Dear Parents/Carers,                                                                        

We are now at a time in schools that I often refer to as the “silly season”; behaviours of individuals appear to change as we charge towards the end of the school year, reports are due from teachers, teachers are still trying to wind up their teaching programs, documentation demands are heightened, teachers are tired and stressed, the students need a holiday and their friendships can be challenging, and parents are confronted with their own work demands and still have to be there for their children. When you combine all of this, tiredness and frustration manifests itself in behaviours that are not typical of some students, staff  or parents. Whilst this is happening, the complexity of my work heightens and I am also beginning to feel like the students, staff and parents as well! I must admit, there are days during this time that I find hardest to be an example of the “Jesus love” rightfully expected by all. This frequently manifests itself in frayed tempers which can lead to the many stories I’m sure your children share with you about school when they get home or you pick them up from school. HOWEVER, don’t worry, everyone goes back to normal the day after Christmas day!

This is a time in schools where the discipline needs to be tight. Discipline is not a dirty word! The children like limits and boundaries. They provide them with a structure and teach them how they should behave. In fact, many studies indicate that families who have very few clearly stated rules or standards are more likely to have children who misbehave. The children also like to push parental boundaries, so parents, especially at this time of year, need to resist pressure that children can exert upon them. I see this as a normal but irritating expression of a child’s push for independence and autonomy. During this time of year, the simplest way that we can improve a child’s behaviour is for teachers and parents to hold the line and be consistent. The child gets reassurance when they are able to predict how we will act. Consistency means that we (teachers and parents) follow through and do as we say. We (teachers and parents) need to stop giving second and third chances or then coming down hard on the child the fourth time they misbehave. It also means that we (parents and teachers) need to get our act together and respond in similar ways when the children are less than perfect. Consistency is a challenge as it is tempting, especially at the moment, to let children’s misbehaviour go, for all the reasons outlined in the beginning of this newsletter. We become tired and sometimes we begin to doubt our own judgement.

I have listed below some reflective questions that I have asked of myself in just the last week as we seek to “calm the farm” at school (and potentially at home):

• Are my routines sufficiently flexible, to allow unexpected change demands?
• Am I putting consequences in place the first or second time a child misbehaves rather than continually reminding or threatening them?
• Is my mood influencing my approach to discipline, when I feel good, I’m letting things go, over reacting when I feel bad?
• Have I been reflective and prepared strategies that deal with most behaviours rather than making them up on the spot?
• Am I anticipating problems and making plans to minimise behaviours before they happen?

Let’s make a commitment to communicate more effectively and efficiently with each other as we navigate this “runaway train” to the end of the year. If both you, the teachers and I listen well and find common ground we’ll be successful! If we start blaming each other we will just create negative energy and fail miserably; not my wish for the end of the year.

When we walk together with one eye on the individual and the other eye on the common good, we will give every child the greatest opportunity to have the best lead up to Christmas ever.

Go Gently,

Michael Reardon
Principal