Embracing Change

There is no avoiding it … the first month of any school year is busy. From new classes, new devices, new rooms, new teachers to College photos, Commencement Mass and this year also the launch of a new Strategic Plan. It is just busy. Naturally, the first few weeks also contain a mixed bag full of emotions for students. New students and returning students alike, there is a lot of adjusting to change at the moment and that is a space that many find a little uncomfortable.

Being uncomfortable with change is often only viewed from the negative perspective. However, being uncomfortable with change can also provide a valuable learning experience, providing opportunities for personal growth and development. Below are just some of the lessons that can be learned by students feeling uncomfortable but working through periods of change:

• Self-awareness
  The sense of discomfort with small scale changes within a school setting can prompt self-reflection and introspection, particularly with our older students. It can lead individuals to examine their thoughts, emotions, and reactions, fostering greater self-awareness and understanding of their own limitations and biases. Again, this is more likely to occur independently with our older students. However, with guidance and prompting, our younger students can also begin to reflect on their thoughts and actions to appraise and consider how effective their choices were.

• Acceptance of Impermanence
  One this is inevitable in life, and that is that things will change. It is a constant. Feeling uncomfortable with it can teach our students to accept the impermanent nature of many things in our life. Learning to embrace change as a natural part of life can lead to greater peace of mind and resilience in the face of uncertainty. Learning about how to deal with change at a young age, in a low-stakes environment like school, will better prepare students for the changes that lay waiting in their future adult lives.

• Flexibility
  Being uncomfortable with change can highlight the importance of flexibility and adaptability. It can encourage students to develop the ability to adjust their mindset, behaviours, and plans in response to new circumstances, ultimately increasing their capacity to thrive in dynamic environments. It is important to note, that the best way to support your child while they are working through these feelings is not to solve their problems but to guide them in coming up with their own workable solutions. Problem solving for them fosters dependence and diminishes their ability to apply our Learning Dispositions to independently problem solve later in life.

• Courage
  Like most things, the first time we attempt something it is often the hardest in terms of our emotions. Like the first time we step up to speak in a microphone or complete any public speaking task. The first time is riddled with nerves. But it gets easier. The nerves are an important feeling to work through and to overcome. Dealing with change requires courage and bravery for we are stepping into the unknown. Feeling comfortable with safe risk taking like this can teach our young people to cultivate courage in the face of fear, uncertainty, and discomfort. This empowers them to take risks and pursue growth opportunities. Obviously, I am not suggesting they are forced to do this alone, but we should be encouraging our young people to take age-appropriate, low-stakes risk taking to boost courage and to empower their future.

• Growth and learning
  Feeling uncomfortable with change can serve as a catalyst for learning and personal growth. It can motivate individuals to seek out new experiences, acquire new skills, and expand their perspectives. This will ultimately lead to greater personal growth. The College’s Learning Pit highlights the emotions students may be experiencing with new learning and encourages them to jump right in following the 5Bs (Brain, Book, Board, Buddy, Boss) to work their way out of the pit. The Learning Pit is not just applicable to a maths or science class, but it can be easily applied to all aspects of learning in life. Our teachers are even jumping into the pit with their experiences with Version 9 of the Australian Curriculum. Hiding from change does not make it go away.

• Resilience
  Working through the feel of discomfort towards a solution can build resilience and inner strength. Charles Darwin and Alfred Wallace’s respective theories on Evolution both highlight that it is not the strongest species that survives, but in fact the one that is most adaptable to the changing environment around it that typically gets crowned the fittest. Teaching our young people to persevere in the face of adversity, to bounce back when an idea doesn’t work the first time, to try again after a setback, and develop coping strategies to navigate challenging situations with greater ease are all vital life lessons.

Overall, feeling uncomfortable with change in a safe school and home environment can be a valuable teaching opportunity for our young people. I understand that it often seems easier or quicker for us adults to simply provide the solution and to fix the problem. Heck, we are busy too and often in managing our time we feel the need to get the job done. However, are we really helping our young people by fixing all their problems?

Now I am not suggesting that we let them suffer in silence. It is not about throwing them in the deep end to see if they can hack it alone. Quite the opposite. We, the supportive adults in their lives – parents and College staff, need to support our young people to work through the process of forging their own solutions. Listening and prompting along the way. Will it be stress at times - yes. However, learning how to cope with it effectively can lead to reduced feelings of anxiety and being overwhelmed. This is the best form of help we can offer. Lessons in self-awareness, acceptance, flexibility, courage, learning, resilience and even empathy are found in this space, but only when the student takes the lead role. Embracing the discomfort and leaning into the opportunities for growth that change presents can cultivate greater resilience and adaptability in the lives of our young people. It will best prepare them for the changes that await them into the future.   

Reminder - Year 6 Camp
While it may seem to be a way off at this time, it never hurts to start getting organised. Here is a breakdown of the camp. This information was shared in our last newsletter in 2023, but may serve as a reminder moving forward.

• Camp dates: Sunday 12 May - Friday 17 May
• Students head into Outback Queensland visiting a number of townships, including Blackall, Tambo, Charleville, Barcaldine, Longreach and Winton.
• Students will need to organise a swag for their bedding. They are a great birthday present idea, but many families have friends or other family members with swags that can be borrowed too. We ask that flat, rolled swags be used and not large dome-style swags due to space limitations.
• The cost of this wonderful learning experience is approximately $650.

Student Voice
We are working hard this year on empowering our students and listening to their voice cannot be overstated. We want them to have ownership, empowerment, be critical thinkers and problem-solvers, people who seek continuous improvement. Their voice is vital in creating a student-centred learning environment that fosters engagement, relevance, critical thinking, social-emotional development, diversity, inclusivity and will also preparing them to be great members of the wider Dalby community. By amplifying student voice, we educators can more effectively encourage students to become active participants in their education and agents for change in the world. Throughout 2024, we will be aiming to offer numerous opportunities for students to share their thoughts with us and to express themselves authentically, ensuring their perspectives are valued and incorporated into the decision-making process. Capturing student voice can take on many forms, such as:

• Focus groups
• Interviews
• Surveys and questionnaires
• Student representation and panels
• Classroom discussions
• Utilising digital platforms
• Anonymous feedback
• Follow up and action

We will be exploring which strategies would be best to implement this year so that we can more effectively capture student voice and create inclusive learning environments where students feel empowered, valued, and heard.

Snapshot:

Below are some images of the Middle Years students settling into the new school year.

Mr Craig Cullen

Assistant Principal Middle Years