In the questionnaire there are twelve questions about teaching habits.
Each question contains two statements: the one prefaced with (A) is representative of conventional ‘good teaching’; the one prefaced with (B) describes a learning-powered approach in learning-friendly classrooms.
Look at each pair of statements carefully and; pick an answer that represents where you think your practice falls in the spectrum between (A) — result ‘1’ — and (B) — result ‘6’. The scale is as follows:
1 My practice is like statement A
2 My practice is quite close to A
3 My practice is a bit nearer A than B
4 My practice is a bit nearer B than A
5 My practice is quite close to B
6 My practice is like statement B
I feel that some of my answers are indicative of my role as a learning support worker, I often work one to one and, as such, develop strategies for each child as an individual.
However we do discuss the child’s perception of mistakes and how to challenge their learning.
Again I feel that due to the nature of the children I work with, they do not have the level of understanding to set their own challenges academically or identify mistakes and discuss how they can learn from them. They can however learn to develop felxibility, growth mindset and embrace mistakes as learning opportunities.
Pretty happy that the culture is positive and on the right track. Need to inject some new ideas to back this up.
With Kindergarten we are still learning how to use mistakes to learn. Unfortunately many students are coming to school fearful of making mistakes and we are having to change their preconceptions as well as their parents.
With Kindergarten we are still learning how to use mistakes to learn. Unfortunately many students are coming to school fearful of making mistakes and we are having to change their preconceptions as well as their parents
With students who come from some other countries, making mistakes is not generally regarded as a good thing, or a helpful learning experience. Depending on the mistake, it can lead to “loss of face” in the eyes of family, peers and employers. This is common in Asian societies. It is a challenge for such students to take on board such challenge-friendly concepts, since experiences in their homelands generally don’t gel with what is espoused here–in a “Western” society. We need to be mindful of cultural backgrounds and their influence on each student in the outworkings of the classroom culture.
My students are very unsure of themselves emotionally and I need to build this up before they will feel confident making mistakes.
I already celebrate effort as well as success but must now develop this further.
I agree with you – particularly in these challenging times.
I agree with Rachel (above). Particularly in these challenging times, some of my students are feeling less secure emotionally than before. Our focus is always on celebrating effort and lessons are planned to provide scope for children to choose the level of challenge and effort. More work is still needed to provide opportunity and build confidence for children to select with confidence the level of challenge.
I agree that pupils are feeling vulnerable in the current times, it is difficult to strike the correct balance between supporting and challenging at the moment with the fear of exposing vulnerability and the impact it could have.