Time to Pause and Reflect This story is about classroom or is it? control RAGHAELfellforward. She had been pushed by Breeana 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't even hear what the teacher said to them. They were
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, sometimes our tendency is to repeat the same strategy or activity, only louder.
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 trying 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 afternoon 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.'Stop and turn around girls.'They looked at her, their eyes full of suspicion. 'Turn around', she repeated quietly yet firmly'
One by one they started to turn. Once they all faced the back wall she took advantage of the brief lull in noise. 'l want you each to take a few deep
breaths and centre yourself. When you feel that you're ready to begin, turn back around.'Well, this was new; the girls weren't too sure how to react.
One by one they turned back around. Standing quietly. The previous racket gone. 'OK. I think you're ready to start now, go ahead.' The performance began very professionally. lt finished to a round of applause as the girls stood
10 prime focus
summer 2005
Stopping everything in its tracks, taking stock, gathering oneself through a few deep breaths, and trying something very different, will often have surprising results'
ABOUT THE AUTHOR Ms 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 and international consultant, she is also experienced as 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 integrating her many years of learning, teaching, health
challenges and experience across multiple fields, to devetop a new framework for life development catled Wealth Literacy. Julie's current passion is this evolution of her prior work with anfi-sfress, resiliency, leadership and teachingl learningl curriculum consultancy. /f ls based on the concept of wealth as wel/ness in allof its senses - personal, professional and financial and is the culmination of knowledge gained through her own education and commitment to continuous learning, and her many years of learning, practice, experience and wisdom. Ms Boyd can be contacted by email at: i nfo@j u I i eboyd. co m. au.