Week 8 | Term 3 10 September 2018

EXTERNAL VALIDATION Last week our school presented our external validation evidence to a panel. The day kicked off with a tour around the school and a visit to all the classrooms. Both panel members were highly impressed with the layout and setting of the school, mentioning what an incredible environment in and outside for students to learn, play and grow. Once the tour was finished, Judi, James and I sat down with the panel members to discuss the evidence and where we placed ourselves on the NSW Department of Education - ‘Schools Excellence

Framework’.

The panel agreed with where we placed ourselves on the majority of areas on the framework, moving us higher in three areas. The panel spoke highly about our diverse, rich curriculum that our school offers. They talked about the high levels of community engagement involved in and out of the school and the positive impact it has on the students. They also noted the high levels of collaboration between all staff and the educational leadership in place. The panel members could easily see where the school

is heading and what exciting learning opportunities are ahead for all the students at Dungay PS.

CAMP GOODENOUGH PARENT MEETING DATE CHANGE: Week 9—MONDAY 17 September, 4pm – 4:30pm

I will be holding a camp information meeting for parents next Monday. The teachers and students are

very excited about camp. If you have any questions or concerns please attend this meeting.

Please note some dietary and medical notes are still to be returned by several students. Please ensure you return these asap. Payments are now also being asked for children attending with final payment to

be made by Friday 21 September.

P&C MEETING Week 9—Tuesday 18 September 6pm

Thank you to all the parents who make the time to come to our meetings. The P&C plays an important role in providing valuable educational experiences and resources for our students. We hope you can

take time out of your evening to attend the meeting next Tuesday.

Have a great week. MR JOSHUA STEPHENS

Principal

305 Tomewin Road, Dungay via Murwillumbah 2484 | P: 02 6672 2174 | F: 02 6672 5967 | E: dungay-p.school@det.nsw.edu.au W: www.dungay-p.schools.nsw.edu.au | Schoolstream app for Android and Apple devices.

Newsletter

DUNGAY PUBLIC SCHOOL

UPCOMING EVENTS

WEEK 8

Mon 10 Sept 125 year Big Day Out meeting, 3pm Thur 13 Sept FNC public speaking Fri 14 Sept NC athletics

WEEK 9

Mon 17 Sept Camp meeting 4pm Tues 18 Sept P&C meeting 6pm Fri 21 Sept Ball games, Murwillumbah Camp payment due in full

WEEK 10

Mon 24 Sept Camp Tues 25 Sept Camp Wed 26 Sept Camp Fri 28 Sept End of term

TERM 4

Week 1

Mon 15 Oct Student and staff commence term 4

WEEKLY

Assembly 2.15pm each Monday in 4/5/6J.

Canteen each Mon, Wed and Friday.

Please also find this Newsletter uploaded on the Dungay PS SchoolStream app.

Camp payments are now being taken.

Full payment is required by Friday 21 September.

Dear Parents, Bonjour, Buenos Dias, G’Day, Guten Tag, Konichiwa, Ciao, Shallom and Dobrey Dyen to all the beautiful parents, grandparents and carers of Dungay PS

DUNGAY PUBLIC SCHOOL

HAVING ISSUES WITH THE APP?

Please ensure you have updated to the latest version via your app store. After updating you will be required to set up an account. Once you have registered your account, you will be able to access all of the new features which are highlighted in the welcome video on first

use.

If updating still doesn’t fix the issue please let us know so that we can look into it and/or

inform the developers.

We are increasingly using this method of communication as it is so versatile and immediate.

Please make sure you read all notifications that are sent out.

CAMP CHECKLIST Have you returned the

following:

Medical note

Dietary requirements (please sign & return even if your

child has no special requirements)

Payment

MATHS OLYMPIAD Last week a group of Year 5 & 6 students attended the Wollumbin High maths Olympiad. All students did exceptionally well working collaboratively and using problem solving skills. Our two teams placed 5th and 6th out of 14 teams. Well done!

KINDERGARTEN 2019 Orientation for enrolled 2019 kindergarten children commences next term on Tuesday 23 October. If you have yet to enrol your child into

kindergarten please visit the office as soon as possible for the application form. If you know of any families in our local area wishing to apply

please have them contact us to make an appointment with the Principal.

Orientation activities aim to make the children feel safe and comfortable in the classroom environment, for the families to meet Mrs Ryan and

address any questions they may have about Dungay school.

All dates for Kinder Orientation next term are:

Tuesday 23 October 9am to 11.20am

Tuesday 30 October 9am to 11.20am

Tuesday 6 November 9am to 11.20am

Tuesday 13 November 9am to 1.30pm (includes a dress up)

Tuesday 20 November 9am to 1.30pm (final)

Dungay PS

STUDENT ACHIEVEMENT

Week 7

Merit Awards and Achievement in one of the 5 Keys to Success.

Note: There was no assembly in week 6.

Merit Awards Key Key

K/1R Matilda, Sienna Ayrton Nate

2/3/4S Archie, Linc Thomas—Resilience Miah—Resilience

4/5/6J Ashton, Holly Talitha—Persistence Brianna—Organisation

Congratulations to all of the Merit, Keys to Success and Principal Award recipients

HOW OUR AWARD SYSTEM WORKS: Major goal = Gold Principal’s Award and your name on the Honour Board

Four (4) weekly awards = A Bronze Principal’s award.

Four (4) Bronze Principal’s Awards = A Silver Principal’s Award

Four (4) Silver Principal’s Awards = The Gold Principal’s Award, name on the Honour Board and trophy/medal at Presentation Night

When you have collected the appropriate number of awards listed above, remember to hand them in to the office to receive your next major award.

Principal Awards

K/1R —

2/3/4S Lexi, Joel, Zeon

4/5/6J Kayleb

Dungay PS

whole school

1964

Who do you know or

recognise?

We’d love to send them a

special invite to our Big Day

Out, so if you know anyone

in this picture please let us

know!

Keep an eye out

in the next week

or two for a full

program of the

days events!!

WELLBEING FOR

OUR STUDENTS

When emotions run high, people do and say things they normally

would not. When you’re a young child, this is what you do all the time.

Emotional self-regulation, a large component of emotional intelligence,

is the ability to manage one’s experience and expression of emotions.

With practice, children improve their capacity for emotional self-

regulation. By age four, most children start to use strategies to

eliminate disturbing external stimuli. In other words, they cover their

eyes when they’re scared and plug their ears when they hear a loud

noise.

It’s not until age 10 that children consistently use more complex

strategies for emotional self-regulation. These strategies can be

broken down into two simplistic categories: those that attempt to solve

the problem and those that attempt to tolerate the emotion.

When a child can make a change to address a problem, they engage

in problem-focused coping by identifying the trouble and making a

plan for dealing with it. When they deem the problem unsolvable, they

engage in emotion-focused coping by working to tolerate and control

distress.

All of these strategies are a part of emotional intelligence. Emotional

intelligence encompasses awareness, understanding, and the ability

to express and manage one’s emotions.

While the world has been focused on academic achievement in

childhood, emotional self-regulation has been largely ignored. This is

a poor strategy, given that research suggests emotional intelligence is

twice as strong a predictor as IQ of later success.

Self-control, one piece of emotional intelligence, is particularly

important in predicting achievement in children. Children who are able

to inhibit impulses (often driven by emotions) and avoid distractions

are able to engage in more prosocial behaviors and accomplish their

goals.

A particularly powerful study tested school-aged children on self-

control and conducted follow-up studies on those children in their 30s.

The study demonstrated that self-control predicted success better

than IQ, socioeconomic status, and family environment. Those

children high in self-control were also healthier, made more money,

and were less likely to have criminal records or trouble with alcohol.

FEELINGS SERVE A PURPOSE

The first piece of emotional intelligence is awareness and

understanding of emotions. We have to understand and accept before

we can control and express our emotions. Emotions are not an

inconvenience, but rather a piece of human evolution that serves a

purpose. The discrete theory of emotions suggests that each of our

primary emotions have evolved to serve distinct purposes and

motivate our behavior.

Sadness is an emotion uniquely capable of slowing us down, both in

thought and motor activity. This can allow us the opportunity to reflect

on the source of our emotional upset and take a closer look at the

antecedents of it.

In contrast, anger speeds us up, mobilizing intense energy and

sending blood to our extremities. While evolutionary, this geared us up

for a fight; in modern times, it allows the sustained energy for a fight of

a different nature. Anger cues us that our rights have been violated

and helps us mobilize to protect against future threats.

Our emotions are to be respected and reflected upon. This includes

These articles are designed for parents to read, learn and develop strategies to help support their child at Dungay PS. This term we are focussing on student wellbeing. The wellbeing of our students at Dungay PS is imperative. We aim as a school and community to ensure our students are healthy, happy, engaged and successful. Enjoy reading these articles.

EMOTIONAL INTELLIGENCE

HOW YOU CAN HELP STRENGHTHEN YOUR CHILDS EMOTIONAL INTELLIGENCE

Emotional intelligence encompasses

awareness, understanding, and the

ability to express and manage our

emotions.

Continued over page

our children’s intense emotions at seemingly non-intense situations.

My daughter experiences intense anger when she is not able to do

something she had previously accomplished, such as buckling her car

seat independently.

In their recent policy statement, the American Academy of Pediatrics

advised parents not use technology as a way to calm or pacify

negative emotions in their child. Specifically, they expressed “concern

that using media as strategy to calm could lead to problems with limit

setting or the inability of children to develop their own emotion

regulation.”

Basically, children need the experience of feeling these emotions and

practice tolerating them to develop self-control and emotional

intelligence.

INCREASING YOUR CHILD’S EMOTIONAL

INTELLIGENCE

Because emotional intelligence appears to be such a strong predictor

of success, researchers have looked at how caregivers can

encourage its development. Specifically, Dr. John Gottman observed

how parents respond to their children’s emotions in an effort to

understand how emotional intelligence develops. He found that

parents respond to children’s emotions one of four possible ways.

Dismissing parents see children’s emotions as unimportant and

attempt to eliminate them quickly, often through the use of distraction.

Disapproving parents see negative emotions as something to be

squashed, usually through punishment.

Laissez-faire parents accept all emotions from child, but fail to help

the child solve problems or put limits on appropriate behaviors.

Emotion coaching parents value negative emotions, are not

impatient with a child’s expression of them, and use emotional

experience as an opportunity for bonding by offering guidance through

labeling emotions and problem-solving the issue at hand.

Dr. Gottman’s research shows children of parents who emotion coach

are physically healthier, do better in school, and get along better with

friends. Emotion coaching parents followed five basic steps to help

their children with emotions. Sometimes this can take a great deal of

time.

Dr. Gottman found that emotion coaching parents only followed all five

steps 20-25% of the time, suggesting there is no need for guilt as no

parent can complete this process all the time.

STEP 1: Be aware of your child’s emotions.

Parents who emotion coach are aware of their own feelings and sensitive to

the emotions present in their children. They do not require their child to amp

up their emotional expression for the feelings to be acknowledged.

STEP 2: See emotions as an opportunity for connection and teaching.

Children’s emotions are not an inconvenience or a challenge. They are an

opportunity to connect with your child and coach them through a challenging

feeling.

STEP 3: Listen and validate the feelings.

Give your child your full attention while you listen to their emotional

expression. Reflect back what you hear, thus telling your child you understand

what they’re seeing and experiencing.

STEP 4: Label their emotions.

After you have fully listened, help your child develop an awareness of and

vocabulary for their emotional expression.

STEP 5: Help your child problem-solve with limits.

All emotions are acceptable but all behaviors are not. Help your child cope

with his or her emotions by developing problem-solving skills. Limit the

expression to appropriate behaviors. This involves helping your child set goals

and generating solutions to reach those goals.

NAIDOC CELEBRATIONS

Thank you to all the students who participated in this year’s NAIDOC celebrations. It was an awesome, immersive day of activities helping all

to understand and learn about Aboriginal and Torres Strait culture and history.

FOR THE COMMUNITY

BEFORE AND AFTER SCHOOL CARE

Private bus drop off and pick up from

Murwillumbah and surrounding schools. Small

group settings, limited places left available.

Registered with Ballina Byron Family Day Care.

Childcare rebates apply. Contact Kim on 0413 974 775.