Giving you a bird's-eye view inside our Real Schools partnership and classroom visits.
Over the past two days, I’ve dropped in on lessons led by Cassie Kitani, our restorative practices specialist from Real Schools. One was a Prep session, which she began by walking the group back to their classroom after a music lesson.
The children were restless, chatty, and full of energy. Not only did they have a new adult expecting their cooperation, but there was also a group of silent teachers, aides, and school leaders at the back of the room. Cassie introduced herself and focused all of her attention on the children, giving calm instructions and gently drawing in those who were a little slow to respond. What struck me most was that Cassie never “hit pause” on learning; she kept the lesson going, and the calm, positive momentum did the work of bringing everyone along.
Are you expecting me to say that a miracle happened – that peace and concentration instantly descended on the room? Of course it didn't! That’s not how classrooms and children work.
Instead, Cassie started naming all the good behaviour she could see, rewarding those listening, cooperating, and ready to learn. She didn’t ignore the children who were off‑task, yet the momentum she created was a gentle current – drawing the distracted and slower ones along with the group until the whole class was in a flow and moving together.
Across Primary yesterday and Secondary today, our teachers have been quietly observing from the back of classrooms while Cassie models strategies in real time with real students. As you know, we are used to talking about learning, behaviour, and relationships in professional development sessions, but this week we are watching that theory come to life with the students we know and love. We’re seeing how calm, consistent, relationship‑centred practice builds momentum and turns a restless room into a community of learners.
Over the last two evenings, Cassie has also met with you, our parents, sharing the same restorative approaches and practical tools for home. Those sessions have been incredible, and I thank each of you who gave up your evening to come and learn with us.
All of this – classroom coaching, staff training and parent evenings – is part of our three‑year Real Schools partnership. It’s whole‑school culture coaching that reinforces our strong, relational school community and leads to responsible, active learning.
My hope is that all of us, together, are caught up in this current, moving together toward Christ‑like character and wholehearted learning.
With every blessing,
Peter Charleson
Principal