Shining Lights 23/2/2023 - Week 4 Term 1

High Impact Teaching Practice

I have observed throughout my time in education that schools are sometime like huge momentum machines. They sometimes take a while to get going at the start of the year and are often hard to stop as we move through the calendar. By week four, the boilers are fully stoked, and our classes settle into the journey.

Many families would be aware of our system-wide learning focus through the Catholic Education Canberra Goulburn Catalyst initiative. We enter into the third year of pursuing two bold goals; That every student is a competent reader, and high impact teaching practice is visible in every classroom.

In our primary classes students engage in high quality reading lessons each day. Using InitiaLit and a phonics approach students learn the structures of language and the processes of reading as their first lessons each day. In our secondary classes teachers are developing consistent approaches to High Impact Teaching Practices (HITPs).

Fifteen Lumen teachers have engaged with the Teach Well program to enhance their skills. The program runs across the course of the year with regular trips to Canberra for face to face learning with teachers from right across the archdiocese. In this way, the 56 schools of CECG will learn a common language and approach to instruction.

A key goal for Lumen Christi teachers this year is that we develop high participation rates in each of our classes. We are determined that our students are engaged with the learning in their classes and that as we roll through the year, there are no passengers; rather everyone works to lift the learning of each other.

Our Scriptural theme for 2023 “Be kind and Compassionate to one another” (Eph4:32), requires all of us to take an active role in the life of the College. The whole passage exhorts us to do “what is good for building up” (4:29).  So, we seek active engagement, active learning and active collaboration, students, staff and parents as we continue to build up this learning community.

Be the light of Christ.

The Devil can cite scripture for his purpose  

Shakespeare (who will probably grow up to be a fair writer) wrote in The Merchant of Venice,  

“The devil can cite Scripture for his purpose.”  

And I guess that if you look hard enough, with your innate biases, you can substantiate almost anything with “expert testimony.” But having declared this, two Sydney Morning Herald articles towards the end of last year caught my attention.  

The first was by David Crowe - Children given unrealistic view of real-life gambling through exposure to gaming apps, websites, researchers warn (15.11.22). His general premise was,   

“Children and adolescents are exposed to growing risks from online games that make them more likely to graduate to harmful or addictive gambling, according to researchers who are calling for stronger federal rules over “predatory” games.”  

Some very interesting reading in the news at the moment, generally, about cashless pokies, losses, societal impact… 

The second was by Samantha Selinger-Morris - A social media ban helped the Socceroos win at the World Cup. Should we follow suit? (2.12.22) She quoted, initially, coach Graham Arnold,  

“Mentally it’s the biggest thing ... it affects your brain; it doesn’t matter how fit you are, technically how good you are or how good the tactics are, they don’t take it in because they’re mentally not ready,” Arnold said this week of the negative impact that social media has on his players.”  

And then Professor Philip Smith of the University of Melbourne:  

“If you are over-aroused, then you’re kind of chaotic and disorganised and anxious, and you don’t perform well,” says Smith…The more time we spend on social media where we’re getting “constant little rewards for minimal effort”, the more we want to continue to do that and the less we want to focus on tasks that are “aversive” and require prolonged focus to complete, he says. “We’re in a sense sort of conditioning ourselves away from staying on difficult, challenging tasks [or] anything slightly boring,” says Smith.”  

You know where I am going with this, I’m sure. And since I’m on a roll, I’ll throw in a little Headspace advice on the importance of sleep:  

“When we are not getting enough sleep it is harder to manage the stress in our lives, to keep anxiety in check and it can impact our mood. We will have less energy, be more irritable and even have poorer physical health. Sleep gives us time for our brain to process all that we have done and learned during the day…Not only does too much screen time take away precious sleep, but using technology before bedtime makes it harder to fall asleep, and can also reduce the quality of sleep, which can make us feel sleepier the next day. Looking at screens before bedtime has a stimulating effect on our minds… ”  

Guess the percentage of Australian teenagers estimated to be sleep deprived. (Answer at the end). 

Might I humbly suggest that prohibition is fraught – developing character and values through communication, routine and example is more likely to have some effect.  

I know, it isn’t easy. And, I promise you, I claim no great moral authority (but let me tell you the latest thing to get up right my nose is the number of young people having a “conversation” with you with their ear buds in).  And I’m not talking about screen study - although down time before sleep is a very good idea - rather I’m thinking of the social media and gaming under the sheets…. 

A final word from the Sleep Foundation: 

“Sleep deprivation during adolescence can cause problems with mood, emotion, and academic performance. Teens who don’t sleep well are more likely to have problems with their peers, and chronic sleep loss can lead to a weakened immune system, depression, and suicidal thoughts….Sleep loss and screens are both risk factors for obesity…”    

“Oh sleep! it is a gentle thing, Beloved from pole to pole! 

To Mary Queen the praise be given!  

She sent the gentle sleep from Heaven, 

That slid into my soul.” 

Coleridge,  The Rime of the Ancient Mariner.  

He also could write a little. 

Answer: 93% 

Parent, Student and Teacher interviews

In Week 8 this term Primary Students and parents will have the opportunity to speak together with the class teacher in three way interviews. These are a valuable and important part of the teaching and learning process. 

Firstly, they allow the students to reflect on their progress so far this year. What are they proud of? What have they learned or improved at? What have been the highlights of the year so far for them? It is also a great time to set some learning goals for the rest of the year. What would they like to improve on this year? How will they achieve these aims? What support can the teacher and parents give to achieve these goals?

It is also a great opportunity for parents to ask any questions that they may have about their child's learning at Lumen Christi. This can be to do with any area of learning, from academic to social and pastoral development. It can also be a good time to ask your child questions about their learning. Children are sometimes reluctant or unsure about how to discuss their learning at home. Meeting with parents and teachers together can give students focus to reflect on specific parts of their learning and discuss these in a supportive environment. 

As we are trying to get through a large number of interviews, we are time limited on these evenings. It is a good idea to think about the types of questions you would like to ask beforehand. This will help to direct the discussion and help you and your child to get the most out of the time. Please remember that this is only one of the opportunities for discussion of your child's learning. At any time throughout the year please reach out and get in touch with your child's teacher or the school if you have any questions or require any further information about your child's schooling. 

At Lumen Christi we believe that it is in partnership with our students, families and the community that we are able to get the best outcomes for all of our students.

JOB APPLICATIONS & INTERVIEWS

You might have already thought about doing mock interviews to practise answering the questions. It is after all a crucial stage of any job application process.

But before you get an interview, you might be required to complete some short-answer questions on the application forms.

Common questions could include: “tell us why you want to work here,” “why we should hire you?,” or “what makes you unique from other candidates?”.

Tips for answering application form questions

Don’t just answer the question reflexively, give some thought to what the employer is trying to find out by asking

• Use the job description and your research on the company to help you answer with relevant information
• Use the STAR technique AKA “show don’t tell” approach to answer where possible. Provide examples not just statements
• Write original answers, don’t copy and paste from resumes or cover letters
• Avoid plain YES or NO answers
• Don’t leave fields empty

Common questions you might be asked

Here are a few example questions and answers to help you out if you’re struggling with writer’s block.

You can also google specific questions, but don’t copy the answers – just use them as inspiration.

Why do you want to work here?

Employers want to know if you’ve given serious consideration to your application. You need to show that you’ve done your research and understand exactly what the job entails.

“Your company stood out when I was researching the leading IT Solutions companies. I am aware of your dedication to the development of innovative consumer products and I believe that this role would be the perfect fit considering my strong IT background.”

Why do you think you are suitable for this role?

Explain how your skills, knowledge and experience match the job outline, while also explaining your motivation and goals.

“I have always wanted to work as graphic designer that embraces change and provides great user experience. My studies have helped me to develop key artistic and organisational skills, while the experience that I gained from working on the school magazine has been the ideal preparation for a job in this field. I would relish the opportunity to be part of the team that works on your upcoming projects to learn more about the processes involved.”

Can you briefly outline your relevant skills and experience?

Even if you haven’t got any direct experience, yet, you can still highlight any transferable skills that relate to the role. Turn your answer into a positive one by making it clear that you want the job in order to gain experience in the area.

“Although I haven’t had the opportunity to get work experience in a marketing company yet, I have already created high level concepts that have been used by the organisation where I volunteer, I was the copywriter on a number of marketing campaigns through the school magazine and have generated interest in my work through my website, which I designed myself.”

Can you give us an example of how you made a positive contribution to a team and what the outcome was?

Talk about a time that you were recently expected to achieve a goal in a team setting. Discuss how you went above and beyond to ensure that your contribution made a difference.

“I was elected as Captain by my soccer team and committed to winning a few games this season. Along with the coach I implemented a reward system and encouraged everyone to attend extra training systems and organised some workshops with other professionals.”

Tell us about your strengths.

Identify two or three of what you’d consider to be your best attributes, what do you often get good feedback for? E.g. communication, teamwork, efficient, hard working, reliable etc.

Make sure you mention how they’d be an asset to the job you’re applying for.

What are your weaknesses?

You don’t want to undersell yourself or turn off employers, but you also don’t want to say nothing. This is an opportunity to show your self awareness. Follow up with how you’d like some professional development in that area and mention how you’ve already been working towards it – a specific goal that you’re working towards perhaps?

For example, if you’re a bit shy, you could talk about ways that you’re taking on public speaking roles and putting yourself forward for leadership or performing roles at school to.

We all have to start somewhere

You don’t have to wait until you’re applying for a job to start practising how to answer application questions.

You could go online and find jobs similar to the ones you think you’d like to apply for, then go to the application page and copy the questions.

Write your answers and ask somebody else to read them and suggest ways you could improve.