At Toowoomba Grammar School, our staff know adolescence is a complex time in the lives of our boys.
As we approach the end of Term 3, we find it is typically a time when boys start to get tired and emotional and are most likely to make poor decisions that can lead to relationship challenges between peers. Comments and humour shared between mates that may have been received without concern in the first week of the term may change as boys start to tire and their tolerance levels decrease. This may lead to boys reacting with heightened and overly emotional responses. This is normal as boys are also navigating their position in social groups within different settings.
Our experienced Toowoomba Grammar School staff, who consciously choose to work in a boys’ school, address these challenges with the boys by suggesting strategies that will assist the students to navigate their way through these challenging situations. Our dedicated Head of Pastoral Care, working in close partnership with the Head of Senior School and other pastoral staff, focuses on building coping mechanisms and strategies to improve student welfare.
One of the primary goals of the Head of Pastoral Care is connecting with students through authentic and genuine relationships. The role requires a considered and measured response to incidents as they occur. Key staff are included in the building of plans to assist and guide students to make better decisions and understand how these decisions impact others around them.
Strategies to manage negative peer interactions
At TGS, we adopt different approaches to equip the boys with the skills to function socially with each other. Through the School’s explicit Wellbeing and Character Development program, we teach boys ways to address bullying as both a victim and a bystander. If a boy is comfortable addressing negative interactions directly with his peers, we initially suggest they refer to these strategies:
- Humour — a means to de-escalate the situation by learning the art of laughing at oneself will often lead to these challenging moments decreasing.
- Compliments — responding to a taunt with a compliment can be very disarming to the student who has made a negative or inappropriate comment.
- The “so” statement — asking a student “So what?” can be an easy way to shut down the student that is generating the negativity in a peer relationship. For example, when a boy says to another boy “You didn’t play very well on Saturday”, the student can respond with “So what?”. Often the implication of being asked a secondary question can catch the offender off guard and diffuse the situation.
Toowoomba Grammar School employs a very clear behaviour management policy across four tiers of comprehensive responses linking consequences to actions that may have impacted another student’s wellbeing.
If a student at Toowoomba Grammar School is experiencing difficulty and is challenged by attempting to manage this situation on their own, then the students are encouraged to complete an online bullying notification that is forwarded to Mentors, Heads of House and senior staff. These notifications are actioned by staff in a meeting with the student where they cooperatively develop an action plan to address the matter.
If you are worried about your son, bullying and his interactions with his peers, our SchoolTV channel offers great advice.
We also recommend the book Bullied: What every parent, teacher and kid needs to know about bullying and the cycle of fear, as it contains very practical advice.
Latest Blog
Developing a Sense of Belonging for our TGS Boarders
How do we adequately develop a teenager’s 'sense of belonging' in boarding? Head of Boyce House, Boarding, Mr Michael Hall has investigated how 'Maslow's Hierarchy of Needs' applies to boarding. It is a psychological theory that suggests human beings have a set of fundamental needs that must be fulfilled in a hierarchical order. The theory proposes that individuals must first satisfy their physiological needs before moving on to higher-level needs, such as the 'belongingness' that is so…
Kia Moemoeā – Dream Beyond Limits
A 12-year study has found that boys consistently perform better in an all boys’ school compared to boys in co-educational schools. This was one of several interesting topics presented at the recent International Boys’ Schools Coalition (IBSC) Conference in Auckland, New Zealand which I attended alongside three of my Toowoomba Grammar School colleagues – Mr Luke Rawle, Mr Dave Klan and Mrs Jessica Galbraith. We joined 600 leading educators from 15 countries around the world for the four-day…
Blue and Gold in the Blood
“I had such fond memories from the School and enjoyed all the opportunities available, particularly participating in sport and learning at such a high level; my sons were going to have the same great education,” said Chris adamantly. Chris was a boarder from Dalby and an “all-rounder” as a student. He was part of the 1st XV, a CUO in the Cadets, a member of the debating team, involved in drama (featuring in two plays during his time) and a good academic student. “I really enjoyed boarding,”…
The Benefits of Repeated Reading
An effective and evidence-based method that can significantly improve your child's reading abilities is repeated reading. Reading proficiency is a vital skill that sets the foundation for academic success and lifelong learning. Repeated reading, a simple yet powerful technique, has been proven to enhance reading fluency, comprehension, and overall confidence. Let's delve into why repeated reading is such a beneficial practice for your child. Research consistently supports the benefits of…
Print v Digital
I recently read an article by Petra Stock, entitled "Streaming Stories: Will Children’s Digital Book Platforms Upend Print", an interesting discussion comparing ebooks and print media and the ways they are being used during and post COVID. Which is better according to the article? Well, there is a clear winner; however, like many things, the answer can depend on the situation. I'd like to break elements of the article down, along with my own thoughts and compare the two. Social…
Striking a Balance
We understand that, as parents, we aspire to provide our children with the best education and opportunities for growth. Within the Junior School at Toowoomba Grammar School, we believe in fostering a love for learning while enabling your son to reach his full potential. In this article, we would like to emphasise the significance of automaticity and basic skill practice in extending your child's learning journey, while emphasising the importance of respecting their individual pace. Automaticity…
Developing Sportsmanship from Prep
Overwhelming pride in wearing the Blue and Gold is a familiar emotion for Toowoomba Grammar School students, as is abundantly evident in all our boys, from Prep to Year 12. This emotion and passion for the School is the essence of our TGS culture and defines what it means to be a TGS student. The launch of the 2022 - 2026 Strategic Plan creates an exciting opportunity for our co-curricular program, which links perfectly into the "character and wellbeing" pillar. The development of good…
Why Study Drama?
As an educator with over 30 years’ experience in the Arts, I specialise in the analytical, creative and practical spheres that quantify and qualify success in drama. I have been a Drama teacher and Arts Project Officer in the Independent, Catholic, state, and private sectors in primary and secondary, single sex and co-educational environments. This longevity of knowledge, gained through firsthand experience, affirms that students who study drama through until at least Year 10 acquire…
Drive and Determination
Jeremy Peacock is ranked third in the world in the PTS4 Para category and his sights are set on selection for the 2024 Paralympic Games in Paris. During Jeremy’s time at TGS he represented the School in numerous endeavours but was particularly known for his contributions to the Arts, particularly Music. On the sports field, Jeremy represented TGS in GPS Athletics, Cross Country, Cricket and Football. After returning from a gap year in the UK teaching music at Port Regis School, Dorset, Jeremy…
