Time to Pause and Reflect

This story is about classroomcontrol or is it?

RAGHAELfellforward. She had been pushed by Bree-

ana as they walked onto the stage. Giggling' shoving

and chatting, the girls were making a grand entrance

to what was to be the performance of their short play.

They were making so much commotion they didn'teven hear what the teacher said to them. They were

the'it'girls of the class. Didn't need to listen to anyone.

Giggle, giggle. Snigger, snigger. Snort, bump, push'

They started. Utter chaos as they fooled around try-

ing to impress the other kids with how cool they were.

The teacher would normally yell in such a situation. She

often ended up going home at the end ofthe day hoarse

and frustrated. Year 10 English last thing on Friday af-

ternoon would try the patience of a saint. lnstead, she

remembered the words of a friend she had spoken to just

a few days ago and decided to try something different'

She took a very deep breath, moved to the front of the

stage and made direct eye contact with each of them.'Stopand turn around girls.'They looked at her, their eyes full ofsuspicion. 'Turn around', she repeated quietly yet firmly'

One by one they started to turn. Once they allfaced the back wall she took advantage of the brieflull in noise. 'l want you each to take a few deepbreaths and centre yourself. When you feel thatyou're ready to begin, turn back around.'Well, thiswas new; the girls weren't too sure how to react.

One by one they turned back around. Stand-ing quietly. The previous racket gone.'OK. I think you're ready to start now, go ahead.'The performance began very professionally. ltfinished to a round of applause as the girls stood

there, stunned, both at how well they had done

and at the response from the rest of the class'

When a strategy is not working with students, some-

times our tendency is to repeat the same strategy or

activity, only louder.

Stopping everything in its tracks, taking stock, gathering

oneself through a few deep breaths, and trying some-

thing very different, will often have surprising results'

ABOUT THE AUTHORMs Jutie Boyd's career encompasses a broad range

of professional roles. ln addition to her time as a

te ac h e r ( K- u n ive rsity), ed u cati o n a I p sych olog i st,

pri n ci pal, a d m i n i strato r, cu rri cu I u m advi se r andinternational consultant, she is also experiencedas Managing Director, Entrepreneur of the Year,

Au stralia n Buslnesswo me n's H all of F ame inductee,

educator, publisher, author, and stock market trader,

among many other roles. Julie is currently integratingher many years of learning, teaching, health

challenges and experience across multiple fields,

to devetop a new framework for life developmentcatled Wealth Literacy. Julie's current passion is thisevolution of her prior work with anfi-sfress, resiliency,

leadership and teachingl learningl curriculumconsultancy. /f ls based on the concept of wealth as

wel/ness in allof its senses - personal, professional

and financial and is the culmination of knowledgegained through her own education and commitmentto continuous learning, and her many years oflearning, practice, experience and wisdom. Ms Boydcan be contacted by email at:i nfo@j u I i eboyd. co m. au.

10 prime focus summer 2005