Wellbeing 

A couple of things to report on our Well being front. 

Respectful Relationships

Firstly, this week the each grade has commenced the State wide initiative, Respectful Relationships. Respectful Relationships is an initiative to support schools and early childhood education settings promote and model respect and equality. It also supports educators to teach our children how to build healthy relationships, resilience and confidence. Each class is conducting one 30 minute lesson per week. Research shows that students who participate in rigorously designed and well-taught social and emotional learning programs demonstrate more positive social behaviour, are less likely to engage in risky and disruptive behaviour, and show improved academic outcomes. Collaborative learning activities help students to build their social skills. Building a large vocabulary for emotions helps to increase emotional literacy, build self-awareness and empathy for others.

This week the topic was ‘Emotional Literacy’ and involved our students from F-6 understanding the need to recognise the importance of emotions. We can’t always control how we feel, but we are working towards building strategies to help ourselves and recognise what others are feeling through the use of body language.

Some questions you may like to ask your students:

1. How do you work out what emotions other people are feeling?
2. Ask students what they can do to try to work out what their friends’ emotions might be or how their family members might be feeling.
3. Why it is important to be able to ‘read’ another person’s body language and imagine how they might be feeling? (For older students)

Play the game of ‘Guess this Emotion’ where a family member uses body language to interpret and others can have a guess. 

Eg. BODY LANGUAGE  - look away into space, yawn 

       EMOTION – Bored

Reflection Room

The other item is the introduction of our Reflection Room. If students need support to meet the expected behaviours of MRPS, teachers will provide time for students to reflect upon their behaviour at recess and lunch. This process is designed to support our students reflect on their choices by having a restorative conversation and expressing how they felt and how their actions may have impacted others. 

Children attending the Reflection Room, are supported to complete the form below:

There is continued support for our students after the completion of the form.

If there are any questions, please feel free to come and see me for any support or clarification. 

Mr Searl