a high five in theory should be enough.

But some kids can be tough nuts so the use of rewards other than your own beaming smile maybe suitable in small doses.

Beware! Rewards can become habit-forming. In other words, some kids will only cooperate with their parents when they can receive a reward or something is in it for them. You can make a rod for your own backs when you overuse rewards.

Reward systems work well to break a pattern of behaviour or you want children to begin to use a new behaviour. For instance, one way to get your kids to develop the habit of packing away toys after they use is through the use of a simple reward system. That is, determine with you children that you expect them to pack their toys away before a new lot is used, mealtimes or going out. Each time they pack their toys away they can place a star on a star chart. At the end of each day they can trade the number of stars they get for a treat such as an extra story or a simple food treat. At the end of the week if they get a certain number of stars they can get a bigger treat such as watching a video or going to the park. Once the new behaviour is established use recognition rather than rewards for it to continue.

Rewards and incentives can work well in tandem with charts. That is, identify with children the priority behaviours you want, place these behaviours on a chart and then trade rewards for ticks, faces or smileys on the chart at the end of the day or week. Rewards can be anything that motivates children but it is best to stick to social rewards, providing healthy food treats or time rewards rather than giving children money or expensive items. Extra time on the computer, an extra story or a food treat, fun activity with you, an outing or a special event for the family are suitable incentives to reward positive behaviours.

Key to using rewards to promote positive behaviour:
1. Never use as a bribe. Don’t make good behaviour contingent on rewards.
2. Always accompany with recognition and descriptive feedback.
3. Focus on one or two behaviours at a time.
4. Use in small doses only. In an ideal world recognition is better but some children respond better to rewards. But don’t always make good behaviour contingent on rewards.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Next week – Are You A Helicopter Parent?

Vandalism

2006-08-28T15:49:00.000+10:00

It seems that other communities have greater problems with vandalism than we do on King Island and we should be grateful for this but it does not mean that we can excuse willful damage or even graffiti.

One question which is often asked by incredulous adults is, “Why do they do it?” To many of us it seems ridiculous and another example of today’s wayward youth but I don’t have to think too hard to remember examples of me and my friends doing very stupid and similar things. So why did we do it? I really can’t remember but from reading about vandalism on the internet it appears that boys are far more inclined towards destruction than girls.

Many web sites refer to boys finding it difficult to express negative feelings other than through either self-harm or the destruction of property. However, to say that all vandalism is carried out by alienated teenage boys would be overly simplistic, the problems are complex and multi faceted and require a range of responses to solve them.

What can we do about it?
The school takes vandalism very seriously and has a range of measures to deal with anyone who breaks the rules. Currently under discussion is a community service type measure by which students will be compelled to carry out tasks in order to make good their offence. This may also involve parents so that everyone understands the gravity of the vandalism. Also, in cases when the damage is considered criminal, the Police will be informed.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Preps

2006-05-31T11:43:00.000+10:00

Over the last couple of weeks of this term I’ve been lucky enough to spend the first two lessons of every day with the preps. I’ve really enjoyed it and can recommend it to anyone as a sure fire way to kick start your day. By the end of those two hours your brain synapses are clicking away and the eyes in the back of your head are fully operational.

One of the many notable features of working with such young children is that they haven’t learnt about certain rules concerning social etiquette and tend to say exactly what’s on their mind. Recently I’ve been asked why I always wear the same shoes (ensuring that I wore a different pair the next day) and have been told that my breath stinks. The only other person who tells me that has known me for a number of years (thanks Maggie) so it came as a bit of a shock from someone I’ve only met recently.

As a consequence, I somehow can’t imagine the preps all meeting up after school and saying how awful the food is at the canteen, how that new teacher hasn’t got a clue about maths and that Mr. Green should really do something about his nasal hair. They just come straight out and say it which is a wonderful and refreshing thing.

I’m repeatedly being told by people that they were at someone’s house or at the footie and so and so said such and such about the school when the fact is only two parent’s have asked me anything all year. If anyone has a complaint or a problem then please let the school know. If people don’t feel comfortable talking to their child’s teacher they can talk to me, if they don’t feel comfortable talking to me another intermediary can be found.

Talking down the pub about perceived problems with the school will not change anything, it only succeeds in spreading negativity and discontent. Everyone on the island should want the school to be successful and unconstructive gossip will not achieve that. Please do something positive and let the school know if you have a problem or concern.

The funding for my position ends this year but the school is trying to find a way to sustain some sort of method for feedback about the school. If there isn’t any then there seems little point.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Vandalism

2006-05-31T11:42:00.000+10:00

There have been several cases of vandalism at school, most recently a hand made bench was willfully damaged, a while ago there were several break-in’s at the school and an awning was damaged one night.

It seems that other communities have greater problems with vandalism than we do on King Island and we should be grateful for this but it does not mean that we can excuse willful damage or even graffiti.

One question which is often asked by incredulous adults is, “Why do they do it?” To many of us it seems ridiculous and another example of today’s wayward youth but I don’t have to think too hard to remember examples of me and my friends doing very stupid and similar things. So why did we do it? I really can’t remember but from reading about vandalism on the internet it appears that boys are far more inclined towards destruction than girls.

Many web sites refer to boys finding it difficult to express negative feelings other than through either self-harm or the destruction of property. However, to say that all vandalism is carried out by alienated teenage boys would be overly simplistic, the problems are complex and multi faceted and require a range of responses to solve them.

What can we do about it?

The school takes vandalism very seriously and has a range of measures to deal with anyone who breaks the rules. Currently under discussion is a community service type measure by which students will be compelled to carry out tasks in order to make good their offence. This may also involve parents so that everyone understands the gravity of the vandalism. Also, in cases when the damage is considered criminal, the Police will be informed.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Are Kids Becoming More Aggressive? By Michael Grose

2006-05-31T11:40:00.000+10:00

I am not sure if aggressive behaviour in kids is on the increase but certainly it seems to be one that parents are increasingly bothered with. Here are some thoughts on children’s aggressive behaviour to guide you if it is an issue you face.

About one in three children have an aggressive style of resolving conflict.
Aggression can be by hand or mouth. Often it starts with hitting, pushing and shoving when young (under 3 or 4) and moves to the mouth as they get older and they learn that hitting is not an appropriate response.

As Dr. John Irvine in The Handbook for Happy Children points out, the very aggressive personality has fairly clear characteristics including poor sleeping habits, irritability, impulsiveness and is slow to adapt to new situations.

A chaotic, noisy or aggressive environment inflames aggression so an environment-check is useful.
Kids from the age of three can be taught better ways of communicating their wants and that aggressive behaviour, whether directed to you, a sibling or a friend, is not the way to act. When a young child hits out or uses his or her mouth to offend:

Get in early. A quick ‘you are hurting me/your brother’ can at times be enough.

Give attention to the person on the receiving end. Often the spotlight goes on the aggressor at the expense of the person who is hurt. Send the offender to a pre-arranged ‘thinking spot’ with a minimum of fuss.

Give him or her an alternative to hit or push. A pillow, blow-up toy or other soft object can be subjected to their physicality. Many boys, in particular, convert their feelings to movement so give them a legitimate way to let off steam.

Get him or her to restore the relationship. A hug, verbal apology or invitation to join a game may be some ways for the offender to recognise that he or she has hurt someone and that they need to mend some fences. This restorative stuff is often neglected but it helps children take a little responsibility for what they have done.

Put letting-off steam in their daily schedule. If aggressive behaviour continues to be a problem it may be useful to give your child a regular time to let off some steam, before he actually hurts someone.

Praise his or her efforts at communicating or resolving conflict without being aggressive. Kids, sometimes hit out for similar reasons as adults – they have used acceptable methods of being heard.

Keep a check on playmates, content of TV and computer games and also the behaviour of adults in his or her life. Some kids are more susceptible than others and will copy the aggressive behaviours that they see.

In a loving home children can learn over time, regardless of their temperament, to curb their aggressive behaviour, find positive outlets for physicality and learn more acceptable ways of expressing themselves. It just takes some kids longer than others to learn, so hang in there if you have a ‘hard nut’ as the results of your labours will pay off in the end don’t know how else to communicate so let them know when.

If you have any comments on this or any questions then please contact either school or write to
school.liaison@gmail.com

Do We Offer Enough Swimming Instruction At School?

2006-05-31T11:39:00.000+10:00

Usually I have to make up these questions as no one has written or contacted me to raise any issues. This week however I have a real and genuine question so thank you very much to the parent who raised it. I only hope she reads the newsletter this week!

I thought the question was a good one as it raised concerns about the level of swimming tuition available to the children on the island. It seems obvious that as we are surrounded by water it is most important that all young people have every opportunity to learn how to swim. Previously we have been lucky enough to have the services of Nicole Ahearne who offered extra tuition in swimming during school holidays. Nicole no longer lives on the island and it appears that there may be a gap in the provision of swimming lessons.

I put this question to Mr. Ian Allan who outlined the school’s policy with regard to swimming lessons

“The Education Department Policy is that every school in Tasmania must offer a 10 lesson swimming program for all Grade 3,4 and 5 students taken by a qualified teacher in charge and often with the assistance of a an Austswim instructor (as was Nicole Ahearne in previous years). We have always followed this policy and last year we offered these students many more lessons than this.

“In addition to this our school also offered Infant water orientation for Prep to Grade 2 students and swimming lessons for the Grade 6 students. Most of these lessons were held during term

3. Aquatics lesson are also part of the Grade 7 to 10 programs. The Grade 7 program is aimed at open water and surf swimming leading up to the Grade 7 camp. The grade 8 focus is mainly on pool swimming and stroke improvement. In Grade 9 the focus is on survival swimming leading up to the Grade 9 Camp and in Grade 10 we have offered Surf Lifesaving as an elective.
“The plan for the Primary and Infant lessons is yet to be finalised, but parents will be kept informed.”
Another option for parents who would like their children to have extra tuition is to fly an Austswim Instructor over for a week in the holidays. Mr. Allan informs me that this has been done in previous years with the help of parents who are asked to handle the administration of the lessons.
If anyone would like additional information about additional lessons then please contact either Mr. Allan or myself and we will investigate further.
If you have any comments on this or any questions then please contact either school or write toschool.liaison@gmail.com

Cyber Bullying

2006-04-28T15:19:00.000+10:00

What Is Cyber Bullying?
When we consider the dangers posed to children by modern technology such as the internet and mobile phones many of us think of sexual predators.

While it is true that this is a threat, a recent UK survey found that one in four 11 to 14 year olds had been bullied or threatened on their mobile phone or PC.

Closer to home, a national survey carried out by Girlfriend magazine in Australia found that an even greater number, 42%, had been either harassed, intimidated or denigrated while online or through mobile phone text messaging.

Education Horizons magazine defines cyber bullying as, “The use of email, text messaging, web sites, discussion forums and other technological means of communication to intentionally hurt, defame or intimidate another” and the school has already noted several instances of this occurring.

Why Do Cyber-Bullies Do It?

Cyber bullies are no different to more traditional bullies in that their main aim is to gain power over their victims. One reason for the rapid growth of this phenomenon is the feeling among bullies that they stand less chance of getting caught because of the relative anonymity of the medium.

This anonymity also divorces the bully from witnessing the effects of their behaviour. Many regular bullies are shocked to see the devastation which can be caused by a few spiteful words but cyber bullies don’t usually see the damage they are doing.

What Can We Do About It?

There is no way that we can insulate our kids from modern communication tools such as SMS and the internet but neither can we hope that internet and phone providers will manage the problem for us. Here are a few ways in which the problem can be managed.
Discuss any concerns or ideas you may have about cyber bullying with the school.
Ask your kids whether they have any experience of the problem and make sure they feel free to discuss it.

Ensure that your kids are aware that the cyber bullying is not as anonymous as they may think. Explain that they can be tracked by the service provider if they persist.
Emphasise the importance of respectfulness in all communication, be it face to face or online and discuss with them how they would feel if it happened to them or their friend.

Further Information

www.cyberbullying.org
www.cybersmartcurriculum.org/lesson_plans/
www.bullyonline.org/schoolbully/mobile.htm
www.stoptextbully.com

Canberra

2006-04-24T14:56:00.000+10:00

A couple of weeks ago I was lucky enough to go to Canberra with 20 Grade 6 students.

I had a great time and I think most of the kids did too. We had several comments from other people about the excellent behaviour of our party which made all the staff on the trip feel proud and should make parents and the rest of the school feel pretty good too.

The picture above is of everyone at Parliament House.

Due to Education Department guidelines this photograph has been removed.

Car Park Safety

2006-03-31T13:49:00.000+11:00

One concern shared by many parents and staff is the safety of the school car park.

This concern is understandable as a twice a day it is the busiest traffic spot on the island and is simultaneously crowded with some of the most vulnerable and precious people on the island. No…not the teachers but the kids.

In order to improve the safety of the car park John Wall has erected a new one way sign which is visible from the entrance to the school. This sign will enforce the one way rule which has slipped in recent times and means that ALL vehicles will drive around the island between the trees and the house (pictured).

Staff, parents and bus drivers who persist in taking a short cut across the car park will be named and shamed in these pages!

John Wall has also painted a thick white line through this area which indicates to drivers where they are supposed to travel.

Soon John will be painting a crossing area on the ground between the kindergarten and the school which will guide children entering the school from that direction onto the bridge and act as a warning to drivers.

Lastly the obvious should also be stated –

SLOW DOWN – Many people drive far too quickly in and around the car park. The indicated speed is 25kph and must be adhered to. The school will be liaising with the local police to ensure that this speed limit is enforced.
WALK TO SCHOOL - Many parents in Currie choose to drive to school and are then agitated about congestion in the car park. Remember that walking to school is healthy for your child and the environment. Even if you live out of town you could think about dropping off your children in a safe area away from the school and allowing them to walk the remainder of the way. If it’s raining buy them a waterproof with the money you’ll save on fuel!

The school is constantly looking for ways to improve the safety of the car park, if anyone has any ideas please comment on this blog or write to school.liaison@gmail.com

School Trips

2006-03-20T15:31:00.000+11:00

Don't forget that several school trips are coming up soon.

Many children state that these trips are some of the most memorable experiences of their childhood so it's very important that all children are able to attend.

If anyone has any problems with these trips please contact the school without delay.

Due to Education Department guidelines this photograph has been removed.

Quiz Night

2006-03-20T15:16:00.000+11:00

The word is out in Wednesday's school newsletter so those of you with access to the internet will have one day's head start.

The inaugural KIDHS Essential Monster Quiz Night is scheduled to take place on the evening of Thursday 4th May.

The lucky door prizes are pretty spectacular and include

2 return flights to Melbourne with our friends at REX.
2 return tickets with Sky Bus from Tullamarine to the city.
2 nights in Claremont Service Apartments in South Yarra.

...............and there's more to come!

Does Anyone Recognise This Child?

2006-03-20T14:43:00.000+11:00

Luckily we have no dark alleys on King Island so no risk of bumping into this individual at an unfortunate moment.

Due to Education Department guidelines this photograph has been removed.

Welcome

2006-03-17T09:33:00.000+11:00

Welcome to the first King Island District High School blog.

Hopefully this will become a forum for students, parents and staff members to exchange news, views and ideas. It would be great for students to learn how to display photo's of their work or upload stories for others to share.

We'll just have to wait and see what happens but whatever happens it's another way for the school to communicate with the wider community which can't be a bad thing.