Category: Articles

By Mrs Nikki Grauman- Head of Academic Care, Junior School

Parents may be surprised to learn that social skills are far more predictive of outcomes in adulthood than early academics. A 2015 study showed that social skills observed in Kindergarten showed significant correlation with well-being at age 25. Furthermore, young students who demonstrated social competence were more likely to graduate from high school, go to university and get a job, than those who showed a lower level of social competence. So the next time you feel your child should miss out playing with his or her friend in favour of a more educational-based activity, you might want to think again.

The five key social competencies that we should be fostering in our school aged children include:

1. Playing well with others: We need to teach our children to develop their skills of negotiation, turn taking and sharing. Unstructured play with other children, where they are supervised but free to explore and experiment with the world around them in a safe manner, is vital for our children’s social and emotional well being.

2. Problem-solving: Children need practice problem solving. Instead of solving problems for our children, we should be brainstorming with our children to help them work out alternate solutions. For example, you could ask your child “What do you think should happen?” or “How do you think this might be solved?” This shows a child that you believe they have the ability to solve the problem. It also allows them how to succeed in their own right, or, to fail and then reflect on what they did and try a different path until they achieve success. When children see failures as part of the process to learning and moving forward, they are learning critical life lessons.

3. Labelling and recognising feelings: Fostering the skill of recognising or perceiving the emotions of those around us is essential for developing social skills. If we encourage empathy, we are helping our children see things from another’s perspective. We can use our words such as “Look at your sister’s face. Does she look like she is happy that you took her toy?” or even well-known books or movies to help our children name and notice emotions and conflict.

4. Being helpful: We know young children can be egocentric beings. It is important that we teach them to look beyond their own needs and to focus instead on recognising the needs of others. Each time your child shows that they are being considerate or are offering to help others, we should be praising them. We should also aim to model this behavior.

5. Controlling impulses: Impulse control is a part of the executive functions directed by the prefrontal cortex of the brain. We know that although this area takes until well into adulthood to develop completely, much of this development happens in early childhood. Allowing our children instant gratification and giving in to their demands as soon as they are made may keep them happy in the short term, but they are learning that our role in life is to satisfy their every need and to do so within a short amount of time.

Whilst learning academic-based skills is essential for our children, one might argue that equally important for our children – and perhaps even more important – are the social skills they gain in their earliest years of life. Providing our children with opportunities to play and interact with others of different ages and abilities is imperative for their current and future well-being.

By Ms Carla Gagliano
Head of Learning & Teaching, Junior School

In our daily lives, we intuitively ask many questions and in turn, we are asked what sometimes feels like 100s of questions in a day! As educators, we strive to pose good questions for our students to ponder, for them to feel challenged and experience those crunchy eyebrow movements – questions that cannot simply be answered with a one word response.

So, what makes a good question?

● A good question requires more than simply remembering a fact or reproducing something a learner may have heard or been told.

● Students can learn by answering these questions and the teacher also learns more about the student from their response, as the student’s thinking has been made visible

● There are often many acceptable answers

Sometimes educators also gain a deeper insight into a child’s understanding by observing the way the learner goes about answering the particular question. Their approach, reasoning and explanation not only help students to move closer to answers and solutions but also provide an opportunity for them to become more aware of what they do and do not understand.

These good questions can be pondered individually or in groups, where students also have the opportunity to develop perspective when listening to others’ ideas. This time and space for students to communicate their thoughts is invaluable; however, this sharing time can also be challenging for our learners when their ideas or approaches are questioned by their peers.

While we strive to ask our students good questions every lesson, it is also our goal as teachers to inspire our students to pose good questions. Whenever I reflect on our students as question askers, rather than just question responders I am always reminded of a powerful article published in the New York Times in the late 80s. This short piece talks about Isidor Rabi, a Nobel laureate in physics, who was once asked, ‘Why did you become a scientist, rather than a doctor or lawyer or businessman, like other immigrant kids in your neighborhood?’
Dr. Rabi answered, “My mother made me a scientist without ever intending it. Every other mother in Brooklyn would ask her child after school: “So, did you learn anything today?” But not my mother. She always asked me a different question. “Izzy,” she would say, “did you ask a good question today?” That difference – asking good questions – made me become a scientist!”

By Mrs Nikki Grauman, Head of Academic Care, Junior School

Recently, both the Junior and Seniors School students at Masada College participated in a range of activities to promote National Reconciliation week. The key idea of this week is to bring together the relationship between the broader Australian community and Aboriginal and Torres Strait Islander peoples. As a school, Reconciliation Week resonates with us as we encourage our students to work together, to synergise and reconcile our differences when they arise and to do so with respect and sincerity.

In my role as Head of Academic Care, I often deal with students who need to work with one another to reconcile a difference of opinion or belief or to rectify a situation in order to move forward. This got me thinking about what it takes to make a sincere apology and about the process involved when we work together to try and repair a situation.

In my research I came upon this explanation of an apology: An apology is a statement that has two key elements – it shows your remorse over your actions and it acknowledges the hurt that your actions have caused to someone else. Whilst an apology appears like a simple way of making amends and we know that it is an effective way to restore trust and balance in a relationship, many of us nonetheless find it a difficult thing to do.
These are the four key steps in making an apology: 1. Express remorse, 2. Admit responsibility, 3. Make amends and 4. Take steps to ensure you do not find yourself in the same situation again.

What we need to realise is that an apology is a means of opening dialogue between the two parties. When we are willing to admit our mistake, the other person is given the opportunity to start to rebuild their trust and re-establish their relationship with you. It also gives you a chance to discuss what is and isn’t acceptable. Offering a sincere apology is a means to begin a healing process for those you hurt. However, we need to also remember that we too benefit when we make an apology as we assume responsibility for our actions. This allows us to build up our self-confidence, self-respect and reputation. When we fail to apologise we build animosity and tension and this can create a toxic environment. I found this quote I will leave you with: “You can grow flowers where dirt used to be.” Teach your children, as we try to teach our students, the art of making a sincere apology when we have hurt someone – You never know what can come out of this act of working together with courage, hand in hand.

From purpose-built facilities designed with the interests of little ones at heart, to a unified, community feeling in the classroom, there’s something warm, inviting and nurturing about Masada Cottage Early Learning Centre. “Part of it comes from having our entire College on one campus,” says Masada Cottage coordinator, Robyn Cohen. “Children thrive in the familiar environment that becomes their second home from the age of two, when our ELC begins, until they reach Year 12,” she says. Being on one campus also means that little ones become familiar not only with their environment, but with teachers as well, as Masada Cottage ELC students have lessons in Hebrew, sport and music with the specialist Junior School teachers. This means that both teachers and students can build a rapport with each other before more formal schooling begins. “Our ELC is also included in Junior School events like Mother’s’ Day and Father’s’ Day breakfasts, Yom Ha’atzmaut celebrations and special assemblies throughout the year. This encourages the development of friendships between different age groups- something that’s quite unique to Masada College,” she says. Masada College also hosts a monthly Year K-2 and ELC combined Shabbat experience, which is another way that ELC students are given a smooth transition to “big school”.

Of course, it goes without saying that Masada Cottage offers a comprehensive school- readiness program and a supportive staff teaching environment, which allows for ELC teachers to prepare and advise Junior School teachers on the needs of the students. “We are a really cohesive team,” says Robyn. “A lot of the staff have been at the school for a number of years which makes coming to work feel like you’re getting to see your friends,” she says. And long daycare hours combined with an extensive preschool program that caters to the needs of the students means Masada Cottage ELC is able to give each child the support they need to truly reach their potential.

For enquiries, contact enrolments@staff.masada.nsw.edu.au

By Mrs Nikki Grauman
Head of Academic Care ELC to Year 6

When educators and parents give children a voice, we are telling them that we value their thinking, their experiences, knowledge and input. Studies support the notion that increasing the autonomy and power that students have in their learning environment and providing them with increased student agency, helps students direct and take responsibility for their actions and their learning and creates greater independence and more self-regulated learning.

If we look at Masada’s classrooms, we see the rich and diverse population within. We believe that giving each student a voice, allowing them to become agents in their learning and to own their thinking generates greater collaboration and more meaningful and genuine interactions. Drawing on students’ individual and unique experiences and backgrounds brings a different perspective to the learning environment.
To this end, Masada aims at building a culture where students and their teachers work together towards common goals. Their voices are seen as authentic opportunities to collaborate, influence change and ultimately improve the educational outcomes and experiences at our College.

Furthermore, Masada College aims at embracing and validating student agency, voice and leadership and promoting independence, self-motivation, self-regulation and interdependence skills. This means the teaching staff provide effective and fair feedback as well as making necessary adjustments to the learning opportunities, content and the delivery that in turn allows time for reflection on the learning and resulting in the need of every student being addressed. We believe that when we give students a voice, we increase their leadership potential – a potential that is inherent within all learners.

I encourage us all to take the time to hear our children speak. Give them the freedom (within reason) to talk, to ask questions and to share their worlds: their ideas, worries, their excitement and their connections. We may be pleasantly surprised by what they have to say.

By Morah Carolyn Steinman

Head of Jewish Studies/Hebrew ELC to Year 12

As parents, want our children to have more than we did growing up: more opportunities, less disappointment, more things, less frustration, more friends, less heartbreak. And so we buy more stuff, micromanage our children’s social lives, fill their minutes and hours with extra-curricular activities and intervene the minute they express frustration or disappointment. We sacrifice and spend but it does not always result in gratitude. So often it leads to entitlement and arrogance.

With Purim approaching, it is the perfect time to model gratitude. When our children are taught about and then hear the story of the Megillah, they are learning about gratitude. Gratitude for our survival as a people. Gratitude that we have leaders who were proactive and stood up against hate and discrimination. Leaders like Esther who put her personal needs and life aside to serve and save her people.

As educators and parents, an attitude of gratitude is one of the most crucial character traits we can teach our children.

So how do we grow an attitude of appreciation in our homes and school?

In Judaism we are taught to begin each day with the prayer of ‘Modeh Ani’ – ‘Thank You God for another day’ and ‘Birkat Hashachar’ – the morning blessings. This becomes a mindset. At Masada we teach our children to start their morning with these words. We want thankfulness to become common in our vocabulary. Partner with us to teach our children gratitude. Look for things, big and small, to express gratitude for. You found a parking spot easily? The family is eating dinner together? Let the kids hear your gratitude. The children got new school sneakers and backpacks? You bought new clothes? Don’t allow the moment to pass without an expression of appreciation. A beautiful way to end each day is teaching your children to thank God for their blessings before they go to sleep. Help younger children think of people, experiences and things they are grateful for. This will become a positive awareness that children cultivate as they grow. Daily thanks compel us to feel joy and contentment.

As we approach Purim we will be asking you to support your children in bringing in food to distribute for mishloach manot to ensure those less fortunate can also receive gifts of food. Before Pesach we will be collecting for those in our community who will struggle to buy kosher for peach food to share with their families. Let us model gratitude together.

What is your role?

My role is to work with our Year Patrons to help support not only the academic needs but the socio-emotional development of our students and ensure they are maintaining their well-being. This is vital in Senior School as the pressures of school and studies can be overwhelming for some.

Can you explain what student well-being means?

Student well-being underpins the educational experience of all students at Masada College. As a College we believe that by providing a supportive and nurturing environment the school contributes to the development of students’ sense of self worth, enthusiasm for learning and optimism for the future. The College prides itself on a whole school approach, acknowledging that well-being can be influenced by a number of factors, which can impact a student’s learning and connectedness to the classroom.

What are Year Patrons?

Our patrons are the backbone of our well-being program, ensuring they are the parent figure at school and that important link between home and school. Our Year Patrons are approachable, experienced, supportive, compassionate and ready to support our students to ensure they achieve to their best of their abilities.

Our Year Patrons for 2019 are :

Year 12 – Mrs Lyn Rutherford, Year 11 – Mrs Susie Virgona, Year 10 – Mrs Carly Easterbrook, Year 9 – Ms Danna Rosen, Year 8 – Ms Ellana Costa and Year 7 Ms Jennifer Thwaite.

In addition, we are excited to have on board Mr Jack Liang as our Head of International Affairs and Student Liaison Officer. Mr Liang has a wealth of knowledge and expertise with international students and we welcome him to the College and we know his relationships with our International Student body will flourish as the year progresses.

What do Patrons do?

The Patrons hold a fortnightly meeting with all the staff that teach their year groups, at which each student in the grade is discussed in order to gain an impression of their overall progress or any issues that may be emerging. Our aim is to be proactive rather than reactive to situations. Discussions with parents and/or students may be initiated from the information collected at these Patron meetings.

Each year group has a weekly meeting time with their patron, where issues can be discussed but this is also where much of our student well-being program is carried out. Students are engaged in programs that are specific to each year group and are based on topics that may be affecting students during this time of their lives. Our programs touch on topics such as study skills, stress management, cyber safety, healthy relationships and students are fortunate enough to be addressed by industry professionals specialising in adolescent development and wellness. Clubs also give students the opportunity to pick from an extensive range of well-being activities encouraging them to switch off from technology and engage in a range of offerings from knitting and crochet, to board games, hockey, basketball, soccer, mindful colouring and walking, to name a few.

What about co-curricular activity?

Balance is key to success in senior school. There is a lot of evidence that shows the important role that socialising with friends has on your happiness and outlook on life. Picking up a co-curricular activity is a great way to maintain this balance. We have on offer after school sport, music, tech crew, da Vinci decathlon, debating, public speaking and mock trial.

By Mrs Nikki Grauman

Best available research indicates that one in seven Australian children and adolescents have mental health difficulties. In essence, these problems can come to school in an ‘invisible school bag’ that teachers, parents and even the students themselves are unaware of.

If we think about our own children’s first day of Kindergarten, a memory we may have is of packing their school bag and showing them where to find everything inside. We probably put a lot of thought into what food we sent, labelled or covered the books with great care and made sure to pack a spare hat and a raincoat – just in case. Then off our children went, bag on their shoulders, ready to face their first exciting day at school.

I wonder though, without consciously realising it, what the hopes, cares, worries and dreams we had in mind, when we handed over that school bag? Or if we gave a thought to the teacher that would soon be on the receiving end of our child, with that school bag?

The true question we should be asking is: what is it that our children are carrying with them – in that bag – that we cannot see? And it is the often times invisible baggage that has a great impact on how they will learn, behave or react and what types of relationships they will have with us, and with their peers.

As parents and educators alike, at the start of a new school year, it is important, I believe, that we sit down and ask our children, what is in their invisible school bag? And to revisit this question on a daily, weekly or monthly basis; so that we do not lose sight of the simple and complex things that can impact on their day, their attitudes and their learning.

I once read that: in order to teach each child, we have to reach each child.  Our children’s ‘invisible school bags’ are very telling.  As teachers and parents our role is to create safe environments and foster strong and reliable relationships, which will allow our children to share their stories, their dreams, their fears and their goals.

My challenge to myself – and I extend this to you – is to pay closer attention to what I don’t see in relation to the baggage our children carry around with them. By naming and noticing these invisible barriers, we can start to take steps to help unearth them. The irony being that identifying the invisible may make us see our children more than ever before. As a teacher, this will help us identify and improve the learning pathways of our students. As parents, it may allow us to develop a new understanding of why our children respond and behave the way they do. Either way, it is a win-win for all as the positive relationships we develop can be built on a foundation of hope, encouragement, guidance, appreciation, and achievement.