Semester 1 2024

SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024 BRISBANE GIRLS GRAMMAR SCHOOL

BUILDING A CULTURE OF BELONGING AND THINKING IN HOUSE GROUP

MELINDA EGAN, DEAN OF STUDENTS

When is a roll call, not just a roll call? When it’s also a House Group. At the heart of a girl’s experience at BGGS is the sense of belonging she feels, the way she is known and valued, and the connections she forms with others. The relationships she has with peers and teachers are the foundation of her success at school. Imagine stepping into the shoes of a typical BGGS girl for a day. You’d quickly be witness to the understanding, care, and support that envelop her. A key part of this experience is House Group, at the start of most days, which shapes her school life in many ways.

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

House Group: a meaningful and unique experience Most mornings, students gather with their House Group peers and teacher, spending one hour together each week, with the addition of a House Assembly. This time is far more than daily routine; it’s a carefully crafted environment where cultural forces come into play (Ritchhart, 2015). Each House Group teacher uses a deliberate approach to create a meaningful and unique experience, navigating the busy and complex dynamics similar to those in subject classrooms. Amidst the non-negotiables like roll call and daily notices, the magic of House Group emerges. Balancing the routines with the extraordinary requires careful consideration of the House Group environment and the interactions between students. Fostering wellbeing and connection Each year, BGGS students participate in the Wellbeing Resilient Youth Survey. In 2023, one student insightfully noted that BGGS supports student wellbeing by ensuring ‘one person knows you…so that they understand you’. This highlights the dual role of House Group teacher: they are both the glue that holds the group together; and the person who takes the time to get to know and support each student in a less formal classroom setting. How delighted the girls are when their birthday is recognised, or a fuss is made over their personal achievements. Those moments are the simple joys that shape a girl’s experience at school. The House Program is the cornerstone of BGGS’ Student Care Program. House Group offers an opportunity for students to build strong bonds with peers they’ll come to know so well across Years 7-12. Regular and positive interactions in House Group foster trust and set a positive tone for the day ahead. Starting the day with a warm welcome from caring peers and teachers can truly be infectious. Student leadership and celebrating diversity House Group is a place where diversity is celebrated, and individuality is embraced. It offers a platform for expressing ideas and initiating student-led activities. The agenda can evolve based on the needs of the group, giving the students an opportunity to lead and contribute to something of value together.

It’s not just about the specific routines that are planned in House Group but it’s about how these experiences create the environment that provides joy, understanding of self and others, and community building. The culture of BGGS comes to life through various experiences throughout the school day, with House Group being an ideal opportunity to learn about what is good and right, providing a solid foundation for an enriching school experience. Reflections from students As girls reflect on their school experience, they often share their thoughts with us: • My House experience was very positive and there were many wonderful moments I had connecting with my House Group. • I have adored our House experience at school. Having House Group is an absolute highlight and I think it really sets Girls Grammar as a school that’s a cut above. • I love the fact that your House Group is with you since Day 1 and you can always rely on them. • House Group allowed for personal and collective growth. • My House Group is my family. We’ve all had a positive experience, growing together at school. • It was great learning and growing together with our House Group. • House Group was a safe space, and I was able to continue to see the friends I’d made in Year 7. • I think our House Group has grown closer over the years due to shared experiences. It provides us with a sense of community. • I had a lot of ups and downs with my House Group. At times I felt distant and excluded. But especially in my final year, I’ve come to be a lot closer with my House Group. I think a big part of that is due to our House Captains. A celebration of community We must celebrate the great work of House Group teachers in creating a warm and welcoming community. House Group is a gift of time that is worth savouring, enriching the BGGS experience.

REFERENCES: Ritchhart, R. (2015). Creating Cultures of Thinking: the 8 forces we must master to truly transform our schools . Jossey-Bass.

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GOING WITH THE BIT—THE IMPORTANCE OF TEACHER BUY-IN, IN PROMOTING HOUSE GROUP ENGAGEMENT

CHRISTINA HARROW & PERRI LOHRISCH, MACKAY HOUSE

Each morning, for the past three weeks, we have found ourselves standing in front of a group of ~250 girls, performing synchronised choreography to the 2004 smash hit, Unwritten , by Natasha Beddingfield. It is House Choir season, and competition is in the air. The choreography is not meant for us, and the girls certainly do not need help when performing it, yet it is just one example of how we try to promote House Group engagement in 7 Mackay. Ron Ritchhart reminds us that ‘students learn best when they feel known, valued, and respected by both the adults in the school and their peers’ (Ritchhart, 2023), and it is House Group that provides the perfect opportunity to put this into practice. It is during House Group where students look to us to be silly, and ‘join in on the bit’—we sing during House Choir, we dress up as Gandalf for House Parties, and are fierce competitors during ‘duck, duck, goose’. The theory is this—if the students see their teacher being silly, laughing, and participating in activities, they are more likely to feel comfortable doing so themselves. This comfort and confidence to engage is particularly important in the Year 7 cohort, where students are still finding their tribe, and striving to feel at home in their new environment. Furthermore, ‘going with the bit’ may also prove vital in the senior years where students may risk becoming distant and disengaged with the idea of House Group. House Group teachers have the unique opportunity to get to know their students without the stress of academic pressure. We’re building our very own

community filled with laughter, creativity, and a lot of belonging. There is no need to stress about getting through the content, or ensuring the class will be ready in time for their exam. Instead, the primary goal is to build rapport. For example, we start the year with our fabulous buddy system with our Year 12 students. Picture this: on day one, our seniors are there to help the newbies get their bearings. They show them around, help set up their lockers, and guide them through Minerva. It’s not just about the logistics, though; it’s about making real connections. They hang out, play dodgeball, and even get crafty on craft mornings. It’s all about making everyone feel like they’re part of the family from the get-go. We’ve been trying out something new, inspired by a workshop with Andrew Pennay on ‘Think, Play, Be’. We keep our mornings light and fun, totally separate from the academic side. It’s all about giving everyone a safe space to just breathe and get ready for the day. We’re all about the games too—Kahoot and Blookit challenges are the best. They involve the whole class and bring out their competitive nature. As we continue to weave these enriching experiences into our daily routines, we remain committed to fostering an environment where every student feels valued, respected, and connected. We celebrate the wonder and curiosity that our House Groups nurture and look forward to the continued growth and ethical decision making our students are encouraged to explore.

REFERENCES Ritchhart, R. (2023). Cultures of Thinking in Action: 10 mindsets to transform our teaching and students’ learning. Jossey-Bass.

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

A CULTURE OF BELONGING

ELIZABETH BATE, GRIFFITH HOUSE

Creating an environment that fosters a culture of belonging is central to House Group and my interactions with students. Effective classroom management—a cornerstone for safe and supportive learning—hinges on building positive teacher-student relationships. This approach is crucial for beginning teachers, those in new settings, or experienced teachers seeking to refine their practice. The Australian Education Research Organisation (AERO) emphasises that connections developed over time through consistent, positive interactions, build trust and support learning. Positive relationships are grounded in respect, empathy, and high expectations for all students, fostering a sense of belonging and effective learning environments. House Group teachers must affirm their belief in students’ capabilities by maintaining high expectations, modelling desired behaviours, and being responsive to their needs, which promotes a culture of success and belonging (AERO, 2023). Cultural safety, where students feel psychologically, spiritually, socially, physically, and emotionally secure, is vital for positive teacher-student relationships. To achieve this, House Group teachers must be culturally responsive, reflecting on their own identities, biases, and values to better understand and connect with their students (Australian Institute for Teaching and School Leadership, 2022). This reflexivity helps teachers create an inclusive House Group where all students can thrive.

Building positive relationships involves modelling expected behaviours and routines to create a predictable House Group environment, using students’ names, and warmly greeting them to establish a welcoming atmosphere (Evidence for Learning, 2023). House Group teachers should praise students for their engagement, efforts and behaviours, and demonstrate consistency and reliability. These practices build trust and foster a positive classroom culture. House Group teachers can also enhance relationships through informal interactions, such as speaking with students during House Group about their weekend, interests, and providing constructive feedback. Regular check-ins and listening to student concerns reinforce the House Group teacher’s approachability and supportiveness. Thoughtful praise that is genuine, timely, and specific helps reinforce positive behaviours and strengthens relationships. Overall, prioritising positive relationships with students creates a foundation for effective classroom management and a culture of belonging in House Group. This environment enables students to feel safe, supported, and valued, leading to better academic outcomes and engagement (CCYP, 2018). Through consistent, empathetic, and culturally responsive practices, House Group teachers can cultivate an inclusive and positive atmosphere, essential for students’ success and wellbeing.

REFERENCES: Australian Education Research Organisation. (2023). Encouraging a sense of belonging and connectedness in secondary schools. https://www.edresearch.edu.au/guides-resources/practice-guides/encouraging-belonging-and-connectedness secondary Australian Institute for Teaching and School Leadership. (2021). Classroom management: Standards aligned evidence-based approaches. https://www.aitsl.edu.au/research/spotlights/classroom-management-standards-aligned-evidence-based approaches Commissioner for Children and Young People. (2018). Speaking out about school and learning: The views of WA children and young people on factors that support their engagement in school and learning. https://www.ccyp.wa.gov.au/media/2763/speaking out-about-school-and-learning.pdf Evidence for Learning. (2023). Effective behaviour supports in schools. https://evidenceforlearning.org.au/education-evidence/ guidance-reports/effective-behaviour-supports-in-schools

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BUILDING A CULTURE OF BELONGING AND THINKING IN HOUSE GROUP.

JANE MUIL, LILLEY HOUSE

Brown (2012) defines belonging as ‘the innate human desire to be part of something larger than us…. true belonging only happens when we present our authentic, imperfect selves to the world, our sense of belonging can never be greater than our level of self acceptance’. According to the Search Institute (2018), ‘young people are more likely to grow up successfully when they experience developmental relationships with important people in their lives’. I believe that as a House Group (HG) teacher, I have a unique opportunity to build meaningful relationships with students. Everyone is different, some prefer to rest quietly in the shadows, and others vie for the limelight. I try to pick up on these cues and turn up for them in a way that may best suit their personality. I have one girl in my House Group who is very quiet, preferring to sit on her own and draw pictures. I’ve tried encouraging her to interact with the other girls in the HG and even tried encouraging the other girls to interact with her, but this led to her looking visibly uncomfortable as it must have felt forced to her. Instead, I now check in on her most mornings and ask her about her drawings, which she shows me with eagerness, and she has since started sharing them with some of the other girls in the HG. I believe that building developmental relationships takes time and patience, and there is no one-size-fits all approach.

At the start of every term, I reprint a list of all my students’ birthdays and bring a small treat to HG for them. It’s an inexpensive gesture but I believe it makes a difference in their attitude towards me and towards school. Several times throughout the term I organise a joint birthday celebration in the BFR for them. The HG captains create a birthday roster at the start of the year so that every student is assigned one person to bring a cake or treats for them on the day of their birthday celebration. I bring them little birthday hats that they wear and a speaker to play their favourite music. The girls have told me they very much look forward to these celebrations. When checking in with students on an individual basis in HG I note down important events of theirs to follow up on. For example, last year, two students were excitedly discussing their upcoming music recital. Hoping to boost their morale, I surprised them by turning up to it on the day, with a handmade poster with their names on it. They told me they were so touched by this. For the remainder of the year, we were in animated discussions about different musical pieces and film scores. Earlier this term, I discovered that one of my HG students had been selected to be the soloist for the Interhouse Choir Competition. I bought a small bunch of flowers and brought them to where I knew she sat with her friends before school. She was taken aback and appreciative; her friends patted her on the back and cheered for her, and the smile on her face was priceless! In my experience, fostering a sense of belonging requires more than a one-size-fits-all approach. It takes kindness, patience, understanding, and putting effort into remembering the little things: birthdays, special interests and events of significance. Showing up for students in a way that they feel heard and valued can be an unpredictable endeavour, but through trial and error and genuine effort, it can pay dividends in creating a HG environment of belonging.

REFERENCES: Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead . Avery. Search Institute (2018). Developmental Relationships Framework. https://www.search-institute.org/developmental-relationships/ developmental-relationships-framework/

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

NURTURING THOUGHTFUL, PROACTIVE YOUNG PEOPLE

SHANE SKILLEN, O’CONNOR HOUSE

As a House Group Teacher at Brisbane Girls Grammar School, I have been privileged to guide a group of students from O’Connor House through the transformative years of Years 10 and 11. Our focus has been on fostering a culture of belonging and thoughtful reflection, tailored to meet the unique personal development challenges at each stage. In Year 10, our primary focus was community service. Students engaged in placements that matched their interests, such as working in aged care or helping young readers. This initiative was greatly supported by the leadership of prefects, Hana Phua (2023) and Natasha Miric (2023), who not only facilitated this engagement but also shared their own valuable experiences, creating a nurturing environment for their young peers. We utilised a ‘Cultures of Thinking’ routine known as ‘Compass Points’ to scaffold the students’ engagement with their service roles. This method involved organising discussions around four key directions: East (Excitement), where Hana and Natasha shared personal success stories to ignite enthusiasm; West (Worries), where students expressed their concerns and uncertainties; North (Needs), where I outlined the essential stages the students were required to fulfil for the service program and South (Suggestions), where regular check-ins were conducted by Hana

and Natasha to ensure the students were making continual progress. This Compass Points scaffold not only facilitated a deep, reflective engagement with their tasks but also allowed for a tailored approach to address the emotional and practical needs of each student throughout their service journey. Reflective writing was a critical component of the service program as it enabled the students to introspect and articulate their personal and communal impact. This practice assisted in deepening their commitment and understanding of their roles within the community. Additionally in Term 4, we incorporated Banqer, a financial literacy platform, into our pastoral care program. This tool provided a practical context for students to develop crucial financial skills and allowed them a glimpse into their own future and practice making adult decisions around banking and finance. As a House Group teacher, this placed me in a unique role of mentorship and guidance through which I could share experiences and understandings from a lived experience. As we transitioned into Year 11, the focus shifted towards developing self-awareness and preparing for future leadership roles. Through personalised mentorship and reflective discussions, students have begun to view themselves as future leaders, exploring their potential and connecting past experiences with their future ambitions. Remembering that service is an important element of leadership, they are discovering how to build a platform this year suited to their future leadership aspirations. Leadership in O’Connor House is founded upon daily interactions and responsibilities. Our students participate in electing House and Sports Captains, who lead various initiatives, strengthening the community spirit and ensuring personal investment in our shared culture. We are building a culture whereby each of them supports one another to be the ‘first follower’ acknowledging that success comes through people working together. My overarching goal is to nurture thoughtful, proactive young people, ready to contribute meaningfully to their communities. By integrating reflective practices, an inclusive culture and leadership opportunities into every aspect of our House Group experience, we prepare our students for the challenges ahead, instilling a habit of thoughtful engagement and active community participation.

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‘WE CAN’T DIRECTLY TEACH DISPOSITIONS, WE MUST ENCULTURATE THEM’— SIMON BROOKS

SHIVAUN PEREIRA, O’CONNOR HOUSE

House Group may seem like a simple 20-minute start to the day that is not very impactful on student learning, but in reality, those 20 minutes can provide students with the time to build a disposition that deeply benefits their secondary school experience. Earlier in the year, Simon Brooks discussed the importance of creating a culture in the classroom that facilitates students’ learning, development and sense of belonging. The Triadic Model of Disposition was discussed in this seminar and particularly resonated with me. It stated that for students to grasp a disposition, they must have the inclination, the ability and the sensitivity to fully develop a disposition.

Sensitivity

Disposition

Ability

Inclination

Figure 1: The Triadic Model of Disposition

The merit of this model is that it applies to a variety of nuanced learning experiences. Particularly, enculturating students with the inclination and ability to shape their development of dispositions in a range of areas. This made me reflect on past House Group experiences where student behaviour shifted throughout the year as students grew more comfortable in their House Group. Creating a safe space where students have time to collect their thoughts, plan their day, and connect with their peers can rejuvenate students in a way that prepares them for their rigorous day. In addition, spending time with their peers can facilitate meaningful friendships that become a key contributor to their overall schooling experience. Many times, I have seen students in House Group grow from strangers to close friends who support each other in their endeavours. These friendships are often unexpected by the students themselves and provide unique experiences to the girls. For example, one student was studying for a German exam in House Group and was feeling disheartened. I witnessed her three friends discuss the terminology with her and reinforce key concepts. Their words of encouragement and support transformed her demeanour from discouraged to hopeful, all in 20 minutes. Without intentional planning, that student’s ability to complete their German exam was enhanced by the interaction with her peers. As a result, her inclination to study and succeed grew. The disposition of ‘preparing for an exam’ was developed. This recount is one of many instances where 20 minutes a day transformed a disheartened student into an optimistic learner.

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

BUILDING A CULTURE OF BELONGING AND THINKING IN HOUSE GROUP: WORLD VISION FUNDRAISING

SANDRA VECCHIO, GIBSON HOUSE

Modelling and language As a culture shaper during World Vision fundraiser planning, I modelled task requirements to an explicit level (Harvard University, 2024). I drew upon World Vision posters created by my Year 8 House Group from a previous year and the House Group debated which key features of the poster should be added and/ or improved in this year’s edition (refer to Figure 3). I used open questions to elicit creative thinking and foster an environment where students felt comfortable verbalising their creative thinking (refer to Figure 2). Figure 2: Questions used to promote creative thinking and the sharing of ideas • What do you like about this poster? • How can we incorporate that component into our own poster? • What do you think we could improve in our own poster that this exemplar has not considered? • How can we draw people’s attention to our poster?

House Group activities, much like academic lessons, are opportunities for a Year level group to learn with, and from, their peers in pursuit of a mutual goal. This article outlines my personal experience of how each of the eight cultural forces were leveraged during Year 8 Gibson’s planning and execution of a World Vision fundraiser event in Term 1 of 2024. Time and routines At the start of the year, particularly in a Year 8 House Group, time is distributed between the Healthy Minds program, prefect visits and other organisational duties. The World Vision fundraiser planning is another successful element of the Year 8 House Group schedule (refer to Figure 1). In Year 8 Gibson this year, we collaboratively created a planner of routines that was available on our Minerva class page. This planner consisted of both important events from the school calendar and checkpoint completion dates for World Vision planning. Having my students as significant contributors to the decision-making process proved to be immensely beneficial; fostering a culture of accountability as they consistently adhered to deadlines.

The poster produced (before the checkpoint date in Figure 1), is featured in Figure 3.

Figure 1: Term 1 Planner for Year 8 Gibson, including World Vision Fundraiser checkpoints in purple

Figure 3: Year 8 Gibson 2024 World Vision poster

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Environment and interactions In a House Group of 28 students, it is my experience that fostering a culture of belonging is only possible when students are actively interacting with their peers. When planning the roster for the fundraising day in Week 9, group discussion was instrumental in ensuring all students felt they were sufficiently involved in the Service activity. This collaborative endeavour was further promoted via the clustered seating layout of our House Group room. During the World Vision fundraiser planning, I noticed that the environmental layout was often a precursor to inspiring the work of the group (Harvard University, 2024). At the end of two House Group lessons in Week 7, the following roster was devised by Year 8 Gibson (refer to Figure 4).

Figure 4: World Vision roster for Year 8 Gibson 2024

Expectations and opportunities Throughout the term, I regularly revisited the expectation of individual involvement in the fundraiser through either poster creation, Easter egg purchasing or baking for the lunchtime stall. I believe the House Group gains a more in-depth appreciation of their contribution (in the form of time and resources) through a discussion of how the funds raised will benefit the World Vision child. In Year 8 Gibson, we worked through a PowerPoint together that showed the students how they were indirectly providing essential school supplies and learning equipment to their sponsored child. This year, Year 8 Gibson raised nearly $400 through their Term 1 fundraising events (refer to Figure 5). I feel confident that the format outlined here is an effective way to give all students in a Year 8 House Group an opportunity to think deeply about, and be involved in, the process of sponsoring a World Vision child.

Figure 5: Some Year 8 Gibson students fundraising for World Vision at the Week 9, Term 1 bake stall.

REFERENCES: Harvard University. (2024). 8 forces that shape group culture. https://pz.harvard.edu/sites/default/files/ cot_8ForcesThatShapeGroupCulture.pdf

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SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

THE DEVELOPMENT OF CULTURES OF THINKING IN HOUSE GROUP

SUSAN GARSON, DIRECTOR OF THE CENTRE FOR CULTURES OF THINKING

My background as a German teacher and numerous trips to German schools, has given me an insight into the similarities and differences between macro education systems, as well as the micro running of the day in a school. Interestingly, German secondary schools do not have a gathering of students each morning, nor a House system. These are foreign concepts to them. At BGGS, we value House Group meetings as a space to develop connection and belonging among students. What a loss it would be not to have this time. House Group meetings allow students to feel part of a ‘family’ here at school. Their teacher guides them, but the sense of family comes primarily through connecting, celebrating, exploring ideas, and uncovering questions with their peers. Peers become an important support system for students as they journey through their academic studies. House Group meetings can also be a playful learning space, where choice, wonder and delight shape shared experiences for students (Harvard PZ—Pedagogy of Play). Teachers also benefit from leading and being part of a House Group. Here they can bring their personal pedagogical gifts (PPGs) to the learning opportunities they plan. Teachers can bring their authentic selves and their values to their work with students in this slightly different context to that of their classroom. Sometimes this might look like having a bit more freedom and fun, as well as feeling like a safe environment in which to ‘open up’ with one another about wellbeing or academic issues. Connecting with students and making them feel valued, builds social capacity in a school. Ron Ritchhart, in his new book Cultures of Thinking in Action, talks about 10 mindsets that underpin a culture of thinking. I suggest that four of these are most relevant to the learning in House Groups and, to conclude, I offer a few provocations linked to these

What dispositions would you like to see developed most in your students? How do you model these during House Group time?

#2 We can’t teach dispositions, we must enculcate them.

What actions do you take to make students feel valued and respected in your House Group? What could you share with colleagues about what works best? How do you see collaborative learning playing out in your House Group? Can you notice and name when you see students learning and thinking together? What types of questions do you notice being asked and answered in House Group time? How might you enable more generative (exploring a topic), facilitative (promoting the learner’s own thinking and understanding) and constructive (building new understanding) questioning?

#4 Students learn best when they feel

known, valued, and respected by both the adults in the school and their peers.

#6 Learning and thinking are as much a collective enterprise as they are an individual endeavour.

#8 Questions drive thinking and learning.

REFERENCES: Ritchhart, R. (2023). Cultures of Thinking in Action: 10 mindsets to transform our teaching and students’ learning. Jossey-Bass. Crowther, F. Andrews, D. & Conway, J. (2013). School Wide Pedagogy: Vibrant New Meaning for Teachers and Principals. Hawker Brownlow.

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Brisbane Girls Grammar School Gregory Terrace Brisbane QLD 4000 Australia

Telephone +61 7 3332 1300 Email communications@bggs.qld.edu.au Website bggs.qld.edu.au

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