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Creating a culture of challenge
- 3. Can you rank these in terms of their ‘Impact’ on student progress Factor Ranking Factor Ranking Ability grouping Subject knowledge of teacher Teacher credibility Relative age of pupil within class Class size Match teaching style to learning style Homework Teacher-pupil relationships Parental involvement Within class grouping Feedback Setting goals 1 = Greatest impact 12 = Lowest impact
- 4. Rank Factor Effect size 1 Teacher credibility 0.9 2 Feedback 0.73 3 Student-Teacher relationships 0.72 4 Parental involvement 0.49 5 Relative age within a class 0.45 6 Goal setting 0.41 7 Homework 0.29 8 Matching teaching style to learning style 0.23 9 Class size 0.21 10 Within class grouping 0.18 11 Ability grouping 0.12 12 Teacher subject knowledge* 0.09 Over 0.7 – High Impact 0.4 – 0.7 – Moderate Impact 0.1 – 0.4 – Typical impact Below 0.1 – Negative Impact - The take home message is that most strategies you try will have some impact. - The best teachers have the greatest impact. - They can consciously design, use and evaluate the impact of these strategies on student progress.
- 5. How can we make a greater impact with our teaching? Focus on the three factors that potentially have a high impact on student progress. 1) Teacher credibility. 2) Feedback. 3) Teacher-Student relationships. Using Hattie’s findings and a model developed by Kim Scott called ‘Radical Candor’ to examine the interaction of feedback, together with teacher-student relationships we can improve our ‘credibility’ as teachers/coaches as well as finding a ‘sweet spot’ for impact.
- 8. ’Push emotional buttons for political gains’ Stems from desire to be liked and ‘climb the ladder’ - Falsely praising on a school report because a parent can be difficult! - Not raising concerns/issues with your HoD/line manager to avoid ‘rocking the boat’. In this quadrant praise/criticism feels like flattery or back stabbing and fails to build trust.
- 9. ’Push emotional buttons for political gains’ Stems from desire to be liked and ‘climb the ladder’ - Falsely praising on a school report because a parent can be difficult! - Not raising concerns with your HoD/line manager to avoid ‘rocking the boat’. In this quadrant praise/criticism feels like flattery or back stabbing and fails to build trust. ’Avoiding creating tension or discomfort’ Just trying to say something nice - The teacher who doesn’t want to or wont discipline students. - The colleague who doesn’t want to hurt our feelings with lesson feedback. In this quadrant there is a feeling that acting this way can help develop relationships but ultimately no one knows where they stand.
- 10. ’Push emotional buttons for political gains’ Stems from desire to be liked and ‘climb the ladder’ - Falsely praising on a school report because a parent can be difficult! - Not raising concerns with your HoD/line manager to avoid ‘rocking the boat’. In this quadrant praise/criticism feels like flattery or back stabbing and fails to build trust. ’Front Stabbing’/ ‘Brutal honesty’ Criticising someone without taking time to care - The teacher who belittles or embarrasses a student in front of the class. - Targeting a department/team member’s weaknesses/frailties to assert dominance. In this quadrant criticism is used as a weapon rather than a tool for improvement. User feels powerful and receiver feels awful. ’Avoiding creating tension or discomfort’ Just trying to say something nice - The teacher who doesn’t want to or wont discipline students. - The colleague who doesn’t want to hurt our feelings with lesson feedback. In this quadrant there is a feeling that acting this way can help develop relationships but ultimately no one knows where they stand.
- 11. ’Sincere, specific and thoughtful praise or criticism ’ Guidance that inspires students/colleagues to improve skills and do their best work - Giving evidence driven praise/criticism that gives clear parameters for improvement for students/colleagues - Taking criticism from your department members about an idea or action that you have taken. In this quadrant everyone knows how to progress and feels respected ’Push emotional buttons for political gains’ Stems from desire to be liked and ‘climb the ladder’ - Falsely praising on a school report because a parent can be difficult! - Not raising concerns with your HoD/line manager to avoid ‘rocking the boat’. In this quadrant praise/criticism feels like flattery or back stabbing and fails to build trust. ’Front Stabbing’/ ‘Brutal honesty’ Criticising someone without taking time to care - The teacher who belittles or embarrasses a student in front of the class. - Targeting a department/team member’s weaknesses/frailties to assert dominance. In this quadrant criticism is used as a weapon rather than a tool for improvement. User feels powerful and receiver feels awful. ’Avoiding creating tension or discomfort’ Just trying to say something nice - The teacher who doesn’t want to or wont discipline students. - The colleague who doesn’t want to hurt our feelings with lesson feedback. In this quadrant there is a feeling that acting this way can help develop relationships but ultimately no one knows where they stand.
- 13. Caring personally/ Developing teacher student relationships • Be equitable and fair. • Have high expectations. • Make your classroom a safe place to give effort • Take an interest • Hobby • Interests outside the classroom • Listen to their problems (and act where necessary). • Say hi! • 2 x 10. • Smile!
- 14. Caring personally for colleagues • Bring your ‘whole self’ to work. • 1:1 meetings (Regular) – once a fortnight • Career conversations (Once every 6 months) – understand motivations and ambitions. • Life story • Dreams • 18 month plan • Socialise at work • Lunch • Take a walk • Respect boundaries • Build trust (takes time). • Share values (but be wary). • Personal. • May not want to share. • Can be difficult to articulate • No ’right’ or ‘wrong’ • Demonstrate openness
- 16. Student Colleague Player Praise Your use of technical terminology in the extended question was excellent. You created a supportive environment and students were keen to ‘have a go’. Probe Ask a question How do you think you could have increased the quality of your answer? How do you think you could have increased the progress in the lesson? Identify Action steps towards feedback Bring in a wider number of examples to help give your answer greater context. Improve pacing of lesson by designing appropriate tasks and creating set timings. Practice Provide opportunity to act on feedback Provide a new (similar) question to plan. Next lesson or series of lessons Plan ahead Revise plans according to target Complete/plan question with ‘identified’ points key to planning. Collaboratively plan using strategies to improve lesson pace Time line Time frame Complete question end of/next lesson. Organise another time (ideally soon after) to observe
- 18. Key factors for effective praise - How (much) praise should I give? - When should I give praise? - What should I praise? - How can I avoid ‘ruinous empathy’ and ‘manipulative insincerity’?
- 19. How much praise? - Short answer is as much as you feel appropriate – whilst remaining Radically Candid! Praise-to-criticism ratio - ‘Shit sandwich’ – Too simplistic, regularly confusing, often insincere and often seen through by both colleagues and students! - In great cultures leaders ‘radiate delight’ at behaviour worthy of praise. - Idea of a ratio can be dangerous as it can lead to insincerity or unnatural praise.
- 21. What should I praise? - Ideas 1) Start praising (stop criticising) poor results with good processes. Why – Encourage smart risk taking in order to create new ideas and learn from the process. 2) Stop praising (criticise) good results with poor process. Why – Despite good outcome praising a flawed process leads to over confidence in poor strategies. 3) Acknowledge the place of luck in outcomes and that just as good luck can lead to a positive outcome, bad luck can result in bad outcomes! 4) When outcomes seem to be negative on a regular basis it is important to weigh up whether learning has been derived from the process. 5) Criticise even when you win…especially when you win. https://www.youtube.com/watch?v=CAi7bLg4Hk4
- 22. When should I praise? • In short as often as you possibly can provided that you are ticking the boxes from the previous slide. ü You are praising sincerely. ü You are praising the correct sort of things. ü You are being specific with your praise (not just ‘good job’) • As long as you are obeying the above you should be OK! • You may want to keep some praise ‘in the bank’, but as long as it is warranted, well thought out and delivered well praise away.
- 23. Avoiding Ruinous empathy/Manipulative insincerity Which emotions stir up when you know that you are going to have to give criticism to a colleague or a student and compare those to the emotions that the opportunity to give praise create? Now consider how much time you might spend preparing to give either. Which one would you spend more time deliberating how you deliver? Try to spend as much time considering the praise you are going to give as you do the critisism you give. Praise shows the way forward and can be a powerful driver towards further positive outcomes.
- 24. Why do people slip into ‘ruinous empathy’ • Criticism can often be hard to give so we don’t bother. • We don’t want to hurt someone else’s feelings. • Too interested in ‘everyone getting along’. • When the shoe is on the other foot and people don’t want to upset our feelings (if seeking criticism). Aim to take time to challenge directly – it will be worth it Why do people slip into ‘Maniplative insincerity’ • Don’t care enough about the person to ‘Challenge directly’ • We want to be liked (perfectly human!) • Ulterior ‘political’ motive. • The ‘false apology’ Aim to take time to care personally, but don’t waste your time trying to fake it. Criticism turns to back stabbing and praise to flattery!
- 26. ‘Magical feedback’ - Team of psychologists from Stanford, Yale and Colombia. - ‘Middle schooler’s’ wrote essays after which teacher’s provided feedback. - One particular form of feed back boosted effort and performance immensely – the researcher’s called it ‘Magical feedback’ ’I’m giving you these comments because I have very high expectations and I know that you can reach them’
- 27. Final points on feedback • Give it as soon as possible. • Give little and often (don’t save it up for a meeting). • Be as targeted and specific as possible. • Give it in person (where possible). • Praise in public, criticise in private. • Handle negative feedback through two way, learning-based dialogue about required growth. • Don’t judge • Don’t personalize • Say ‘that’s wrong’ not ‘you’re wrong’ • Avoid attributing success or failure to personality attributes (really difficult to change!). • Don’t use the phrase ‘don’t take it personally’
- 30. Teacher competence - Trust In this situation it is vital that teachers care about students as both - People - Learners
- 31. Teacher competence - Competence Competent teachers: - Know their ‘stuff’ - Clear about what your students need to learn. - Clear about what your students need to succeed. - Clear subject knowledge (worst thing you can do is try to bluff). - Are good at helping students learn the ‘stuff’ - Are able to manage behavior - Has a huge bearing on perceived competence
- 32. Teacher competence - Passion Competent teachers should demonstrate passion for - The subject matter and/or - Helping that young person to learn the subject matter.
- 33. Summary - Personal relationships and feedback have a large impact on student outcomes (Hattie) - Would also appear that they are also in helping colleagues to develop. - Caring personally is an easily neglected feature, especially when the need to maintain ‘professional relationships’ are paramount. - There is a ‘perilous border’ between being ‘radically candid’ and sliding into the other three quadrants. - I hope that simply being aware of the matrix should help you to know what to do when you may be biting your tongue to a senior colleague, worrying about upsetting an NQT with lesson feedback or when you are simply having a bad day and you just need to get the job done! - Do we need to redefine when/how we assign praise to students and colleagues in order to encourage smart risk taking and develop original ideas and thought?
- 34. Before you roll it out… • Invite criticism from your team/ students. If you can’t take it, don’t expect people to react well when you start handing it out! https://www.youtube.com/watch?v=l2xE-f-_dkQ • ‘Tried Radical Candor, got fired’. Has to be a buy in from your team. They have to understand what you are looking to achieve and that slips into other quadrants will occur. • Most people would rather work for a ’Competent asshole’ than a ‘Nice incompetent’ and I would hazard a guess that pupils are the same. Not good enough just being a ‘nice person’.