Attitude of Gratitude
Blog post written by Sienna F
I want you to ask yourself if you have you ever expressed your gratitude to someone special in your life or taken the time to stop and reflect on the opportunities you have access to.
At school, we have all been learning about having an attitude of gratitude and how to be thankful for all we have been given. When we express gratitude, we acknowledge all the positive things in our lives. There are others who are responsible for the goodness in our lives and by regularly expressing our gratitude to them, it helps us to maintain greater happiness.
When we acknowledging the privileges we are bestowed with in everyday life, it helps us to learn to embrace every opportunity we get given to the greatest extent. If we do this we can forget about living our life doubting every decision we make and stop wishing we had taken the chance. Even if those opportunities fail, it helps us to learn and makes our confidence stronger.
Expressing your gratitude is great for your overall health and well being, and helps us acknowledge the simple things in our life that shouldn’t go without notice. We can express our gratitude for one another by keeping a gratitude journal, telling someone how much you care about them to there face, by committing a random act of kindness, by showing respect, by listening or by simply smiling.
For example, the other day I was thinking about how much my friend Mia meant to me, so I decided to send her an email telling her how much I value all that she has done for me. This random act of kindness not only made her feel happier, but helped me to feel more positive about myself.
An American author, Melody Beattie once said,
“Gratitude unlocks the fullness of life. It turns what we have into enough, and more. It turns denial into acceptance, chaos to order, confusion to clarity. It can turn a meal into a feast, a house into a home, a stranger into a friend. Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow.”
At school, we have started our novel study. There were four novels available to read:
- The ruby talisman
- Chinese cinderella
- The boy who dared
I am currently reading the book “The Ruby Talisman“. The Ruby Talisman is about the french Revolution. Tilly, a girl from the modern day finds a family treasure (the ruby talisman). She is transported back in time to the 18th century at the beginning of the french revolution. she and meets Amelie-Matilde, her ancestor who is being forced to marry an old, stinky and horrible man. Together, with hernri, amelies cousin they embark on dangerous journey across the country. Here is the blurb.
“Tilly visualised the pendant, recreating its crimson fire. She felt herself swimming down, down into a deep, vivid dream.”
Tilly falls asleep wishing she could escape to a more adventurous life. In 1789, Amelie-Mathilde is living in luxury at the palace of Versailles- but her guardians want her to marry the horrible Chevalier. she falls asleep wishing someone would rescue her.
Tilly wakes up beside Amelie-Mathilde. The timing couldn’t be worse. starving peasants are rioting and the palace is in chaos. Tilly knows Amelie and her cousin Henri must escape if they are to survive the Revolution. With mutinous villagers, vengeful servants and threats at every turn, will they ever reach safety?
All of our novels are linked to our current UOI unit “Governments and power“. The ruby talisman is focused on the ruling of a royal families back in the 18th century in France, opposed to the democratic Australia we live in now. I found it interesting to compare the different governments because it showed how governments have changed and how they are still the same. I don’t know much about the current government in France, but I am sure it is very different to what it was back in the 18th century at the start of the French Revolution.
I have enjoyed reading about the French Revolution because it really gave me a good idea of what happened. The author describes in great detail the majestic castle of Versailles and the beautiful jewellery and clothing people wore, as well as all the wonderful people and all of the surroundings. This really helped me to picture everything in so much more detail. I learnt so much more about the levels of government and how that meant your treated back then. I also learnt something about the different laws and punishments in 18th century France.
Here is a picture of The front cover of the book “The Ruby Talisman“.
This term we have been building on our knowledge of coding using an exciting program called GROK. Each week the students are attempting to complete challenges to given problems. Tilly said “it can be confusing but once you solve it, you feel really good.” Jaemi thinks “using coding is something new and different that makes you use your brain to think of solutions. It’s great fun.”
To encourage writing each day, we have responded to some creative questions on the large display boards.
One question was ‘what superpower would you want if you could have one?’
Some ideas we had were:
to be invisible because you can go anywhere without being seen,
to talk to animals so you would know how they feel, think and what they say,
To fly so you could get to different places easily,
to make food and water out of air.
What superpower would you want?
Another question was “What is the best thing that has happened to you this week. What would you write?
Girls in Year 6 hoodies were given a whole sheet of newspaper this afternoon and were allowed to sit at the front of the room. Girls without a hoodie on were given half a sheet of newspaper and were asked to sit down somewhere behind the girls in hoodies.
They were asked to scrunch their newspaper up in order to try and get it in the bin at the front of the room, but they had to sit down on the floor to throw it. The students without the hoodies immediately started arguing: “That’s unfair!”, “I can’t even see the bin!”, “The girls at the front are in a better spot!” They could see the students in front of them had a much better chance of getting the paper in the bin. In contrast, the girls with hoodies, who were at the front of the room, said nothing.
When the girls swapped places, there were feelings of empathy and guilt mentioned by those in hoodies. “I should have thought about the girls at the back of the room instead of just myself.” The girls experienced first hand what it feels like to be discriminated against just because of what you look like.
Part of the ‘population’ had a privilege but weren’t aware of it. Education is a privilege that not all children get. It is up to the girls to be aware of this privilege and do great things, all the while advocating for those in the rows behind them.
This week Year 6 have been developing their leadership skills through Peer Support Training. We have focused today on communicating effectively, building relationships with others and recognising our own leadership strengths and weaknesses.
This week, we have begun an investigation into “Light.” Some of our wonders about light are:
Why at different parts of the day are different shadows formed? (Alex J)
Where does light go when it hits black? (Bianca B)
Would an astronaut create a massive shadow in space? (Imi)
Why does light have different effects when it hits different materials? (McKayla)
How fast is the reaction time when it hits a mirror? (Steph)
Does light travel around corners? (Beatrice)