Brave Hearts, Bold Minds

SA Cummins Dr Philip

Description

What shapes a boy into the man he will become? How can we nurture a boy so he grows into his best self?In this book, educators from The Scots College, Sydney Australia, recognised internationally as a leader in educating boys, provide the answers. Brave Hearts, Bold Minds shares insights into the essential elements which serve to equip boys to become fine men of great character.

Sujets

• Gestion et management

Informations

• Publié par: CIRCLE
• Date de parution: 18 février 2015
• Nombre de lectures: 0
• EAN13: 9781783016839
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Brave Hearts, Bold Minds
Growing Fine Young Men
Edited by Dr Ian PM Lambert and Dr Philip SA Cummins
Dr Lambert and Dr Cummins 2011
All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the copyright owner.
Publisher:
CIRCLE - The Centre for Innovation, Research, Creativity and Leadership in Education Pty Ltd,
1/39 Hume Street Crows Nest NSW 2065 AUSTRALIA
Tel. [phone]
E: [e-mail]
W circle.education
Design, Proofing, Layout and Cover:
imageseven
www.imageseven.com.au
Printed in Australia
ISBN 978 1 921638 10 7
Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred, the publishers tender their apologies and invite copyright owners to contact them.
For our boys.
Contents
Reflection: Unlocking Their Potential - Building Learning Communities for Boys
Boys are Powerful Beyond Measure
Boys are Spiritual
Boys and Connection
Boys Gain Comfort in Their Teams and Groups
Boys Have Feelings
Boys are Musical
Boys Just Want to Have Fun
Boys Need Opportunities to be Warriors, Heroes and Kings
Boys Need to be Brave Thinkers
Boys Need to Have Mentors Who Know Who They Are
Boys Need Passion
Boys Need to Seek Answers
Boys Need Wisdom
Boys Need to Overcome their Fears in Order to Achieve Success
Boys Need Us to See Beyond the Uniform
Boys Need High Expectations and Positive Reinforcement
Boys Need Character; Boys Need Beauty
Boys Need to be Liked and Feel Connected
Boys Need Balance
Reflection: Building a Culture of Excellence for Boys
Boys Need Consistency
Boys Need Praise
Boys Need to Feel Safe
Boys Need to Laugh
Boys Need to be Engaged
Boys Need to Take Responsibility for Their Learning
Boys Need Role Models
Boys Need Minds Guided by Hearts
Boys Need Us to Capture Their Imagination
Boys Need a Sense of Hope
Boys Need Kindness
Boys Need to be Dynamic
Boys Need a Structured Discipline Plan
Boys Need to Play to Learn
Boys Need a Strong Work Ethic, Adaptability and to be Grateful
Boys Learn Through Relating
Boys Learn in Different Ways
Boys Learn Behaviour
Boys Learn When it s Real and Relevant
Reflection: New Learning for Boys in a Redefined World
Reflection: Unlocking Their Potential - Building Learning Communities for Boys
Dr Ian PM Lambert
Within us all is a deep well of incredible potential.
Zig Ziglar, the famous author and leadership analyst says,
People are designed for accomplishment, engineered for success, and endowed with the seeds of greatness.
Things such as wisdom, hard work and the willingness to go the extra mile do actually make a difference. Yes, we have incredible potential but we will only achieve in life when we begin to stretch ourselves and realise that a life of abundance will not just happen because we are good people. We need to do things that stretch us, and attempt to think in new ways.
This is why we should proudly value and celebrate the education of boys and young men. With a philosophical commitment to equity and opportunity, we need to embrace a deliberate intention to offer a curriculum and experience that provides balance and versatility, joy and energy, friendship and fun. We want our boys to be intellectually curious, responsive and persistent, and enriched by the possibilities. We want our students to honour the privileges which have been given to them, to become compassionate citizens of the world, to seek wisdom and knowledge through trust, fidelity, friendship and faith. At the same time, this requires us to have confidence in our boys talents, to offer them many opportunities to excel and to expect them to be taken.
As well as having a rich and diverse educational program, a feature that distinguishes a strong community is the breadth of vision and life in which members participate, for mutual enrichment. Such a vision rests on core values that our teachers encourage such as kindness, trust, integrity, commitment and respect. A strong community is one in which a rich memory of the past and present is retold in a community. The shared ethos and purpose that is so tangible and vibrant at every stage of learning, makes it possible for members to participate in making decisions and becoming agents of renewal and transformation.
So what is important in a great school that grows fine young men? Firstly, it is important that the habit of work should be acquired early on; the ability to challenge and drive oneself to a level of excellence in learning. Academic work is the one activity to which everyone in a good school can and must contribute.
Then, and closely allied, cultivate the habit of reading. Boys need to read widely and develop a spirit of curiosity. There exists an experience and record of all of life between the covers of books. Widely read people are, usually, a pleasure to be with and a source of great wisdom.
At school and beyond, boys need to develop hobbies and interests. They must have at least one area in which they excel, be it painting, sport, poetry, collecting or playing the violin. It is important that each student should know and be able to identify and appreciate what excellence means at first hand. It is important that boys develop passion and real enthusiasm, for which there is no substitute.
We also believe it is important for boys to develop compassion and sensitivity toward others. Being helpful and caring on a regular basis to an elderly or seriously disabled person will teach a boy some very important lessons about themselves and their capacity to serve and be served. Horizons are widened and real friendships are formed. The ability to put one s self in another person s shoes is a most valuable lesson that our modern world needs more today than ever before.
Learning experiences need to be engaging and challenging to ensure that students develop greater flexibility and depth in their thinking. Rites of passage through our different stages of learning, facilities, role models, family support, teaching and many other social and emotional issues, need consideration and our deepest attention as we support the growth and development of our boys and young men.
Schools should maintain a focus on best practice in boys education. Over the last 15 years there has been a steady decline in the academic achievement for boys in real terms and not just in comparison to girls. Before trying one-off simplistic solutions to the issues involved in boys education, schools, parents and their communities must debate the kind of men we want our sons to grow into. Core areas for discussion and reflection centre upon the following spheres: Responsibility Accountability Commitment Creativity Courage Faith Generosity Good mental and physical health
In schools, we know that deep learning is the product of powerful thinking. Habits of mind are not taught in a single lesson. Teachers need consciously to select and use the vocabulary of cognition so that students will encounter this in everyday classroom interactions. Teachers need to model thinking skills, demonstrate the skill in use, have students apply the skill independently and then reflect on the skill in use. Teacher/student relationships need to be characterised by warmth, trust and the development of supportive learning connections.
A desire for excellence in learning, both in the classroom and out of the classroom, should remain at the heart of our educational mission and practice. Learning is largely about creating a context for motivation. This insight is well captured by the famous Scottish poet Robert Burns:
Gie me ae spark o Nature s fire, that s a the learning I desire (Epistle to J.L. 1786).
How do we create that spark in a modern school setting when our students are motivated by a diversity of interests and a cacophony of voices?
For a long time, schools have recognised the importance of relationships in learning, the need to develop positive learning environments and the role of the teacher in developing such environments. In many schools, the teaching staff work deliberately and collectively to develop a positive and safe relational environment for learning. This is important given that some might find it difficult to build trust when the culture of fear in society is so powerful.
Schools have always been viewed as places for student learning, but more recently, they have begun to be thought of as places of learning for all participants including teachers, parents, school support officers and members of the wider community. This has led them to be referred to by some as learning communities - places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.
Such learning communities do not just happen. When classroom relationships are positive and supportive, boys feel valued and consequently enter school willing to share their experiences, their views of the world and their understandings with teachers and peers and, in this way, enhance their learning. Within a secure environment boys are also prepared to risk themselves by attempting to extend their knowledge and change the way they think or behave. Much depends on the teacher s skill here in establishing the sorts of classroom interactions which enable learning conversations between teacher and boy and amongst the boys themselves. Such conversations allow for meaningful dialogue which helps boys make sense of their learning.
Just as for students, teachers learning is enhanced within the context of authe