Grammar News

Deputy Principals' Reports

 

 

 

 

 

 

I recently had the opportunity to address the Middle and Senior School Assembly focusing on the topic of Two Ps: Persistence and Perseverance.

 

As a fundamental aspect of learning, and indeed being a student, persistence is "the quality of continuing to do something or trying to do something, even though it is difficult (or opposed by other people)”. All too often as learners, when we begin the journey we find it difficult and challenging, and that is good because that is what should happen. But, too often we stop, perhaps try again, and because we don’t get ‘it’ the first or second time, we give up, blame someone else or even our own lack of understanding. However, being persistent is a virtue. We know that each of us will hit difficult times, that worries will arise at all points in our lives - in the classroom, with families and in friendships - but, because we have been given this great gift of life, the only way forward and to conquer, is to persist. It is a choice we make. We must move forward even though things are tough. We are not alone in our challenges, but each of us must choose in the face of our learning to be persistent, seek help and keep going. Learning can be tough, it can be a challenge. We can choose to persist in the face of struggle and the fruits are sweet.

 

The second P: Perseverance is similar to persistence but it is the continued working toward your goal despite challenges or setbacks, accepting and being patient for success, not just now but in the long run. It is sometimes known as “GRIT”, the choice, the willingness to stick with things that are important and to bounce back from failure. It is an essential component of success, independent of, and beyond, what talent and intelligence contribute. It is the DRIVER of OUR SUCCESS. Perseverance is not something we have or have not, it is a choice that we choose to invest in. It is not reactionary, but a purposeful disposition, with the end in mind.

 

Persistence and Perseverance are not strangers to any of us. They are the bedrock of our success as adults, in our work and our families. They are not casual options we have, like choosing whether we have sauce on our chips, but they are an essential choice for our success as learners, and in growing into the people we are meant to become.

 

To be persistent and to preserve is a choice each of us makes as a gift from God, and as a gift from God, we cannot waste it.

 

In quoting, the great British leader, Winston Churchill:

“This is the lesson: never give in, never give in, never, never, never, never - in nothing.”

 

Lance Ryan

Deputy Principal - Teaching and Learning 

 

 

 

 

 

 

 

 

Checking the Pulse

 

In late 2020, we introduced a Pulse Wellbeing Survey for students in Years 3 to 12, to be completed three to four times per year. The Pulse Survey is a quick and simple way for us to measure, track and support student wellbeing. 

 

Students are asked to register their current feelings against a five-point traffic light scale –

  • Green – everything is great and I am going okay
  • Yellow – I am doing well on most occasions and working through the challenges myself
  • Amber – I am struggling and would like a conversation with my Home Group teacher or trusted teacher
  • Red - I need help and would like to talk with a Year Level Coordinator or Head of School
  • Black – I am really struggling and would like to speak to the Counsellor

Another question is often added to help us gauge the thoughts of our students e.g. if there is something that is causing them to feel unsafe within the school. 

 

Consistently, approximately 90% of our students respond with a green or yellow rating. For those students that register in one of the other categories, we promptly seek to touch base with them and put in support strategies.

 

In addition to the Pulse Survey, and the on-the-spot, daily or weekly interventions, every three weeks each of the year level Home Group teachers meet with the respective Head of School/Year Level Coordinator, Counsellor, Head of Learning Enhancement and the Deputy Principal-Operations. Here we review each student with a focus on their behaviour, attitude and welfare. Again, from this strong triage approach, actions are put in place or individual follow-up occurs.

 

We continue to encourage parents to contact the School should you feel that something is ‘not quite right’ or you notice changes in behaviours at home. Together, I am confident that we have a strong awareness of the issues that are impacting our students and providing meaningful and authentic support.

 

In conclusion, in this term’s Pulse Survey, we asked the students what they may feel grateful for at this moment at school. Many responded by mentioning their friends, school and teachers; however, this one stood out as a reminder to us all and I believe is at the core of our pastoral care at Oakleigh Grammar -

 

I am grateful for those who see the potential in me.

 

Peter Dickinson

Deputy Principal - Operations