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.

SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

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