Reflection and Renewal

Mrs Anne Stubbington – Head of Hirschfeld House, Community Service Co-ordinator and Year 10 Co-ordinator

There is no future without a past, because what is to be cannot be imagined except as a form of repetition.
Siri Hustvedt, The Summer Without Men

Quite naturally at this time of year we are given to reflect, to consider who we are, to consider the things we have done, to ask ourselves how well we have done them and what we could have done better. If we manage to do this with any sense of honesty and humility then the exercise is worthwhile and we move on to become better people. And, generally, the intention is to do better next year. The term ‘reflection’ has many dimensions, but essentially it means ‘to throw light upon’, to create a mirror image upon which to meditate, to join the dots and to make connections. However, none of these concepts can be explored or developed without a specific language with which to think deeply and to articulate relevant ideas.

A starting point with words and language can be the exploration of a good novel. Reading is wonderful and can free us from the constraints of the real world by inviting us into an imaginary universe which can sometime be in parallel to our own existence. Here we can live vicariously through the pages of a good story and perhaps in the end we are refreshed by a new experience. At the same time we can take away with us some reflection on our own lives. One such novel, The Cat’s Table, a new book by Michael Ondaatje, author of the 1992  Booker Prize winning The English Patient, is both a literal and a metaphorical journey and  invites us to consider the extent to which people and experiences create the boundaries of our life. As an adult many years beyond the journey of his childhood, the writer is still acknowledging the person he has become through his early experiences:

I suppose he changed me during those twenty-one days, persuading me to interpret anything that took place around us with his quizzical or upside-down perspective. Twenty-one days is a very brief period in a life, but I would never unlearn the whisper of Cassius. (Ondaatje 2011, p.45)

Music, too, can provide us with a possible language with which to explore reflection. It can trigger memories and create a mood and take the listener on a journey of reflection and renewal as in the case of Arvo Pärt’s Spiegel im Spiegel (mirror in the mirror). An exquisite piece for violin and piano composed in 1978, it was completed just before Arvo Pärt left his native Estonia. It was the result of a long period of intense reflection and study and heralded a new form of composition. This might resonate with all of us, as we are, students, teachers and parents, all  invested in learning and this year in particular has been quite intense – in different ways for different people.

Reflection here is not meant to imply excessive introspection, rather to consider what it means as a learning tool and how we can use it most effectively. As a metacognitive function it has been defined as reflective intelligence (Perkins 1995, cited Given) which when nurtured and purposely developed allows us to become who we are capable of becoming. It is a very sophisticated and powerful thinking tool, a critical skill which disciplines our judgements, helps us to analyse and to develop further learning strategies.

At a recent conference, Dr Andrew Martin, an eminent research psychologist who looks at motivation, engagement and achievement, talked about his new research which also focuses on the use of language, this time borrowed from sport. He talked about the concept of PBs – personal bests. This means that the student is not obsessed with beating someone else or worrying about how others in the class are doing. It is about doing better than one’s last achievement. This is personal and immediate since the student has the research data to hand and is motivated to develop new strategies of learning that will help improve on the last performance. This is encapsulated in the words of Wayne Bennett, speaking about Darren Lockyer: “He never went out there trying to be better than the other great players on our game. He always wanted to be the best he could be and he was relentless in pursuing that goal.”

Teachers are particularly adept at using effective language to encourage positive reflection in their students. On a formal level, critical reflection is built into the curriculum and there are reflective units in the English curriculum and in the Service programme to mention two areas in particular. On a more personal level, teachers are also empathetic listeners who tune in to the various messages that students send and are thoughtful and articulate thinkers who engage in positive conversations about ways forward. They understand the complex nature of critical reflection and help students re-evaluate concepts and ideas and re-make them, so that their learning is constantly being re-framed and renewed. They give valuable feedback that students can take on board and use to their advantage so that reflection is transformative. Students need to be encouraged to grow their mindset, to love challenges, be intrigued by mistakes, to manage failure, enjoy effort, to keep on learning and become independent learners. They need to be praised for persistence and for their approach to learning. The language used influences the development of the mindset and the ability of the student to engage in productive self-talk and reflection.

Parents are equally concerned with the social and emotional development of their daughters and if they reflect on their own youth they realise what the dangers are. The development of a reflective discourse in the School Service programme concerns social justice and emotional intelligence – compassion, empathy and resilience. In particular, the Year 10 Community Service programme raises awareness of the needs of others but research tells us that community service also helps to develop protective behaviours against risk-taking, and it is risk-taking which concerns many parents today. It is worth, perhaps, taking a moment to reflect upon this more deeply. In a recent research paper from a study at Griffith University, risk-taking is clearly distinguished from reckless behaviour. Risk behaviours are in fact socially approved behaviours such as bungee-jumping, motorcycle riding, demonstrating to support a cause, and staying out later than expected. They are part of the necessary boundary-testing behaviour that is written into the adolescent job description and which comes with the value-added side effect of upsetting parents. This is teenage rebellion. It needs to be contained but is a necessary part of growing up, becoming who you will be and finding one’s identity. And as challenging as these behaviours are to a parent, it is also recognised that they are the spark that can become the motivation for success and leadership.

In contrast, reckless behaviours are much more serious. These lack social approval and carry stronger connotations of potential for negative, even fatal, consequences. Reckless behaviour is often the result of unchecked impulsive thinking and deliberate lack of precaution. Reckless substance use, reckless driving and reckless sexual behaviour all come into this category. Where reckless behaviour was once considered the prerogative of young men, it is no longer gender-specific and it is well known that young women are part of the current Australian binge-drinking culture. When we reflect on what we can do about this, we find that research supports the claim, that if young people are involved with community service from an early age, if they help others less fortunate than themselves, if they discover what it means to make a difference, then their sense of perspective will be extended. As well, their sense of self and self-respect will be enhanced and a sense too of boundaries will be in place that will help to curb the impulsivity that is often the fuel to the fire of reckless behaviour.

The Year 10 Service programme is part of the Ethics programme so there is a significant depth, focus and purpose to the range of experiences planned for the girls. The Year 10 cohort has much to reflect upon after a very busy and challenging year. In particular, every student has completed her service programme by making a contribution of fifteen hours to the community in a placement of her own choosing. To their credit, many girls have quietly continued to do far more than the mandatory requirement. They have shared their reflective reports with their peers and extended their understanding of needs within the Brisbanecommunity and of how a helping hand or a smile can become so important. It is always exciting to see girls grow through this experience. For some, it changes their perspective and their world. They become more self-assured and more socially aware. On Speech Day, the Dr Elsie Harwood AM Prize for Service in Aged Care was presented to a Year 10 student to acknowledge the value of this programme.

At the final School Assembly of the year next week, Adjunct Professor Mary Mahoney will present Year 10 Graduation Certificates. Professor Mahoney’s family have given great service to the School. Currently, she is Deputy Chair of the Board of Trustees and is also a past parent of Girls Grammar. She is a member of The University of Queensland Senate and is UQ’s Deputy Chancellor. Her father was Dr Konrad Hirschfeld (1904–1987) who served as Chairman of the Board of Brisbane Girls Grammar School between 1963 and 1976. Professor Mahoney is a most welcome guest who always presents very thoughtful and insightful ideas for the girls to reflect upon. This last assembly is a very important rite of passage signifying the formal transition from the Junior to the Senior School. Girls now have the maturity, the building blocks and the skill-sets ready for senior studies and more personal responsibility, and are poised to move into Year 11, well-positioned to take up new challenges.

Reflection at all levels: personal, professional, across Year levels and within the House, intellectual, academic, social and emotional, is ultimately focused on the idea of hope and the process of renewal. It is important to take time to read well, listen to music you enjoy and connect with family and friends. Reflection builds resilience and encourages a mindset that is open to learning and positive thinking. Ready for another year!

References

Dweck, C. (2006). Mindset. New York: Random House

Given, B.K. (2002). Teaching to the Brain’s Natural learning Systems. Alexandria, VA, USA: Association for Supervision & Curriculum Development

Hustvedt, S. (2011). The summer without men. London: Picador

Martin, A. (2011). Successful strategies, tips and techniques for student motivation, (dis)engagement and (under)achievement. Challenging practice: Focusing Futures. AGCA National Conference. September 14-16

Ondaatje, M. (2011). The Cat’s Table. London:  Jonathan Cape

Pärt, A. (1978).  Spiegel im Spiegel. Retrieved 5 November 2011, from http://www.youtube.com/watch?v=QtFPdBUl7XQ

Schmidt, J. A., Shumow, L. & Kackar, H. (2007). Adolescents’ participation in Service Activities and its impact on academic, behavioural, and civic outcomes.  Journal of Youth Adolescence, 36, 127-140

Teese, R. & Bradley, G. (2008). Predicting recklessness in emerging adults: a test of a psychosocial model. Brisbane: Griffith University Press

 

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