4. IT’S NOT ABOUT SELF-ESTEEM
“…building self-esteem is a red herring…
building self-discipline is much more
important.”
Joe Kirby
https://pragmaticreform.wordpress.com/2014/05/17/rewards/
5. CAROL DWECK
Recently, someone asked what keeps me up at night. It’s the
fear that the mindset concepts, which grew up to counter the
failed self-esteem movement, will be used to perpetuate that
movement. In other words, if you want to make students feel
good, even if they’re not learning, just praise their effort! Want
to hide learning gaps from them? Just tell them, “Everyone is
smart!” The growth mindset was intended to help close
achievement gaps, not hide them. It is about telling the truth
about a student’s current achievement and then, together,
doing something about it, helping him or her become
smarter."
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html?cmp=SOC-SHR-TW
7. HOW DO YOU ASSESS ATTITUDE?
• Behaviour: a judgment of how well the
student behaves in class including
following instructions, active listening,
cooperation, and attitudes towards staff
and peers.
• Classwork: a judgment of the amount of
effort put into classwork and the quality of
outcomes
• Homework: a judgment of the amount of
effort put into homework, the quality of
outcomes, the consistency of meeting
deadlines
• Organisation: a judgment of the degree
to which a student is prepared for your
lesson, including bringing relevant
equipment/kit/ingredients/materials,
attendance, punctuality and
independence (managing own learning)
• Chew Valley is a high performing school;
we expect all students to demonstrate
attitudes which are “Good”.
• Students who demonstrate “Very Good”
attitudes will have received House Points,
Commendations, Postcards Home or
other school rewards in recognition of
their excellence.
• A judgment of “Satisfactory” indicates
that the student is not currently meeting
our high expectations and needs to
improve their attitude.
• A judgment of “Unsatisfactory” will be
given where a student has received
sanctions for their poor attitude such as
teacher, faculty, or whole school
detentions, yellow slips, or time in the Time
Out room.
8. HOW DO YOU ASSESS ATTITUDE?
• Behaviour: a judgment of how well the
student behaves in class including
following instructions, active listening,
cooperation, and attitudes towards staff
and peers.
• Classwork: a judgment of the amount of
effort put into classwork and the quality of
outcomes
• Homework: a judgment of the amount of
effort put into homework, the quality of
outcomes, the consistency of meeting
deadlines
• Organisation: a judgment of the degree
to which a student is prepared for your
lesson, including bringing relevant
equipment/kit/ingredients/materials,
attendance, punctuality and
independence (managing own learning)
• Chew Valley is a high performing school;
we expect all students to demonstrate
attitudes which are “Good”.
• Students who demonstrate “Very Good”
attitudes will have received House Points,
Commendations, Postcards Home or
other school rewards in recognition of
their excellence.
• A judgment of “Satisfactory” indicates
that the student is not currently meeting
our high expectations and needs to
improve their attitude.
• A judgment of “Unsatisfactory” will be
given where a student has received
sanctions for their poor attitude such as
teacher, faculty, or whole school
detentions, yellow slips, or time in the Time
Out room.
13. RESILIENCE:
• Bounces back from
setbacks
• Listens to critique and
acts on it
PERSISTENCE:
• Sticks with projects and avoids distractions
• Engages in deliberate practice
• Is diligent (hard working and careful)
Carol Dweck
Angela Duckworth
14. COLLABORATE
•What do you think about the different
models of student attitude?
•Where would the emphasis be in your
school context?
21. TRACKING ATTITUDES OVER TIME
• 3 collections per year
• At each point:
• E=3
• G=2
• I=1
• P=0
• Calculate vs theoretical maximum to arrive at attitude % score
• Then rank
28. INFLUENCE THE INFLUENCERS
Teachers
• Design and share regular visual
trackers of your classes’ effort and
progress
• Influence the influencers: tackle
disruptive ringleaders head on
• Share stories of exemplary kids who
worked hard and succeeded with
great effort
• Strengthen your pupils’ immune system:
remind them of their future goals
School Leaders
• Design and display regular visual
trackers of pupil effort and progress
• Reinforce the message that 95% to
100% of students are working hard
• Influence the influencers: choose
and coach role models carefully
• Make self-control contagious: bring
role models to mind often in
assemblies
https://pragmaticreform.wordpress.com/2014/06/14/motivation-peer-pressure/
Editor's Notes
Introduction – programme for the session
Where attitude vs altitude comes from – literally it is rocket science
Basic outline – GM at Chew Valley. A fundamental. But…
Not about making kids feel good. It’s about challenging attitudes – making them better.
Can we assess an attitude?
Background on Sue Cowley’s tweets. A challenge to us. Can we convince her?
She may have a case. Our old system for assessing effort was inconsistent and unclear.
Reliant on “judgment” which is by its nature subjective. Some criteria attached but these are linked to rewards and sanctions around behaviour which are again not actively promoting positive attitudes.
This was the key – switch to observable behaviours.
Courtesy of Rebecca Tushingham
Here is what we were choosing from
How do we assess it? Again, discuss and collaborate.
Example one of how to collaborate – first male role model in my presentation!
Shaun stole my thunder last Sunday by posting his blog a week ahead – having clearly been working on exactly the same thing with Andy Tharby! Here’s what they came up with.
Here’s our version. It’s not perfect. Talk about Tabitha. Talk about SEN. But it works for us in our context.
Here’s the mechanics.
Poster for Year 11 pilot from last year.
Here’s what comes out the other end. It’s the conversations that matter.
Here’s what happened to the tutor groups.
Question – does attitude really determine altitude?
It’s a positive correlation between attitude and APS – with some outliers!
That was on the old system. What will it show on the new system? Well, we’ll need to put a dotted line between last year and this as they’re clearly not comparable!
The final point is about teaching students what we expect their attitudes to be like. Clearly, explicitly, as a lesson – here is what we want to see. Students self-assessed where they thought they were at the moment in relation to their own behaviour for learning.
They set targets.
We’ll review!
Thoughts for the future – Joe Kirby has these tips which we are definitely following in this academic year.