I was mostly impressed by the students who were very well behaved, disciplined and respectful. This was somewhat of a surprise to me, as I thought because the school was all boys, there would be more of a tendency for the students to be disruptive. Though, credit for this must be given to the school for the environment it creates and values it instils. High standards, independent learning, and respect are just a few of the values that are reinforced at Christian Brother’s.
Apart from the three R’s, one of the most fundamental components of a school is its community. The community is what makes schools different from one another, and is also one of reasons a parent will decide to send their child to a particular school. Parents want to send their child to a school where the values taught align with those in the home. As Hinde-McLeod and Reynolds (2003) state in their article ‘Planning for Learning’: “For many parents, choosing a school for their child is a reconciliation of family values and aspirations with those of the new educational context”. But what exactly is a school community, you may ask? A school community can be defined as: “the sociocultural groupings which overlap to constitute a community of learners, where dialogue and respect underlie cognitive apprenticeship and where viable knowledge is inextricably bound to community” (Hinde-McLeod & Reynolds, 2003). At Christian Brother’s, the community can be defined by both gender and religious affiliation. However, a shared educational ethos throughout the school is evident, and positive interactions between members of the learning community is also emphasised.
Here is a link to the school webpage if you are interested: http://www.cbhslewisham.nsw.edu.au/
Reference:
Hinde-McLeod, J. & Reynolds, R. (2003). Primary Contexts. In Planning for Learning, (pp 23-43). Social Science Press.
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