ALL STUDENTS EXITING VIA DROUIN REC RESERVE GATE

Last Tuesday, I met with all students who exit the school at the end of the day via the Drouin Rec Reserve to access Civic Park or get picked up in the car loop.

In line with the current child safe standards and practices, we remind all parents of the following expectations which are in place for the safety for all.

Gates for morning drop off are open from 8.30am-8.50am. Parents entering the school site via Rec reserve gates will need to exit before the gates are locked.

Gates for after school collection open at 3.20pm and close at 3.45pm. If you are running late for the collection of your child could you please contact school admin on 56237222.

Any parents parking and waiting for their child/ren are expected to reverse park their car under the signage or to the left of the Fire Brigade building, and exit their car to collect their child/ren at the gate. Some children are quick to exit this gate and run to their parent’s car. This is an unsafe practice in a high traffic area, and we'd ask all parents to support us with the correct pick up and drop off procedures.

All walkers, bike, scooter and skateboard riders walking to Civic Park are expected to wait in the shelter shed until the duty teacher collects them and escorts them through the gate. All students must walk left behind all parked cars to access the safety of the grass bank that leads to Civic Park.

Parents using the Drouin Rec Reserve loop need to make sure that they are not pulling up and exiting their cars whilst they are in the car line.

The speed limit within the Drouin Rec Reserve is 10km.

We thank you for supporting all in the St Ita's learning community to keep all of our students safe in the Drouin Rec Reserve drop off and pick up zone.

IMPORTANT PARENT NAPLAN INFORMATION

This year NAPLAN will take place for all Grade 3 and Grade 5 students between the 15th -27th of March.

Teachers are currently preparing their children to sit the online testing via their chromebooks at school, on the dates listed above.

If parents or carers are aware that their child/ren will be away or absent for any part of the NAPLAN testing this year, it is important that you notify the school on (03) 5623 7222 or via email principal@stidrouin.catholic.edu.au

Below is a parent information sheet that outlines the NAPLAN expectations and responsibilities of schools and parents. Please read this information sheet carefully.

Thanks for your ongoing support in the partnership of learning at St Ita's.

TEACHING KIDS RESPECT IN THE CLASSROOM

We all know what it feels like to be respected (or disrespected). But what does the word respect really mean? To teach respect in the classroom we must be able to define it. We won’t bore you with dictionary definitions—they’re not particularly helpful when working with kids, anyhow. 

Respect can be summed up this way: It’s about treating others as you would like to be treated.

What does this actually look like in the classroom? Kids who show respect and are shown respect: 

• Feel safe around their peers and their teacher
• Don’t yell or talk over others
• Listen to others even when they disagree
• Don’t try to control others
• Talk openly about their needs and wants
• Admit when they’ve made a mistake
• Freely express who they are and allow others to do the same. 

Here are some recommendations, lesson ideas, and activities you can use to teach and encourage respect in the classroom:

Model respect

Children look to adults for clues about behavioural expectations. If they see their caregivers and teachers treating others with respect and compassion, they’re more likely to do the same. 

Children are master imitators. If we expect them to always say please and thank you, then we must act as role models and do the same. 

Start with yourself

Too often adults make the mistake of demanding respect from children while treating children disrespectfully—for example, by shaming, lecturing, or being critical. This can happen when our “buttons get pushed” or we’re tired or frustrated. 

Teachers and caregivers must commit to unlearning ineffective or harmful ways of responding to children, and model the respectful behaviour they expect from kids. We can train ourselves to think before we speak and choose our words carefully, knowing that children imitate what they see and hear. 

Discuss respect with students

Use age-appropriate language to let students know how they should treat others. Teach your children to use respectful words and phrases, like “Yes, Miss/Mrs. Smith,” and to say please and thank you. 

Explain that respect is shown not only in their behaviour but also in their attitude toward others. Make sure kids know that it’s not okay for anyone, including adults, to use disrespectful behaviour. 

Praise respectful behaviour

Recognize students when they demonstrate kindness, good manners, empathy, and respect for others. This intentional acknowledgment leads to positive outcomes. 

Imagine what happens when caregivers and school staff look for these behaviours, publicly praise students who show them, and make records of positive behaviours. Students are more likely to repeat the behaviours, resulting in a more respectful classroom environment and school culture. 

Incorporate social-emotional learning 

Focusing only on negative behaviours can make students feel like they are “bad” or “problem children.” Social-emotional learning (SEL) is a different approach—it uses positive discipline and deliberately emphasizes recognizing students for their positive character qualities. 

SEL equips children with the tools they need to manage their own emotions. And when kids can keep their emotions in check, they’re better at controlling their behaviour and navigating interpersonal relationships. 

Create a visual anchor chart

Visual charts are a great way to communicate with kids. Create an anchor chart listing ways kids can demonstrate respect in different settings—at home, at school, and in the community. Include eye-catching images to make it more visually appealing. 

An anchor chart is a great way to open up more nuanced conversations about how certain behaviours may be considered respectful in some situations but disrespectful in others. 

Play games that promote taking turns

Taking turns is part of everyday life, whether it’s standing in line, sharing resources, or listening to someone without interrupting. Learning this important social skill helps kids exercise patience and show respect for others. It’s a vital part of social development and communication. 

Try incorporating respect games for students with clear rules about taking turns into the classroom. Also encourage kids to engage in respectful activities that involve turn-taking during recess and free time.   

Teach the importance of self-reflection 

There are cultural and individual variations in who we feel deserves our respect and how we show it. For example, in some cultures, it’s considered disrespectful not to remove your shoes before entering someone’s home. In others, it’s perfectly acceptable to leave your shoes on.   

Challenge students to reflect on their views about who they believe deserves respect, and under which circumstances. Here’s an exercise to try: 

Begin by defining respect and what it looks and sounds like, so your students have a foundational understanding. Next, create some scenarios for students to consider. Ask them to decide whether they should give someone respect in each of the scenarios (have them use a signal, such as a thumbs up). 

For example, ask students: 

• Do you give someone respect because they are smart? Because they are talented? Why?
• Does someone need to earn your respect, or do you give it automatically? Ask them how a person would earn it.
• Do older people deserve more respect than younger people simply because of their age? If so, why? If not, why? 

You might be surprised at just how different the answers are among students. This exercise is a good way for kids to reflect on their own beliefs about respect. It also helps teachers understand where students are coming from, both personally and culturally. 

The bottom line is this: respect starts at home, and in the classroom. It lays the groundwork for positive interactions and relationships throughout a person’s life. Respect is one of the core tenets of the Honourable Character Classroom Management System. Let us make it easy, painless, and simple for you to incorporate respect into the classroom. 

Andrew Osler

St Ita's Principal