Term 4 Week 4 30 October 2012

‘One day, a small opening appeared

on a cocoon. A man sat and watched

the butterfly for several hours as it

struggled to force its body through that

little hole. Then it seemed to stop making

any progress. It appeared as if it had gotten

as far as it could and it could not go any

further.

So the man decided to help the butterfly: he took a

pair of scissors and opened the cocoon. The

butterfly emerged easily but it had a withered body,

with tiny shrivelled wings. The man continued to

watch because he expected that, at any moment, the

wings would open, enlarge and expand, to be able to

support the butterfly’s body and become strong.

Neither happened! In fact, the butterfly spent the rest

of its life crawling around with a withered body and

shrivelled wings. It never was able to fly.

What the man in his kindness and his goodwill did

not understand was that the restricting cocoon and

the struggle required for the butterfly to get through

the tiny opening, were God’s way of forcing fluid

from the body of the butterfly into its wings, so that it

would be ready for flight once it achieved its freedom

from the cocoon. Sometimes struggles are exactly

what we need in our life. If we went through life

without any obstacles, it would cripple us. We would

not be as strong as we could be; never be able to fly.’

Dear Parents and Caregivers Parents frequently face similar dilemmas throughout their children’s growing-up years. You watch your children struggle with friendship difficulties, learning adjustments, managing emotions, battles for independence, coping with change and so on and it can be hard to know how to assist. In the above story, the man’s response, while well-intentioned was ultimately detrimental to the butterfly’s long-term well-being. Doubtless it is hard to stand by, feeling helpless, and watch a loved one struggle. The urge to solve the problem through a reflex response (such as withdrawing the child from the situation, taking matters into your own hands, blaming and reacting emotionally) can be overwhelming and yet rarely does it provide a satisfactory outcome.

Sadness, anxiety, confusion, worry, loneliness, dissatisfaction …. are just some of the emotions we all must learn to face and manage in order to lead happy, healthy and productive lives. Learning the virtues requires being tested in their development e.g. to learn patience we must be exposed to waiting, to learn resilience we must be exposed to difficult situations, to learn courage we must face our fears. Learning

these lessons, of course, is harder for some than for others and the process can be helped or hindered by the kind of support received in our formative years. Basically we adults can take to the situation with scissors, as in the butterfly story, or we can stand beside the child, offering timely support and wise counsel thus helping the child develop the necessary strength, confi-dence, resilience and character to face and overcome obstacles. This is not an easy decision to make however. It takes patience, trust and confidence that the longer-term outcome will be of greater benefit to the child than the ‘quick fix’.

Here are a few suggestions that may help turn difficult situations into learning opportunities -

• Keep emotions under control. Adult anxiety or anger is easi-ly absorbed by the child and can become part of the problem and worsen the situation.

• Listen to your child with a little detachment. Is the matter serious or trivial? If serious, promptly see the person who is in the best position to follow-through. At school, this is generally the class teacher or the principal depending upon the circumstances. If trivial, be sparing with the time and emotional energy you in-vest. Moving the child on helps the child put life events in per-spective.

• Try not to judge other children involved; they are learning too

and although appropriate consequences must follow, there must be room for forgiveness and redemption. In all circumstances, there are individual and communal dimensions which must be balanced and considered. Never deal directly with another fami-ly’s child. Such action is inappropriate and the outcome is never satisfactory. Inform school staff and allow them to take the ap-propriate action.

• For a child with a tendency towards a pessimistic outlook,

downplay the complaints and refocus the child on positives. This will take time and could become a family ‘project’. eg Each even-ing family members set aside time to share something wonderful/exciting/enjoyable that happened during the day. Children give us the behaviours for which they are rewarded with our time and attention. If they get our attention through complaints/tantrums then complaints/tantrums we will continue to get.

• When a child has successfully worked through a difficult situ-ation, talk through, and reinforce, the positive steps taken which led to this outcome – and celebrate! All situations can be used to reinforce life lessons that will come in handy in the future. Help-ing the child become conscious of this learning is time well spent.

And lastly, it takes trusting partnerships – parents and school staff – providing mutual support and encouragement in the im-portant and complex business of student learning in all its facets. The stronger the partnerships, the better the outcomes for stu-dents. We are here. We are with you. We, too, want the very best for your children.

Have a great week everyone. Glenda

Dear Parents/Caregivers, This week we celebrate All Saints Day on Thursday, 1st November, a Holy Day of Obligation originally in honour of those who have died for their faith, followed by All Soul's Day on Friday 2nd November, a Roman Catholic day of remembrance for the faithful departed. All Saints Day, the day on which Catholics celebrate all the saints, known and unknown, is a surprisingly old feast. It arose out of the Christian tradition of celebrating the martyrdom of saints on the anniversary of their martyrdom. When martyrdoms increased during the persecutions of the late Roman Empire, local dioceses instituted a common feast day in order to ensure that all martyrs, known and unknown, were properly honored. It is a Holy Day of Obligation when all Catholics are expected to attend Mass. If you are unable to attend one of the other Parish Masses, then you are welcome to join the Year 3B students and their parents in the Children’s Chapel at 2pm for this celebration. The Christian celebration of All Soul's Day pays respect to and remembers the souls of all friends and loved ones who have died. The living pray on behalf of Christians who have died that they may be received into heaven. The day purposely follows All Saint's Day and is celebrated with masses and festivities in honor of the dead. The traditions of the Feast of All Souls began independently of the Feast of All Saints. The Feast of All Souls owes its beginning to seventh century monks who decided to offer the mass on the day after Pentecost for their deceased community members. In the late tenth century, the Benedictine monastery in Cluny chose to move their mass for their dead to November 2, the day after the Feast of all Saints. This custom spread and in the thirteenth century, Rome put the feast on the calendar of the entire Church. Please remember in your prayers those in our community who have died in your prayers. There is a book in the school foyer for those who wish to record the names of people for whom you would like the community to pray. May they rest in peace.

God bless you all, ]âw|à{A

Uniform Shop Hours Monday 8.00am - 10.00am Wednesday 10.15am - 3.15pm Thursday 8.00am - 1.00pm

Keep smiling! Leanne Dowe Uniform Convenor

Family Dance Thank You - On Friday night, lots of mums, dads, children and even a couple of grandparents enjoyed the Family Dance organised by the P&F. With DanceFever instructors, Georgia and Ash leading the dancing, many parents and their children danced non-stop and had a great time together. Thank you to Lauren, Sarah, Kellie, Kylie for their organisation and thanks to everyone who helped with the barbecue and canteen! 2013 Book Lists - Booklists have been sent home. Please return your orders by Monday 5 November. Staffing Update As mentioned last newsletter, we welcome Oliver Jones as PE Teacher while Linda Till is on maternity leave. Last week Danielle Ramia joined the Stella Maris staff in 5A while Lynsey Koch sought medical advice after an outbreak of ‘slapped cheek’ across the year level. This virus does not present a problem to the average population except in the case of pregnancy, the absence of a strong immune system or lack of prior exposure to develop the necessary antibodies. Unfortunately, Lynsey falls into all three categories. Further to earlier advice provided to Year 5 parents, Lynsey has now been advised that her return puts her baby at serious risk. Accordingly, Lynsey will take maternity leave for the remainder of the school year and Danielle will remain with 5A over this time. Lynsey, of course, will prepare student reports and continues to maintain a keen interest in her class. In 2013, Julie Reuter and Nicole Jenkins join the Stella Maris staff. Both are beginning teachers from Brisbane. We also have Frais Marrinon coming from four years in Murgon and Jeffery Ross and family from a number of years in Ipswich. Daphne Baker and Catherine Thiele will continue job-sharing. Renee Tamatea and Lucia Chick return to their job-share arrangement and Denise Heffernan and Beth Kipping will work together for the first time. And as previously mentioned, Jenny Connoley and Trish Hawting will retire after long, wonderful and highly successful teaching careers. Their combined experience, wisdom, caring and plain common sense will be greatly missed!

Calling all Clever Designers We would love a Stella Maris student to design the front cover of the 2012 YEARBOOK. Your design should be in colour and include the words ‘Stella Maris Yearbook 2012’. The winning design will be kept a secret until the Yearbook is published! Please submit entries to Mrs Ludlow in Yr 7C by next Wednesday, 7 November.

Go on! Have a go!

DATE CLAIMER Please keep Sunday 11th November free to join us in celebrating Remem-brance Day at the Cenotaph at Cotton

Tree, where our students will march in the parade and lay a wreath in honour of those who have died serving our country. Details in next week’s newsletter.

Congratulations to Debela Savimaki

who participated at the Qld Track &

Field Titles in Brisbane. Debela performed

exceptionally well winning the U/13 Boys 100m, 200m & 400m

events. Debela also broke the 200m State Record. Debela has

now been chosen to represent Qld at the upcoming National

Titles in Hobart in late November.

MUSIC NOTES QUOTE OF THE WEEK “Please don’t stop the music.” ~ Rhianna ~

MUSICAL NEWS – ‘JOSEPH AND

THE AMAZING TECHNICOLOR DREAMCOAT’ Don’t forget that DVD orders are due ASAP. Those cast and crew members who have not received an order form but would still like to place an order are asked to see Mrs Durrer. If you have lent any items to us and have not received them back, please check with us as there are a few items that need to be collected MUSIC COUNT US IN Stella Maris is rehearsing for the song that stops a nation. The countdown has started and students at Stella Maris are joining school children across Australia warming up their vocal chords to take part in Music: Count Us In. Since 2007, over 2.5 million kids have participated in this world-beating program that celebrates the value of school music education. Last year over 1900 schools joined the biggest school initiative in Australia, performing the same song at the same time on the same day. Although the national performance day is Thursday November 1st at 12.30pm AEDT, we will be singing this year’s song at 9:00 during Assembly. We will be accompanied by the concert band, guitar and percussion students, and Ms Worthy on piano. Please feel free to join us as we sing, play, and sign the song ‘Different People’. More information regarding the program song and behind-the-scenes videos can be found at www.musiccountusin.org.au. CHOIR NEWS Choir rehearsals have resumed and all students should be at each rehearsal. If you have queries regarding anything musical – please feel free to catch up with us before or after school, by contacting us in writing or via email. Re-enrolment letters have been sent home with all students currently enrolled for instrumental, singing and speech tuition at school. The form needs to be returned to secure your place for 2013 or to advise that your child is not continuing. Your prompt attention to these forms would be appreciated! Recruitment - next week, Mr Wynyard will begin talking to students in yr 2 - 6 regarding opportunities to join the program in 2013. Any enquiries should be directed to

StellaMarisMusic@bne.catholic.edu.au.

Musically Yours, Inez Durrer Todd Wynyard Classroom Music Specialist Instrumental Music Coordinator idurrer@bne.catholic.edu.au twynyard@bne.catholic.edu.au

October 30 & 31 Orientation Mornings November 1 Prep OC Assembly Item November 6 Melbourne Cup Day November 8 Australian Youth Choir Yrs. 2-7 November 13 P & F/AGM Meeting @ 6.30pm in the staffroom November 22 Music ( SM Singers & Guitar) Assembly Item November 29 P & F Tuckshop Mum’s Lunch November 30 Swimming Carnival Yrs. 4-7 December 4 Year 7 Dinner Dance /Awards Evening December 5 Year 7 Thanksgiving Liturgy (evening) December 7 Last Day Term 4

2013 January 30 1st Day Term 1 March 28 Last Day Term 1 April 15 1st Day Term 2 June 21 Last Day Term 2 July 8 1st Day Term 3 September 20 Last Day Term 3 October 3 1st Day Term 4 October 21 Pupil Free Day December 6 Last Day Term 4

Week Ending 2 November- S McGahan, S Mulvihill, S Murray, S O’Brien, S Parker, S Seignior, S Thompson, T Carmody, T Di Pietra, T Duggan, T Godfrey, T Gorring, T Grant, T Mass T Mahon, T Northey, T Pugsley, T Stowe, V Jones, V Maroney, V Portors

Wed 31/10 Thurs 01/11 Fri 02/11 Mon 05/11 Tues 06/11

T Gorring N Mac Minn

M Austin N Hughes J McMillan J Prosser

A McArdle H Person

1 November

Xavier Low, Hugo Furniss, Leila Parry, Chelsea Santoro,

Harry Gorring, Daniel Toson, Ashli McBroom, Charlie Perrett,

Ethan Barwood, Dylan Casey, Ethan Williams, Kirra Dixon,

Colby Marinic, John Tuxworth, Sarah Wallace, Noah Cheatham,

Isobel Grant, Bailey Ratcliff, Noah Rohweder, Cartia Thompson,

Kyra Bellamy, Brayden Huston, Tye James, Paul Currie,

Lily-Anne Towner, Liam Flynn, Zaid Kelm, Jesse Kane,

Lara Lawson, Kiama Marsh.

Thank you to

Ethan Petcos, Shonique Teuthof, Savannah Fretwell, Macy Eastment, Prue Rezes, Bridget Fuller, Martha Simpson,

Jai Cameleri, Jack Guy, Noah Talbot, Harrison Kidd, Perry Bailey, Jessica Crowe, Sienna Coghlan.

Sushi is no longer available till further notice.

The fifth grader's brain "Mum, you just don't understand!" Classic statement of alienation, huh? By fifth grade, your child's brain has created a unique "self" due to its one-of-a-kind neural pathways. The upgraded analytic ability also enables fifth-graders' brains to become keenly, painfully aware of how they fit, or don't fit, into certain social groups. Partnered with dramatic imagination, your child may feel lonely and unaccepted, a social failure with fragile self-esteem. The reason for all this fifth-grade angst? Your child's friendships are probably rising in importance. This shift towards friends can make things alarmingly nasty if accompanied by peer group pressure, cliques, jealousy, possessiveness, and bullying. Children who feel rejected in the savagely swirling fifth-grade frog pond can become melancholy and nervous. What can you do? You can't keep your child from trying to locate their place in their peer group. Children this age need to discover how their "self" fits into the world — in terms of gender, social status, ethnicity, and belief systems. During this traumatic tween time, parents can be loving and wise guides, offering advice and support to boost their quavering egos. That's why it's helpful to know, anatomically, what's changing in their evolving brains: By fifth grade, the brain is slowing its previously furious development of new axons and dendrites – thus reducing its openness to new connections. However, the brain is also accelerating the myelination process that builds sheaths around axons, speeding up the neural pathways that are already well established. The consequence of this shift is that abstract thinking (like algebra) becomes easier, thanks to increased quickness, efficiency, and capacity of information.. 10 year olds who are physically fit perform better on a variety of cognitive tests than their out-of-shape peers. MRI scans determined that the hippocampus – a brain region that contributes to spatial reasoning and memory – was 12 percent larger in the children who exercised. Conclusion? Engage your child in physically challenging activities, from 30 to 60 minutes per day. Team sports are superb for fifth-graders, and parents should work out with them, if possible, to provide healthy role models.

A safe space Fifth graders should not be over-exposed to violent episodes of murder, bloody mayhem, assaults, and general violence, in any real or imaginary form. So don't devote the bulk of your dinner table conversation to violent news topics, and keep real and screen-related violence to a minimum. Scary scenarios that create traumatic stress in the child release cortisol in their brains, a hormone that can weaken the immune system and structure of the hippocampus. You can also reduce the threat of violence in the home by avoiding conflicts where family members yell at and physically hurt each other. Studies show that children in chronic stress regard the world as an unsafe place and that this distraction impairs their learning ability.

Christine Craig (Guidance Counsellor) email:ccraig@bne.catholic.edu.au