Curiosity boosts learning

Einstein was a famous one for telling everyone that without curiosity learning does not grow. He would argue that without his insatiable attitude for being curious he would not have made his discoveries about the universe.

By nature, children are curious. We see this in the young child who will explore everything in front of them. As the child grows, also grows a level of caution, it’s natural. As parents, we monitor what is safe and not so safe when it comes to being curious. This blog is to remind parents that curiosity can come in so many ways. Our role is to encourage it and to invite our children to explore the world through different lenses, understanding that within each lens, different perceptions develop.

To some degree developing curiosity is linked to developing independence and as the parents give the child more freedom, they begin to explore the world in their own way without boundaries. They experiment with more freedom and this will come with mistakes and success. In order to build curiosity in our children the following thoughts may help:

• A child can be curious in many ways that can be as simple as learning to cook, playing in the sandpit, studying recipes etc. through to learning about planets. The range is big, or small and is everywhere.

• The more we don’t give immediate answers but invite more questions, the child’s curiosity grows.

“Look at that beetle. I wonder why it goes in and out of the rock?”

• More questions beget more questions and so the probing goes deeper, the perceptions alter and alternative thinking develops strengthening and feeding our creative disposition. Here critical thinking begins.

• When the child sees that you enjoy being curious, they learn that the experience will be enjoyable for them and they can ask questions freely. Just giving answers does not excite the imagination and shuts down all creativity.

• When you listen to the news or read something of interest, use these occasions to discuss the curious nature of the article or news item. Children will soon learn that you invite conversations with them to learn more and enjoy the discussion together. This, to you, is seen as an effective way to work through issues, problems or simply to gain knowledge.

• This is a time when asking “why” a perfect way to invite curiosity. Children prefer this rather than straight answers. We are not always the bearer of all information, but we can be the bearer of many questions to explore different ways of looking at things.

• If your child knows that you will invite them into being curious, rather than just providing an answer, they will be more inclined to approach you with interesting thoughts and ideas. A child is naturally attracted to questioning, rather than just knowing the answer.

• Schools are actively teaching a method that invites gaining knowledge through asking questions. Your child, if at school age, will be familiar with this process, which to them is a natural form of learning. Talk to your child’s teacher to learn more about the Inquiry approach to learning.

• When you ask questions, rather than give an immediate response, you are telling your child that there could be many ways of looking at something. This is encouraging the child to see everything from various lenses. It presupposes that having a go and reflecting on different answers is not about making mistakes, but rather seeking out the truth and thinking with an open mind and being a critical thinker.

“What road do I take?”
“Well, where are you going?”
“I don’t know.”

“Then it doesn’t matter if you don’t know where you are going. Any road will get you there.”

— Alice in Wonderland

Asking for help, is an important tool in learning

Are you the person that always asks for help? Some children naturally ask, even though they may not have thought through what they are asking. This, for some, can simply be a habit. Other children can be slower in asking for help and others may not ask for help due to shyness, embarrassment, fear of looking like a failure, etc. Not getting into the habit of asking questions, can be dangerously habit forming and we want our children to hear their voice in the classroom when questions are asked.

Whatever the category your child falls into, all children need to ask for help in the classroom and learn that asking for help is natural and to be expected in developing an inquiring mind. Once a child becomes an adolescent, they need to have conquered their fears to ask for help, otherwise, it can become an academic and social minefield.

Teachers carefully monitor those children who remain silent and work very calmly and skilfully to bring their voice into the harmony of all the classroom when questions are asked. A teacher will respect the quiet child, but work to get their questions and voice out in the open.

Asking questions suggests developing intellectual curiosity and perseverance to learn more. By asking questions our children are wanting to explore concepts for themselves and make sense of what they don’t understand.

 At home, you can support your child to ask questions in the following ways.

Asking questions suggests developing intellectual curiosity and perseverance to learn more

• Ask a lot of questions yourself. Demonstrate to your child that asking questions gives you the knowledge you need to feel satisfied.

• When together as a family, have a game of asking questions. This can be a great game in the car and the importance here is to invite questions about some information. The game of ‘I spy’ is a popular one.

• Ask your child about how they gain information in the class. Do they ask questions? Are they comfortable asking questions? Do they feel asking questions helps them learn?  If this is a problem,

• Talk to your child’s teachers about how best to assist your child.

• Once a week around the table ask the children to simply ask questions. This can be around a topic, a picture etc. the importance is simply to practice asking questions.

We are aiming for our children to recognise that asking questions is a normal part of solving problems. It should be to a child a natural process this is used in building knowledge.

“The important thing is to not stop questioning.”

— Albert Einstein

Take care with words spoken

In the heat of the moment, we can say all sorts of things in all sorts of ways. Our mood and temper can often dictate how and what we say in front of our children. We have a liberty with speech which can work for us or against us. There are times when we may need to speak with more definition and there are more relaxed times when we can simply talk with ease, spontaneously and in comfort. Whatever our style of communication through speech, this article is to remind us that it is a powerful tool for the force of good and evil in our relationships.

Often words sharply spoken cannot easily be retracted. When we speak with our children, it is best to remember that they are listening carefully for the intention and will cautiously listen for reinforcing words and a calm style. The words make all the difference to how they will respond.

Here are a few thoughts to keep our speech in check when around our children.

• Remember to think before you speak. This is particularly important when you are feeling unsettled or in a situation that could lead to speaking out of turn.  Sometimes in the rush of speaking we can lose sight of what we are really saying.

• Create space. This means take some time out before speaking if you think you are inclined to say careless things that you will regret later. In this case, silence is golden.

• Use language that is age appropriate for your child and take care not to intimidate with strong, overpowering words that can have various meanings. Such is a form of intimidation. Simple language is the best, especially if you have some important messages to get across to your child.

• Remember to use words that clearly talk about what you want to say. Children can easily miss the content of what you say through the words you use, the speed of talking and the intonation used. Don’t allow your words to become a destructive tool but rather a building block for strong relationships.

• Reflect from time to time if you have used words that affirm and reinforce your child. This is a reminder to your child that they are valued and that you are keen to publicly talk about them in a positive way. Everyone from time to time enjoys hearing about themselves in a positive way. The positive use of words strengthens communication and give a clear message of wanting to engage with someone.

• If you are feeling disappointed and need to talk to your child about some behavioural concern, think about how you will say it and what words you will use that are balanced and suitable for the situation. Speaking too quickly without having our mind ahead of our mouth can be damaging for the relationship.

Finally, the words we use on a daily basis, say a lot about ourselves. They are the tools that inform others about how we wish to engage and participate in life. They are a force to drive people away or to bring them closer. Our children understand very clearly that the way words are presented to them is the clear traffic lights of their relationship. Flash onto green whenever possible.

“Think twice before you speak, because your words and influence will plant the seed of either success or failure in the mind of another.”

— Napoleon Hill

“Lockdown again,” I hear you say.

I wish there was an easy response to how best to support children and families during lockdown but nonetheless, let’s have a try.

Lockdown is in itself a down word. Why not, ‘recovery time’ or ‘time out’. Whatever the name, the feeling of being in lockdown, oh sorry, ‘time out’ can be a real down feeling for all concerned in the family. The following thoughts are to remind us again of some positive thinking in this time when we feel so deprived on so many levels.

• The lockdown is to protect the lives of people. We live in a society where at all cost, people’s lives are given the highest priority. Our society values people.

• We are really needing to remember the common good. For example, by wearing masks you are looking after other people as well as yourself. By using the QR system you are providing information that can lead to early detection of the virus and fewer people spreading the disease.

• There is not much joy left in online school work but in the longer term, more than any other time we can remember, you the parent will have plenty of personal time with your child. This can have an amazing impact on building deeper, lasting relationships with your child. When working across a busy week of school etc, your quality time with your child is greatly diminished.

• Have you noticed that your conversations with your child are broader and that you are both looking for joint activities to do more than ever before? This must be continuing to build a lasting, memorable relationship with your child.

• Have you noticed new and interesting things about your child? Having more time together gives you more time to simply notice the joy of your growing child.

• Of course, as the lockdown increases and changes, as the parent, you need to give further explanations about the shifting nature of the virus. Your information here should be clear and age-appropriate.

• This is such a wonderful time to talk together about a serious matter that needs mature handling on the part of the parent. It challenges us to recognise the importance of giving accurate information and also building hope into the conversation. This is such an important time for sound parenting, as the child looks to you for mature family leadership, reassurance and support. Often much of our parenting is done on the run. With the issue of the pandemic so prevalent in our lives, how you handle it around your child will have a major impact on their understandings later in life.

• Difficult as it may be, bringing some warmth and humour into the day can make an amazing difference to everyone’s disposition.

• Keeping up with the smiles, having jokes, exercising together and talking as a family in a happy and relaxed way on a regular basis can lighten the spirit.

“We must accept finite disappointments but we must not lose infinite hope.”

— Martin Luther King Jr.

Teaching your children to be planners

Organisation is always a challenge for children as they grow. Also, as parents, some of us are less organised people in planning events etc. It’s just in our nature how we approach planning. This article tells us that planning can be learnt, which is so beneficial for children’s success in self-management. The earlier they value being a planner, the more they gain through being organised and in control of what they are doing.

Taking time to plan something well shows that a person is making choices about how they want to be in control of their actions. They come to understand that they will have more successful outcomes by being a planner. Planning well gives you a vision into what you are expecting as an outcome. To be productive is to plan well. For example, if you plan your trip well for the school holidays you feel reassured that it will be successful and that you have a clear understanding of what to expect. There are fewer unfortunate surprises.

There are developing skills in learning to plan well and children will get better at it and more accurate in their planning, reading situations better etc. as time goes. They will make mistakes but grow in confidence about sharpening the planning process.

Teachers know that planning their lessons well is the key to the quality of teaching. Without effective well-planned lessons, teachers easily lose control of the outcomes. They understand that the quality of their planning will impact a child’s learning.

Read here to help your child be a dedicated planner.

They are also keen to teach children the importance of planning and when assignments are on the agenda, teachers will spend considerable time with children discussing their plan. Sometimes pieces of work are marked on the quality of the planning demonstrated by a child.

When we teach our children to plan important events etc., they begin to value the process of planning as a way of managing their world and feel in control. They are setting the directions themselves. Once they feel the success of their planning, children will want more control of their actions.

Here are some thoughts on helping your child become a dedicated planner.

• Demonstrate to your child how you plan for important events, occasions etc. Allow them to share in some of this planning. Is planning an important part of your work life?

• There are various ways to plan and everyone develops their own style. Talk about what tools you use to help you plan. For example, are you someone who takes notes?

• Do you plan your events on a computer? Do you revisit the plan?

• What resources do you use in planning?

• When your child talks about important events that they will participate in, talk about what plans they have in place to make it successful.

• When planning we all need time for this and talk to your children about how much time they will give to the planning process.

• Talk about successes you have had from careful planning. It is also worthwhile to talk about the trial and error in planning. This is also an important process we go through before discernment.

A wise person sees planning as a natural part of putting order and structure into their world. Teaching our children, the value of planning gives them an important tool in guiding their directions with personal satisfaction and confidence.

“‘Good teaching is more a giving of right questions than a giving of right answers.’

                             -Josef Albers”

— Quote Source

What is your cause and how do we pass it on to our children?

To some degree, this is all about ethics. It is about our ability to have beliefs and stick by them through our words and actions. Every day we are modelling our beliefs to our children. They are quick to observe how we live out those beliefs and especially if we are consistent with such beliefs… No pressure!

Their observations give them an insight into what we value and are prepared to live by. For example, if you have a particular faith that you live by, are you consistent in its practice? Do your causes play a big role in the life of the family or are they just personal causes that you live by? Either way, they will influence your child directly and indirectly.

For example, the environmental issues of the day have captured the minds and hearts of the youth. Do you live with a cause to being environmentally friendly? If so, are you living out your values and sharing them with your family? The agenda of environmental impact is a wonderful and current cause in which to work with your children.

This blog is simply to remind us that we are great influencers of our children who keenly watch what we value and how we demonstrate honesty and consistency to our causes. Little eyes are always watching and observing to see if our words and actions are aligned.

In a school setting, children are aware that causes are an important part of the world of teachers and the school community. They expect, nay, demand from their teacher’s, consistency in their actions and values. If their teacher is not consistent in their causes, such as the belief of working hard, being consistent and planning well, they lose respect and their interest in following that teacher’s directions falls away.

As a principal in working with children they knew that I had a strong cause to engage with them and listen. If my listening dropped off, so too did their interest in chatting about matters that affected them. I suddenly became much less credible in their eyes.

 When we are honest to our cause, children no matter how negative they feel to our beliefs, respect our efforts in honouring what is important to us. When they see consistency and dedication to our mission, they are more inclined to respect our efforts even though at times we fail.

Your causes will influence your child directly and indirectly.

 Consider:

• Do you have causes that are visibly displayed and lived out at home? It is valuable articulating the causes that are important to you.

• Do these causes have a big impact on how you parent?

• Reflect on the message you are giving to your child about what and how you value that cause.

• Our children need to see how ethical we are as parents. Do I clearly articulate to my child what is important to me?

• As a family discuss the many and varied global causes that are in today’s world. This gives you a chance to talk about how passionate people become with important causes. Perhaps your child has a strong interest in some cause or is developing a passion that can blossom into a full-blown cause. This sets them on a mission to learn and do more.

• If your child is demonstrating a strong interest in some cause, it is worth teasing that out and inviting your child to reflect on how to support and strengthen that developing purpose and passion. Be open to a different understanding that with each generation comes a new interpretation of what the world values.

Remember from little seeds big things grow.

“Tell me and I’ll forget. Teach me and I’ll learn.”

— Benjamin Franklin

The great potential of our children

School is such a great place for bringing out the best in children.

Each day teachers motivate, stimulate and drive children’s thirst for learning. They are experts at bringing out the best in the children as they know that within each child there is so much potential. The more they develop and ignite their gifts the greater learning will occur on so many levels.

How about home?

Do we recognise those great gifts and the potential of our children? Some potential is very obvious. If a child is good at Maths that is quite clear to everyone. However, there are many potentials that we need to bring out of our children and certainly, we need to recognise the more subtle potentiality that appears from time to time.

Here is a list upon which to reflect when highlighting and affirming potential gifts in our children:

Some of our child’s potential is very obvious. Some is not and we must recognise it and celebrate it.

• Notice how your child treats others. Do they demonstrate a well-developed style of treating others with kindness and understanding? This shows the development of compassion and sensitivity.

• Does your child have skill in engaging with all children and being inclusive in play? This is quite a gift and potentially shows leadership in a child. Great leaders are inclusive.

• Is your child well organised and likes to set goals? Such a gift shows the potential of being a well-balanced and self-disciplined person.

• Is your child a great listener to others? Such a gift leads to the potential of being an effective adult who listens with intent, patience and tolerance for other’s opinions.

• Does your child show patience in a special way? Oh, what a gift is developing here. Such potential leads to a well-balanced person, tolerant and wise.

• Is your child noticeably aware of others that are less advantaged? This shows that a child will potentially develop strong compassion and fairness in life.

These are some examples where your child can develop into a warm and caring person with substantial emotional maturity.

This article is about looking for the potential in your child to develop into a well-rounded human being. Think about all the subtle examples of your child’s behaviour to others and themselves.

To live to your full potential is all about using your gifts and greatness for the common good. Let’s encourage our children to see their potential as an opportunity to grow wisely and sensibly.

“Free the child’s potential and you will release them into the world.”

— Maria Montessori

Teaching our children to take on responsibility

This is all about giving them gradual independence to manage themselves. As they grow in independence they will certainly come across situations where they are uncomfortable, exposed to failure and feel generally unsatisfied with their efforts. These are all-natural feelings. Sometimes as parents we think by taking the responsibility away from them, they will have less pain and besides what if they make a mistake? How will they feel?

As the child grows in independence, they also grow in taking on their own responsibility for things. This teaches them to own the situation. There is much satisfaction with a child when they start to take responsibility. This gives them a sense of self-worth and a feeling of growing up as a real person. There is nothing more enriching than having that feeling of making decisions yourself.

Our role as parents is to support this gradual development and watch with joy our young one taking on responsibility.

Teachers know that in order for children to learn effectively they need to take ownership of their learning. During the school day, teachers will provide situations where children will make informed decisions on what they learn and how they learn. At parent-teacher interviews, there is nothing more satisfying for a parent than to hear that their child is a responsible learner. This has come about by gradually learning to take risks and to make responsible choices for themselves.

Teachers know that success only comes from accepting responsibility.

You will be amazed how small opportunities to take on responsibility will increase self-esteem once they are successful in showing responsibility.

Consider the following thoughts to build stamina in your child with regard to taking on responsibility:

• Consider your own life situation. Are you a person that models responsibility and ownership of situations? Talk to your child about why this has been important to you over the years.

• Do you have a list of chores at home that your child must do as part of the family routine? Could these chores grow in responsibility as the child gets older and demonstrates their growing strength in this area?

• If you are having a holiday, get your child involved in the planning and being responsible for certain duties. Perhaps they take ownership of packing their bags, researching venues etc.

• Talk about the responsibility of doing tasks at school. We know that leadership develops in children who show strong skills in being responsible. School captains are chosen from those children who demonstrate strong skills in being responsible. Teachers frequently set up monitors in classrooms on a rotation basis giving children responsibilities to manage.

• Talk about how you value your child’s growing awareness and interest in taking on responsibility. Take care not to rescue your child too soon after disaster strikes as this will only disengage your child from taking on responsibility. It also delays any further interest in being responsible.

• For those children reticent to be independent, give them small opportunities to be independent. You will be amazed how this will grow once they are successful in showing responsibility.

• We live in a world where the safety of our children is paramount and to this end, I can understand how we are cautious parents in giving them too much responsibility and independence early.

I would argue that with gradual responsibility being handed to them, they are stronger and more confident young people. They are more observant of life around them when being responsible for themselves. They confidently and intuitively show skill in navigating their way around difficult situations and are much happier in themselves being in control.

“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”

— Denis Waitley

What’s in a test?

This is that time of the year when testing is prevalent, teachers are writing reports and schools are preparing for their parent teacher interviews. There is much talk and a buzz around this busy time of the scholastic year.

Assessment, assessment assessment.

There is no failure in the process of school assessment. Success is in moving forward.

Who needs assessment? Do we have an immediate sense of failure when we think about assessment? Perhaps it has associations with negative experiences for ourselves. Teachers rely on their regular testing regime as it is the key tool to help them plan their teaching. If they know where the child is at in their learning they can skilfully teach with accuracy. No question about it! This is a highly effective way to teach. Generally, children grow used to the weekly tests in class and the teacher puts the right emphasis on them. In fact children see it as part of their normal routine. Testing is all about where to go next in the learning. However, at this stage of the year it can be slightly overwhelming as parent teacher interviews loom high in the mind of the child and the school.

Consider that this is a positive time to learn about all the wonderful learning that has taken place over the year. It is time to celebrate the hard work the child has contributed to in terms one and two. It is also about learning where the child needs to go with learning in terms three and beyond. Call this learning, growth curves.

The interviews are not a check up time to determine failure nor is it a time to pick through issues that have occurred lately. Also, when the parent teacher is complete, celebrate with your child and talk about the amazing new concepts that you learnt about your child.

 Here are a few thoughts around this focussed time of the school year:

• Be positive about the school. Talk about how you look forward to chatting to your teacher about all the wonderful school experiences.

• Talk about how you felt when you had reports sent home. It is valuable that the child understands that we have all gone through this process.

• Remind your child that you see reporting as a positive tool to tap into all the great work you are doing at school.

• Before the parent teacher interview discuss areas that you want to talk about. Let there be no surprises at the interviews. Also are their discussions that your child wants to have with you before the interview?  Both parent and child should have clarity about what will happen at the interview.

• Remind your child that you and the teacher are very much on their side, that is the side of learning.

• If you have some form of evaluation at work talk about how that happens and how you handle it.

Finally, education is a life long journey. Stopping and taking stock of where the child is at, is an important time for reflection on where to go next. There is no failure in this process only success in moving forward.

“The greatest sign of success for a teacher is to be able to say, ‘the children are now working as if I did not exist.’”

— Maria Montessori

Nine things to think about regarding school

Enjoy a partnership with your Child’s school.

1. We are well into term two. Your child should feel settled, familiar with the class and working comfortably and steadily with the teacher. Trust between the child and the teacher should be well established by now.

2. Homework routines should be just that, routines. Teachers should only be providing homework for your child that is within reason. Check the time your child is doing homework as the later times of the day make for a difficult task.

3. Check in with the tiredness of your child. The weather is closing in, days are cold and children can be less motivated.  Try to keep up the momentum and throw in a few treats along the way.

4. Is your child well established with friendship groups? This is all about feeling capable with peers. It does not mean that everyone should have a special friend. In fact, the more inclusive the better. If your child is unsettled in this area have a chat with your teacher. Relationships with peers is important for their mental wellbeing and social growth.

5. Teachers will be writing reports and soon there will be the parent teacher chats. Talk to your child about how they are going with midyear work. Don’t let the parent teacher chat be the first time you have talked to your child about their school work. This should be an ongoing interest. The parent teacher chat should not come as a surprise to you. It should be a time of hearing reassuring words from the teacher and coming away with an understanding of where the child needs to go next in their learning.

6. Have you changed anything important in the family that the school needs to know? Often addresses, phone numbers etc. can change and the school needs current information especially with regard to emergency numbers.

7. The school is a very stable hub for your child throughout the year. Keep it in mind if you need support. Chat to the principal if you have queries or need to learn more. It is amazing what you will learn from a chat.

8. If you are the one who picks up your child after school, I advise being on time. At this stage of the year children can get tired and need reassurance. This is especially the case with the younger ones. Being on time is reassuring to them. This also applies to being on time in the morning. Children can become quite unsettled if walking into a classroom late.

9. Watch the balance between afterschool activities and the pressure of school. Check in with your child about this as sometimes afterschool activities can just tip them over the edge.

Oh, what a difference a school makes!

‘The mind once enlightened cannot become dark.’

-Thomas Paine 

Help your child develop their creative side

It is such a joy watching our children spring into creative moments. These can often be spontaneous and can take on many forms. As a parent, we should support their creative side as it can be stifled so easily with practicality, logic, do the right thing, be reasonable, etc. There is no shortage of sensible reasons why creativity can be stifled.

Of course, everything within reason but children are naturally curious and creative. They love to explore and dream. They are not inhibited to begin with and grow to being free and expressive in their minds and bodies if allowed.

Perhaps you are a creative person? If you are more inclined to demonstrate self-discipline, put things in order, monitor time etc. you may find at times their creative behaviour off putting. This article is to invite you to lighten up in this area. Allow your children to just be and to enjoy the moment.

Here are some reasons why creativity, given plenty of scope enlivens and strengthens the wellbeing and mental health of the child and stimulates amazing learning.

Our child’s spontaneous creativity enlivens and enlightens our adulthood.

• Being creative gives the child the right to express themselves. Great authors, painters etc. needed creative time to explore and develop their talents.

• Children will make mistakes and this is part of experimentation in being creative. Without error, a child cannot grow and learn in new directions. A child who is celebrated at home for their creativity, feel free to keep exploring. They love the fact that you acknowledge and affirm their creative spirit. This spurs them on.

• If a child is stunted with their creativity, they can become quite unhappy and mental health issues can creep into their life. It is not natural for a child to be uncreative.

• When children play, they are actually being creative. Encourage it and join in the experience. It will make for better family time.

• Never tell a child that their creativity is not satisfactory. There is no assessment or value placed on being creative. By nature, it is free and can develop in any direction. No surprises that teachers are always looking to strengthen the child’s creative disposition. They know that from such a journey comes insightfulness and real learning.

• Think about the people you admire. Is creativity part of their world? Often creative people are very expressive and not inhibited by controlled thinking. Don’t be put off by people that seem to see life from different angles. Even your own child may be seeing life from a different lens than your own.

• Often, we say, think outside the square. In today’s workforce people who think differently offer a great deal to companies who are not seeking more of the same.  The workforce seeks and demands creative employees who can look at problems in different ways.

• If a child is encouraged to see the world from practical eyes and not to value creativity their world will shrink and only predictability and reliability will be valued.

• A child by nature of being a child sees the world creatively. They are generally not inhibited by nature which gives them the optimum chance to see the world from many angles and to create new dimensions in that world.

 We can learn from our child’s spontaneous creativity and this enlivens and enlightens our adulthood which can be driven by order and control. In simple terms it allows us to lighten up!

“Those who do not think outside the box are easily contained.”

— Nicola Manetta

So, what’s in a school?

This is certainly is a challenging question. I would be the first to say dig deep and you will find many opportunities for developing yourself and growing familiar with your child’s school. Being around a school is a vibrant and lively feeling. These school years with your child are precious and will not return once complete. Therefore, embrace them.

My recommendation is for you to research what the school offers and how you can tap into its life or perhaps add to its life.

The following are considerations about what’s in a school:

How involved are you able to be at your child’s school?

• Explore the library and learn from the librarian what and how you can access books for the family. Often school libraries have specific sections for parents and they often hold a wonderful feelings section to support children going through emotional issues. Also, if you have time, you could always help in the library. There is so much to learn about books in this environment.

• Does your school offer parenting nights? Schools often look to supporting family education. This can be through a one-night session or a series of nights.

• Read the school newsletter regularly to get all the updates in the life of the school. This certainly gives you a broad picture of what is happening across the school.

• In my time as Principal, many parents in midlife looking for a career change, assisted in classrooms and took up the teacher aid course. Teaching is a great career to take up after having had other work and life experiences.

• Simply helping in the classroom gives you a chance to learn about how reading, writing etc., is taught. You can pick up great teaching strategies from just being around teachers. It is also fascinating to watch how teachers manage and relate to the children with such control.

• If you enjoy sports, often being involved in the sports programs at the school is a wonderful way to commit to a valuable part of the curriculum.

• Schoolyards are great places to build friendships with other families. Many lifelong friends have been made from meeting families in the school setting.

• When the school offers social days such as Book Week, where there are dress-ups, consider joining in and sharing in the fun with your child.

• Do you have special talents that you can offer the school? For example, can you paint, teach cooking or crafts? Schools love to hear from talented parents who contribute their skills to teaching children.

• Check-in with your child’s teacher to see if they need assistance. Your presence in your child’s classroom is a buzz for your child.

These thoughts are to explore and invite you into the life of the school. Your child benefits from your engagement and school become a natural extension to their home life.

“Behind the child that makes the most progress is an actively involved parent.”

— love quotes

Positive talk with your child around the Naplan

Whatever it is, the way you tell your story online can make all the difference.

If your child is sitting the Naplan test then I recommend approaching the situation in a positive way and give your child the reassurance they need that Naplan, in the scheme of things has little relevance.

 Consider:

• Talk to your child about all that you have learnt about them through the teacher.

• Remind them that your teacher is the best person to tell you how you are progressing at school. Remind your child that education, learning is about building up knowledge. It is not about picking out a special test to compare you to a larger cohort of children.

• If you feel that your child is anxious about the test arrange a parent-teacher interview with your child to give the child reassurance about their ability to learn.

• Also remind your child that the teacher does regular testing which is accurate as it is cumulative and that is what you learn about progress.

• Once you obtain the Naplan results ensure that you talk positively about your child’s progress and offer positive reassuring words about the value of all the education across the year.

• Talk to your child about your views on Naplan. If you are of a similar mind and question its value as an educational tool, discuss this with your child. It can take the pressure of the test putting things into a better perspective.

• Remind your child that it is one test in one day. How relevant is that in the schema of life?

• Talk generally about testing done at school. Reminding your child that its primary purpose is to guide teachers in their planning. Well planned teachers teach very well. Their results are more accurate as they are cumulative and above all they know your child!

• Try to avoid talking negatively about Naplan issues, media, news etc. as children still talk to each other and build anxiety from what they hear around them.

• Talk to your teacher about how Naplan is distributed and administered. Talking to your child about these practical issues can reduce anxiety on the day.

• Children need to know that you value their journey of learning which is long, extensive and variable. Reminding them of this decreases the relevance of a standardised test once a year.

“The elevator to success is out of order. You’ll have to use the stairs one step at a time.”

— Joe Girard