Positive Behaviour for Learning
Welcome back CPS Families!
As the semester draws to a close, we have seen MANY of our students receive a badge for demonstrating either Safe, Respectful or Learner behaviour.
As I said in the last newsletter, we are eagerly awaiting the arrival of our next batch of bronze Learner badges. The students are aware that they will receive their badge as soon as it arrives. But more importantly, the students know that the lack of a physical badge does not take away from their achievement. It is the sense of pride and self worth which is the whole driving force behind these positive behaviour changes we are seeing at Campbell and nothing can take that away from our students.
We have had some questions about replacing badges which the students have lost, including parents wanting to purchase replacement badges. We will not be replacing any badges, purchased or not, as we are encouraging students to be responsible for their property. We also aim to instill a sense of pride and self-worth for their choices, not in a physical object. This is all part of being a Safe Respectful Learner here at Campbell.
Now it is time to celebrate this fortnight’s newest recipients.
Enjoy the break and I look forward to seeing all our of Safe Respectful Learners next term.
Safe |
Respectful |
Learners |
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Kindy |
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Axel, Elara, Ben, Aria, Anastasia, Freya, Dylan | Elara, Madigan, Lawrence, Raff, Alice J, Heidi, Alice O, Gia Loc, May | ||||
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Year 1 |
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Kesh |
Finn B, Isla, Allie, Sofia, Aya, Joey, Katey, Addy, Lucas, Henry, Theo, |
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Year 2 |
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Riley F, Tilly, Andrew, Luke |
Joel, Gia Long |
Cailin, Indi, Harry, Mia, Isabella, Sienna, Riley, Vika, Tariq, Lily, Henry W, Ammon | |||
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Year 3 |
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Mackensie, Amaya, Jackson, Freya, |
Emily, Evaan, Amelia, Del, Jackson, Kirrily, Scarlett, Emily A, Lachie, Lily, Lincoln, Nikolas, Trinity, Zane, A-yeon |
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Year 4 |
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Lucas, Ruben, Aya |
Olivia, Tilly, Georgina, Chloe |
Hamish, Ollie P, Eli, Dylan, Jiyan, Sam, Charlotte B, Xavier, Lachlan C, Georgina, Izzy, Angela, Branden, Ira, Fiona, Chloe, Claudia, Ethan, Oliver L, Isla, Lachie M, Carla, George, Robin, Hunter, Scarlett, Samara, Memphis |
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Silver
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Year 5 |
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Caitlin, Anna, Milai, Emery |
Rosie, Claire, Sara, Benjamin, Eamon, Jade, Ben, Ruby, Pola, Jimmy, Sophie W, Indi, Josh, Bastian, Caitlyn, Kira, Stella, Flynn, Lia, Ashton, Neave, Aliyha, Nicola, Harriet, Ayesha, Olive, Oscar, Max, Jess |
Claire, James B, Coda, Eamon, Jade, Ben, Ruby, Pola |
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Silver
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Year 6 |
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Joe, Sam C, Gretchen, Ciara, Izzy, Isaac, Sofia, Violet, Oliver, Sachin, Louise, Ava, Charlotte, Sam W, Eamon, Sienna, Jaya, Harry |
Michael, Joe, Sam C, Gretchen, Sophie, Matthew, Ciara, Izzy, Isaac, Sofia, Courtney, Violet, Oliver M, Henry Ma, Sachin, Louise, Ava, Olivia, Charlotte W, Sam W, Eamon, Oscar, Sienna, Jett, Charlotte B, Hawk, Dylan, James |
Social Emotional Learning as part of out PBL
Next term we will begin our nect topic: Positive Coping. Learning activities in this topic provide opportunities for students to identify and discuss different types of coping strategies. When children and young people develop a language around coping, they are more likely to be able to understand and deliberately utilise a range of productive coping strategies and diminish their use of unproductive coping strategies. Students learn to extend their repertoire of coping strategies and benefit from critically reflecting on their own choices and being exposed to alternative options. Activities will introduce students to the concept of self-talk and practice using positive self-talk to approach and manage challenging situations. Positive self-talk is a key strategy for
coping with negative thoughts, emotions and events. It is associated with greater persistence in the face of challenge, and can be learnt or strengthened through practice.
EVIDENCE BASE
As they grow and develop, all children will encounter situations where they feel worried, nervous and sometimes even scared. Individuals deal with the demands on them by drawing on a range of coping strategies. Some strategies are more productive than others. Helping students to learn a range of positive coping skills allows them to develop and practise those skills and enable them to cope with future changes and challenges. Positive self-talk is a key strategy for coping with negative thoughts, emotions and events. Resilience research shows that use of positive self-talk is associated with greater persistence in the face of challenge, whereas negative self-talk is associated with higher levels of distress, depression and anxiety. Positive self-talk can be learnt or strengthened through practice.
Through the next few weeks, each activity aims to assist students to:
Kindergarten
- Reflect on their emotional responses
- Discuss ways in which they can take responsibility for their actions
- Describe ways to express emotions to show awareness of the feelings and needs of others
- Practise techniques to deal with feelings of fear and anger.
Year 1 & 2
- Reflect on their emotional responses
- Discuss ways in which they can take responsibility for their actions
- Describe ways to express emotions which show awareness of the feelings and needs of others
- Practice techniques to deal with feelings of fear, frustration and anger.
Year 3 & 4
- Investigate how emotional responses vary in depth and strength
- Identify and describe strategies to manage and moderate emotions in a range of familiar and unfamiliar situations
- Identify a range of productive coping strategies for use in different situations
- Learn and practise self-calming techniques.
Year 5 & 6
- Identify a range of coping strategies to help them deal with intense emotions
- Identify the influence of self-talk on their actions and emotions
- Identify and explain factors that influence effective communication in a variety of situations.
I will share some of the activities we have been doing in class and give some ideas of how you can support this at home in the next newsletter.
Nicole Carney