Our guest writer this week is Bryan Roberts, our Student Welfare Officer. He shares here some timely and creative conversation ideas that your family might enjoy. 

All the best for the remainder of the term,

Ms Meggan James.

Remember when your kids would come home from school, sit down at the dinner table and you might ask, “So what did you do today?” Even during pre-restricted times, often you’d be lucky if a response had more than a few syllables. How about now that you’ve already been together for 10 hours by the time dinner is ready and already know exactly where they sat all day! You’d understandably be met with looks seething of “you-know-what-I-did-today-and-it’s-the-same-as-every-other-day”. 

So for days when today has been like every other day, here are some other questions you can also ask (anyone in your family) that might help foster more conversation:

What made you laugh out loud today?

Hopefully, this leads to sharing a story. You can be curious and ask questions and gain context, or just let your kids run it all out and listen. Either way, expect to gain a smile. You might learn more about your child and increase your connection.

If your day was a meal (or a song, or a colour), what would it be and why?

Have fun with this question, but don’t let it become a chore for your child. Simple answers are fine. This can provide insight into the flow of their day and yours.

If you could take us out for dinner tonight, to any restaurant or cafe that we’ve ever been to, where would we go?

This question is nice, just to spark memories of favourable or pleasurable experiences. Often these places or meals are linked to stories or travels. Enjoy reminiscing together. See where the answer leads.

What gave you a sense of accomplishment today?

Maybe they won’t know how to answer because they’ve been struggling with balancing school, homework and self-discipline, and that’s okay. The goal is to have a more meaningful conversation or at the very least give yourselves the opportunity for one. But even finding something small to feel satisfied with can reap opportunity for you to affirm, encourage and make them feel hopeful.

How would you like today to end?

This question helps to break up the effort of having to reflect and think back on the day. Instead, it helps your child understand that they can control how their day finishes (and possibly seek support in accomplishing that from their family). Maybe it was a bad day and they just want to play video games – but if they imagine how they want their day to end, it might involve calmer or more productive ideas as well. At least, it gives them an opportunity to tell you exactly what they want. Maybe follow up questions can help you understand why.

What didn’t you know before today that you do now? (a.k.a. What did you learn today?)

Did they take a photo or a screenshot today? Maybe it’s an interesting fact from a new podcast they’re listening to or maybe it’s from sneaking in some YouTube clips during class. Or perhaps they learned they shouldn’t stay up so late scrolling (because they were groggy) or to always make sure they keep a water bottle at their desk. Whatever it is, you can hopefully also learn something new about each other.

So try directing these questions to your kids or your spouse – but be prepared to have them asked of you too! You may also want to be prepared to model some of your own answers for your kids if they struggle to know how to answer these new “you’re-so-weird” questions.

– Bryan Roberts, Student Welfare Officer

All over the world, little communities are popping up of various ‘spoon people’ – and this trend is coming to NCC!

Mrs Horsley gave the challenge to all the Primary students at the last wellbeing day to create a person using a wooden spoon. This activity is also open to Secondary students.

You can use paint, glue on eyes, draw with textas, stick on ribbon, drape material – anything that is waterproof (unless you make an umbrella for your spoon person) to decorate your spoon. There are lots of ideas on the internet that could bring inspiration. Finishing with a coat of lacquer or varnish once decorations are complete and dry will help protect your ‘spoon person’. Remember to write your name on your spoon, so it can be returned to you.

Bring your completed ‘spoon person’ to school on your first day back and we will add it to the NCC Spoonville garden.  Remember, Mrs Horsley said that the class with the most participants will win a prize!

Have fun being creative! You have plenty of time to do an amazing job!

There is more than one book in the Bible that gives us advice, but there is a book that is just full of wisdom to live by. The book of Proverbs was written by Solomon, a man wise enough to ask God for more wisdom. In Proverbs 1:8-9 we have a cracker of a message:

“Listen, my son, to your father’s instruction and do not forsake your mother’s teaching. They are a garland to grace your head and a chain to adorn your neck.”

All too often, we don’t realise the wisdom in our parents’ advice until we look back on life. This is one man’s story of how time changed his perspective on his father’s instruction and the difference a dad can make.

Dear Dad,

In the 29 years since you died a lot has happened. It would have been great to celebrate victories and talk through defeats with you. The toddling granddaughter you knew is a brilliant young woman. The grandson you hadn’t met yet is a successful husband and a man of accomplishment. You would enjoy knowing them as adults. They would enjoy your quiet, lead-by-example wisdom. As I get older, three things you taught me along the way frequently come to mind.

1. It’s all about people.  (John 15:16)

You built friendships by investing your energy into others’ lives with no expectation of payback. Life didn’t bring you a lot of worldly success, but you found victory through investing the one thing you were solely responsible for: your character. Maybe you taught me this Godly truth intentionally, or maybe you just lived in a way that I could learn by your example. Your persistent and patient determination despite adversities made, and continues to make, me a better man.

2. Perseverance is powerful and personal. (Romans 5:3-5)

Like many young people, sometimes I wanted to quit. It would have been easy to be frustrated with me and give up or give in. Instead you helped me learn to make my own choices as I became ready for important decisions and learned to be accountable for my consequences. You fought for my future even when I didn’t appreciate the battles you were in — often with me. There were times I thought I was the most important thing around me. I know what that must have felt like to you and what it took to hang in there, in spite of other things in your life, to do the right and difficult thing for me.  

3. Fathering is a journey of faith.  (Luke 15:2-24)

You didn’t know how I would turn out. I was a first-generation college graduate, married with a child, and a good job. But I was still a mess, focused on worldly stuff, and far from God. You couldn’t know that your life, and ultimately your death, would drive me to my spiritual knees just a few months after you were gone and into a life-long journey with Jesus. As I look back, it is clear that in many ways you lived and then you died for me. I’ve learned the sacrifices a father is willing to make for a child he loves.  

You lived a life built on the idea that you could make a difference for good in the lives of other people. I am a living example of the positive impact of your life. Through all of us that you invested in, you made the world a better place.

Thanks Dad.

Our students came up with creative ways to celebrate reaching 50+ Days of Remote Learning.

Congratulations to the following students for being the recipients of the 5 x $10 prizes to shout something special for their family.

Is your child having trouble…

• Starting or finishing tasks? 
• Carrying out multiple steps of a project in order? 
• Keeping belongings organised?
• Making decisions? 
• Meeting deadlines?

Do any of the above sound familiar? They may demonstrate a weakness in executive functioning.

Executive Functions are the essential self-management skills that we all need to use every day to accomplish just about everything, for example managing time, planning ahead or switching between tasks. A weakness or underdevelopment in such skills can lead to problems which can make aspects of life for the student (and family!) challenging.

Disruptions in executive functioning make it harder to contribute to the smooth running of the household, and succeed in school or work.

These skills are thought to originate in the prefrontal cortex – the grey matter that covers the frontal lobe, where our decisions are made. 

If we consider that an estimated 50% of the population has some type of deficiency in their Executive Functions, engaging in the training of cognitive abilities to improve Executive Functions can be an excellent strategy to help many people to improve their lives.

Executive Functions develop slowly over years. Many children and teens who struggle with executive functioning may find that their skills catch up over time and keep improving into adulthood. However, there are some simple strategies that may aid this process.

The main Executive Functions and simple ways to develop them:

1. Impulse control – thinking before acting. Can involve risk-taking behaviour. “Wait 5” – count to 5. Remove temptations.
2. Emotional control – holding emotions in check. Controlling and reframing thinking can benefit emotions. 
3. Flexible thinking – adjusting to the unexpected. Practise seeing things from others’ perspectives, eg. a child drops their ice cream cone in front of their friends. Describe the situation from the perspectives of different participants.
4. Working memory – keeping key information in mind. Play memory games or use apps to build memory in a fun way. Create memory aids – silly sentences, acronyms, pictures and the use of colour help our memory.
5. Self monitoring – evaluating how we’re doing. Reading through a ‘to do’ list and crossing off items keeps track of how they are doing. Display the goal on the wall and refer to it often. 
6. Planning and prioritising – deciding on a goal and a plan to reach it. Model by making plans as a family, eg. to save for a special treat. 
7. Task initiation – taking action and getting started. Set up rewards for key points along the way in accomplishing a task. Frame or laminate an inspirational quote and keep it in their workspace. Encourage your child to clarify the task by asking the teacher questions early on. 
8. Organisation – keeping track of things, physically and mentally. Checklists, planners, calendars – experiment until you find what works. The old saying is so true: “A place for everything, and everything in its place.” Have a tidy room and clear away clutter so there is more calm and fewer distractions. Develop routines and stick to them. 

For younger children, parents may initially serve as their child’s “external” prefrontal cortex, but as they become older, children should internalise the skills and strategies to become independent learners with the full array of Executive Functions.

Some general principles for parents and students:

• Pray consistently – ask for the Holy Spirit’s help to address any challenging areas
• Positive self-talk – very beneficial to prime the prefrontal cortex for learning
• Manage stress levels – helps boost the brain to perform better
• Take care of the frontal lobe of the brain by eating a more plant-based, less processed diet at regular times, limiting screen exposure, with enough exercise, a sleep routine and time in nature
• Be grateful – increases positive emotions and activates the prefrontal cortex
• Volunteering gives opportunities to problem-solve and stimulates the prefrontal cortex
• Physical contact – giving and taking hugs soothes the brain
• Find a passion – begin a new and engaging activity to start the brain forming new neural pathways, eg. playing the harmonica, learning drama or a skill such as juggling or cooking
• Start early on a task and let it bubble away in the background
• Be encouraging when you see your child make an effort to master an Executive Function

You will have your own ways of encouraging the development of this important suite of skills. Parents who model these behaviours in their own lives provide a powerful example for their children to follow.

Be encouraged…

The brain has an amazing ability to change and improve throughout life!

Further reading:

https://developingchild.harvard.edu/science/key-concepts/executive-function/

https://sethperler.com/executive-function-holy-grail/

Our bus drivers, Ray and Kay, recently made some surprise deliveries to our staff. These beautiful flowers and encouraging notes were to thank them for their hard work in helping our students ‘bloom’, and to encourage them in the continued growth of their own relationships with God.

Imagine for a moment that you are deeply reflecting on some important issues. Your mind is full of images and recollections. You feel connected and the ideas and feelings are linking in ways you have never considered before. You are on the verge of a major insight. Imagine then, that someone rushes into the room, interrupting your reverie while demanding that you instantly come back to your usual state of consciousness and to attend to some pressing matter of the day immediately. I doubt you would feel very happy. Generally after a time of deep thought and reflection we have the opportunity to slowly ease ourselves back into our usual state of consciousness gently. Screen time is trance time. After an extended period of intensive screen time, we need to gently ease and wean our teens.

Do NOT try to wean your teen from their screens if you are in lockdown. The result will be sheer misery. Perhaps you already know this. Perhaps you have already tried (and failed). Perhaps you have already witnessed the mouth-frothed rage that ensues when a parent tries to enforce limits on locked down kids. (If you haven’t, count yourself lucky and read on to avoid for yourself a world of pain).

Common Parenting ‘Fails’

Common ‘Fail’ No. 1

What parents try- Suggesting that your teen should go outside and play and get some fresh air and maybe, even do some of the one hour of recommended exercise per day.

Likely outcome- Death-glare. ‘You do know we have a pandemic going on? You are not sending me outside, you are sending me to my death.’

Common ‘Fail’ No. 2

What parents try- Losing it! Turning the device off and removing it.

Likely outcome- Total ballistics. Threats of violence, self-harm and statements that life is no longer worth living. A full-blown tantrum that you haven’t seen the like of since they were 4 years old.

Common ‘Fail’ No. 3

What parents try- You-kind, thoughtful parent that you are- decide to allow them to take full responsibility for their gaming.

Likely outcome- The vampire is in charge of the blood bank. The sounds of computer games wake you at 3 am.

Common ‘Fail’ No. 4

What parents try- You firmly decide to take matters in hand and require all devices to be in the kitchen on re-charge overnight by 9pm.

Likely outcome- After three days and three nights of unremitting misery, squabbling and nagging, the new rule is consigned to the dustbin in an attempt to restore family relationships from their current high-alert, war settings.

Common ‘Fail’ No. 5

What parents try- Suggesting their online friends are not ‘real’ friends and proposing the name of an old school friend they should catch up with.

Likely outcome- Other gamers are their only friends and besides the contact you suggested plays the game too.

Common ‘Fail’ No. 6

What parents try- In a last ditch attempt you tell them they are wasting their life on gaming and should rise to their smarts and learning strengths.

Likely outcome- Games are where your teen feels accomplished and successful. They told you the game is essential to their confidence, mental health and self-esteem.

How games addict our kids:

The dopamine ‘hits’ designed into computer games provide an intense and enchanting mixture of achievement and challenge. Even when things don’t work out well, such as being obliterated by being blasted out of existence by a group of malevolent cyborgs, there is always a chance to have another go. Failure is not considered. ‘Go again, go better’ is the common mantra of most gamers.

Let the weaning begin:

So you’ve been watching your teen become more absorbed and reliant on computer games and less attentive to people, exercise and some of the finer, kinder values you hoped to impress upon them as a result of your fine parenting. Attempts to rein in their compulsion to play games have been rebutted vigorously. At times, the beast has been off the leash. Being without access to technology, brings painful feelings for teens. They report feeling lonely, upset or anxious. If your teen is in the senior years of school your levels of concern have skyrocketed.

So let’s briefly introduce the RESOLVE model outlined in my book ‘Tricky Behaviours’.

The RESOLVE model is:

R espond with Respect

E ngage

S eek understanding

O bserve feelings

L ower the Tone

V alue add

E mpower

Respond with Respect

Aim to respond rather than react. If we react, we are being led by an upset teen. Responding involves leading and calming. You may glean from the above examples that arriving into your teen’s room, hot under the collar and demanding immediate compliance with your wishes is not a strategy that will create ongoing change. No doubt you will still need to implement sudden limits from time to time. If effective at all, these may create a temporary, sullen compliance but not change. If you want to create real change, do not wait until you are angry to start it.

Engage

Walk into their room as carefully as you would enter a battlefield (because you virtually are). Enter without making a comment (knock first) place a chair and sit beside your teen as they play the game. Remain as silent as you can. 

The things you definitely should not say include:

‘Haven’t you got homework to do?’

“It’s time to switch off and go to sleep.”

“Can you turn down the volume?”

80% of communication is non-verbal. What you do is more important than what you say.

Seek Understanding

As you sit watching them play, ask some questions about the game. Your aim is to gently bring your teen out of trance, not to conduct an interrogation. Don’t talk all the time. The trance you are trying to alter is one of kill-or-be-killed, fight or flight and it is captivating. If they appear frustrated or agitated with you, return to silence for at least 5 minutes before commenting again. Speak only in a calm voice.

Observe Feelings

In even the busiest shoot ‘em up game there are bursts and lulls. Use the lulls to ask them how the game is going and what strategies are working. Some gamers will be proud of their accomplishments and will want to teach you about the game or share the level they have attained.

Lower the Tone

Calming and re-orienting an avid gamer takes patience and strategy. Lowering the intensity of the trance involves being aware of the neurochemistry of gaming. Two neurochemicals that we often need to lessen before we can get change: Cortisol and Adrenaline. These are the stress chemicals. While gaming is exciting, it is also stressful. These can cause people to have a steely focus without necessarily being able to think their way towards a solution. These neuro-chemicals can also make them unbending and rigid in their actions. If your teen has been playing for a prolonged period it is likely that they are dehydrated and cranky due to low blood sugar. Bring them a drink and a snack. Don’t ask them what they want (remember they are in a trance). Just bring them. This will help you to shift towards calmness.

Some ways include:

-Increasing certainty, especially that you are not going to ‘force’ them off the game suddenly

-Being beside someone

-Calm and attentive listening

– Reassurance that their gaming is being taken seriously. Remember for kids, play is work.

Two neurochemicals that we want to increase are: Dopamine and Serotonin

Once they are less agitated we can increase these by:

– Giving positive feedback

– Emphasising points of agreement

– Giving choices e.g. do you want to do some of the study now or in a bit. (They will almost always, opt for later). Ok would half an hour seem reasonable to you? If you can, sit with them and learn the game for half an hour. If you can’t, at least pop into the room once during that time (deliver more food and drinks if need be).

Value Add

Gaming is a great way to feel successful and is also a way of avoiding areas (such as study) where failure is a risk. This means we need to acknowledge the allure of the game while also providing more support in areas that are seen as threatening. Ask, “What would you like me to do?” or “How can I help you?“, “Is there something I can do that will help you to start?”

Empower

Gaming is part of the mix of teen life, as is social media. The important word here is ‘mix”. Just as you can’t survive on only one food type, we all need a range of different activities to feel happy. At a non-gaming time, try to have that conversation with your teen i.e. What are the important activities for you? What is the best balance?

Take it slowly

Just as weaning a baby takes time, lessening reliance on gaming will take time. Good luck at starting this process.

Andrew’s new book ‘Tricky Behaviours‘’(Bad Apple Press) covers these methods in greater depth. https://badapplepress.com.au/

More information:

Andrew’s website www.mylearningstrengths.com has helped over 11,000 young people in the past year discover their learning strengths.

Books for Parents:

Tricky Behaviours

Unlocking Your Child’s Genius

Tricky Teens

Copyright Andrew Fuller www.andrewfuller.com.au www.mylearningstrengths.com

Exercising outside and spending time in nature is so beneficial for children and adults alike. Particularly in these difficult times, we encourage you to continue to get outside individually and as a family! Below is a message that the Whitehorse City Council has requested we share, encouraging us all to be careful as we make extra use of our local parks.

The last few months have been difficult for all of us. With limited options for recreation, it’s becoming difficult for parents to keep children engaged and entertained. Unfortunately some of the ways that we are using our local bushlands and parks have detrimental effects on the carefully maintained habitat. For example a simple act of wandering off the tracks, on foot or with a bike, can lead to permanent damage to vegetation. Many of our bushlands, like the one nearest to us, the Blackburn Lake Sanctuary, are protected areas. Sadly, there have been increased incidents of unintended damage to this community space. 

We request that you help preserve the precious nature and environments around you. Have fun, but at the same time be mindful of the shared space and people’s efforts that go into maintaining this space. Please contact the Council if you see any destructive activities in our parks.

– Whitehorse City Council

Our Father’s/Special Guest Night on Zoom was one of our most talked about events this fortnight. The children loved showcasing their Dad or special guest and playing games together. The teachers also invited their own Dads to read a story on zoom, followed by a game of bingo, some songs and another highlight, a story read by a Dad in Mandarin.

Zoom continues to be a highlight each week. It is such a wonderful forum in which to improve our oral language skills while staying connected with each other. During our Monday teaching sessions we have been focussing on shapes, positional language and giving and receiving instructions. 

Show and Tell on Fridays have highlighted the wonderful learning that our preschoolers are doing at home. Drawings, lego creations, paintings and crafts, many inspired by our online learning platform or the art pack that was sent to each of our families. Asking and answering questions is a focus during this time.

For the essential workers’ children here at the centre, ‘Encouragement and Kindness’ have been our main focus areas. After reading about various characters in the Bible who were experiencing feelings of loneliness and disconnection, we decided to reach out to others experiencing difficulties at this time.  We made bookmarks for the local aged care facility, along with a beaded wall hanging. Making care packages for the Year 12’s was our next act of kindness. A flower handprint bookmark, an encouraging note and some yummy biscuits lovingly homemade by our beautiful administrative assistant, Sonia.

From the comfort of their own homes, the Year 4 students have been travelling back in time and around the world! They have learned about the Japanese leader Toyotomi Hideyoshi, Benjamin Franklin, Mozart and Hatshepsut, an ancient Egyptian queen. With the help of Google Earth, they have visited the catacombs in Paris, the Franklin Institute in Philadelphia and Seoul in South Korea where they traversed the Bukhansan mountains – also known as ‘The Three Horns’.  All of this has been done in connection with their book study on ‘The 39 Clues’.  They recently started book 5 in the series, which prompted them to follow their characters to Russia!

It is important to still teach our school values even when we are doing remote learning. Every week the Prep class is given a task to complete that relates to one of the NCC values. They get to watch a short video or listen to a story, then complete an activity that demonstrates respect, responsibility, resilience, or integrity!

Aaron created this picture as a reminder that using manners is a way of showing respect.

In the breeze I sway, 

In the wind I play.

Green speckles, red freckles.

The tips of my branches are spikey:

I brush the people that have shoes of Nike. 

My flowers are purple, red and yellow, 

and it makes the people that look at me very, very mellow.

-Alara, Year 1

The Education Perfect Science Championship was held from the 18-25 August. Students had a week to complete as many questions as possible to gain points in competing against students around the world. Students are awarded when they meet milestones in points, as follows: Credit 500 points; Bronze 1,000 points; Silver 2,000 points; Gold 3,000 points; Emerald 5,000 points and Elite 10,000 points.

NCC did very well, achieving 113th overall globally (out of 1,874 schools). NCC also achieved 2nd in Victoria for the 251-500 students category. Congratulations to Krishna, who achieved a global ranking of 60th in the individuals category.

We would like to encourage and congratulate all students who participated and those who gained awards: 

Credit: Khein and Johan 

Bronze: Angie and Suhani 

Silver: Charlotte and Joshua

Gold: Ava 

Emerald: Ashley 

Elite: Krishna 

“The event of the science championship was delightful and very tiring and it took me hours to get to 10,000 points but I really don’t mind about the points, I care about the content. This event happens once a year and it is an honour to participate in this competition.” – Krishna 

“The science championship was really fun to compete in and it gave me an opportunity to learn more in biology, physics, astronomy and chemistry. I didn’t know if I would make it to the gold award and I was really determined to see how far I could push myself over 7 days. It was like a personal goal to achieve as much as I could.” – Ava 

“My experience with the competition was great this time as always, and I felt compelled to participate in this EdPerfect competition once more due to the fact that I love science and it had been a while since I had been involved in one so I saw this as an opportunity to do so.” – Angie 

“I participated in the science competition because 1) science is amazing and 2) you discover so many new things everyday. It was cool learning things and getting points for it.” – Suhani

Re:VIBE has been our student-led youth group for the past 4 years and 2020 has challenged us to think of how we can do community differently. Originally, Re:VIBE started with a group of Year 10 students who had an idea to create ‘a community under Jesus’. Without exactly knowing what that might entail, or who they may reach, these students decided to meet one Friday night on February 5, 2016 in a small classroom to discuss the word and commune with one another. With a few tweaks over the years and maintaining a strong vision to reach those within and outside of our school, Re:VIBE has continued to grow more and more spiritually, and in numbers as well. With most nights having about 30 people gathered together, and on our quarterly ‘MEGA Re:VIBE’s’ having over 100 high schoolers attend, we have been able to grow together and grow with God as students are taking on leadership roles.

Maintaining the flame and the idea of community has definitely raised questions that we had to creatively answer over the past few months. We are really blessed that God has given us the inspiration and the opportunity to meet every Friday night on Zoom. Racquel, one of our key leaders and I sat down with a few of our older mentors and discussed how we could keep going through COVID. Initially, we’d never had to face anything like this, but we positively moved forward in believing that if this obstacle was in front of us, there is a God big enough to help us overcome it and potentially open up new doors for us through this platform. An awesome addition that the online platform has given us is that people from all over Victoria are able to gather with us. Accessibility has never been an issue with us online as we are all an equal distance from each other. At first we believed that possibly our numbers would drop due to being online, and although that may be the case for some weeks, we have been able to reach more people consistently. 

For our weekly online program at Re:VIBE, we maintain a similar format to what we would do in real life, and a big part of that is discussion groups. Our awesome lesson’s team led by my friend, Lian, has been organising lesson content for us to explore, and different facilitators to lead us into a deeper discussion. It’s been really awesome to see such amazing discussion that is so applicable to high schoolers. Sally, another one of my Year 11 classmates, has been organising activities that are really creative, as it really helps break the ice on an online platform. Our media platform has also continued to stay active as our communications leader, Ephraim, has done an awesome job to share what our community looks like from the inside out. Despite the challenges, we’ve been able to persevere as God has continued to work through us.

A verse that I hold closely is Hebrews 10:24-25 –  “And let us not neglect our meeting together, as some people do, but encourage one another, especially now that the day of His return is drawing near.” As a community under Jesus, we’ve been praying that we can continue to ‘encourage’ one another in a world today that lacks encouragement, and that comes from never giving up on meeting together. 

We’d really appreciate prayers for our community that we are able to reach other high school students spiritually, and that we can continue to see the Holy Spirit opening new doors to reach people!

– Nathan, Year 11

Instagram name: revibecommunity

Students have been challenged to create a film of their physical activity during remote learning.

The most creative, entertaining and engaging video submission will receive a $50 Uber Eats voucher and the runner up entry will receive a $25 Uber Eats voucher.

All videos need to be submitted by Friday 18th September (last day of Term 3) via the Junior/Senior Sport Google Classroom.

Get creative, have fun, get moving!