Birth order theories continue to be rigorously debated. Mrs Lyn Chakravorty, Head of Beanland House, asks if there is really something to birth order theory. Could new research about siblings help teachers gain a better understanding of their students’ personalities and academic performance; and what about the role of sisters?
Brisbane Girls Grammar School has embarked on a new five-storey building to house twenty-first century library facilities and classrooms. Mrs Kristine Cooke, Director of Information Services, discusses how the new research centre will provide an integrated approach to information gathering — an approach that blends traditional systems and modern technologies to create an atmosphere that inspires scholarship.
For many, high school is when it suddenly feels like everything counts, so a B minus can seem like a disaster. However, a disappointing mark can be a blessing in disguise. Inspired by the book The Blessing of a B Minus, Ms Ruth Jans, Head of Mackay House, applies this logic to the often difficult experiences of adolescence.
The School’s solid foundations in physical activity and sport are integral to the life of our students. Ms Sally Northcroft, Director of Sport, surveys how Grammar girls are defying the national and international trends by continuing to participate, pursue and actively engage in the challenge of competitive sport.
Across the education spectrum, the essential elements that are arts skills are appearing in academic theory and in practices beyond schooling. Director of Creative Arts Ms Lorraine Thornquist discusses the highlights of arts education theory and practice that are taking hold in these first decades of this century.
Current debate and research cautions parents about their teens constantly using mobile devices as a means of connection. Ms Sarah Boyle, Head of O’Connor House, advises adults to become informed and savvy in the developmental impacts of this new norm — and to learn how to effectively engage with it.
Friedrich Nietzsche’s ‘What does not kill me makes me stronger’ is an often-heard axiom. The ‘adversity hypothesis’ relates to people needing difficulties, trauma or setbacks in order to grow and develop as a person. School Psychologist Miss Lauren Phillips asks if this can be true; are stressors and challenges ‘good’ for us?
As a society, we are obsessed with the notion of talent. We see someone do something that we can’t and we immediately think of it as being innate; but what if this thinking is wrong? Mr Stephen Fogarty, Director of Health Studies, discusses the idea that purposeful practice is more important than talent.
Inspired by the Dalai Lama, Head of Griffith House Ms Jan O'Sullivan asks, ‘How do we grow a good person?’ Living a happy life depends on the nature of the society in which we live. We are social animals and a good person can only be ‘grown’ in a family or community of people who demonstrate genuine affection.
In an arguably extrovert-centred world, there is a need to foster different types of engagement and participation to individually cater for every girl. Mrs Emma Lowry, Head of England House, contends that what constitutes ‘engagement’ differs for everyone, particularly for students who are introverted.