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
Responds main
values low
Embodies higher
Coaching approach mainly
Coaching approach
My EYFS pupils are learning with adult support. However, they need to take a few risk and by doing so, be successful and grow up in confidence and be independent learner.
seems to be a mix between lacks and responds
A mix between lacks and receives. It changes each time I see the students due to what has happened the lesson before I see them.
Students diagnosed as mostly lacks.
We are doing ok in ‘celebrating stuckness’ with our Learning Pit wall, however, I realise I need to provide more difficult challenges for all students, not just particular students who I think need the extension.
I need to see your wall Rosie!
This was an interesting survey – great reflective tool. Need to work on celebrating ‘stuckness’ and setting up challenge for all students.
Interestingly, the “talk” is on track, but the design of tasks+ celebration of stuckness still needs a lot of work! Lots of food for thought – and redesigning tasks, programs and classroom practice.
I’m with you here, talking is going particularly well, but deliberate and intentional planning to model ‘stuck-ness’ is yet to happen for me. Great to reflect on and use examples.
I think I could definitely improve at celebrating when students get stuck! I think it is a hard shift to make to even go from ‘That is ok your stuck because that shows you are learning & have jumped into the learning pit’ to ‘That is wonderful being stuck means you are in the exactly right place for learning and being stretched. I am so proud you were brave enough to jump into the learning pit!’
The survey questions gave me a great picture of the differences between a tradition and learning friendly classroom. I appear to have a strong use of learning language but need to develop how intentionally I celebrate them when they’re stuck as Lara has said. I need to say more of the second comment!
I need to encourage more dialogue within my class about getting stuck and unstuck. And to celebrate when students ‘unstuck’ themselves
In the ELC ( Butterfly Room 4-5 year olds) we really try to scaffold learning from putting on our shoes to 1 to 1 correspondence counting to 10. I try to challenge and encourage at the same time while encouraging independence.. It can be a challenge as an educator to shift from traditional thinking and teaching but the change in early childhood “Early Years Learning Framework” and our “BPL”has really challenged me over the years. We play games and encourage our children to persevere and have a go. I try to keep learning hands on, practical and an all involved in learning approach. I hope the children feel encouraged and a sense of belonging, whether they are stuck or unstuck in their journey of learning.
I work in the early years sector and would welcome some of your ideas and games to support more perseverance and independence Melissa.
It is easier to help the students who are asking question about what to do next and are making steady progress on their project/work etc. I need to give more attention to the quieter students who just seem to just doing the work, maybe by encouraging all students explain in their design folio ‘why’ they are doing what they are doing, ‘why’ they have made the design modification to the project that they are making.
Will try to model both being stuck and getting unstuck. will try to take a more coaching approach with students to enable them to find their way out of being stuck.
Still need address the classroom culture in my lessons so that students can celebrate being stuck
Given the nature of the courses I teach… I tend to find I teach students who know they are going to be challenged and stuck. They often enjoy not enjoying being stuck – even though they know that I know they are enjoying it. This is something I am convinced must become a whole-school approach in order to have a real impact on the students we teach.
I know I need to make some changes in my thinking and practise.
I cannot get the results of the quiz for some reason?
Children are enjoying a positive approach to mistakes and stuck. Starting to embed well with MA and HA.
Completing this has giving me support that the learning culture in the classroom has shifted and is supporting my children.
Completing this has given me the assurance that the learning culture in class has shifted and is in turn supporting my children.
I don’t exactly celebrate when students get stuck, but do see this as an opportunity for them to work together and devise ‘unsticking’ strategies which will assist all the class. When students have worked collaboratively on this they realise they are not alone, and I can see them celebrating their solutions to problems encountered.
Thought provoking ideas about the positivity of stuckness, looking forward to trying out some of the ideas in class. A need for more celebrating of stuckness I feel.
Good start on celebrating, constructing and talking. Need to build on shifting the learning relationship.
Interesting quiz, highlighting where our class learning culture is with accepting and celebrating getting stuck with learning!
Interestingly, I feel that I am re-educating and challenging parental influence here. I have a number of parents who don’t like mistakes and work to ‘flip the classroom’ effectively, so that classwork is revision. I begin each year by comparing ‘learning’ and ‘practicing’. Sharing with all the children how excited I am when something is tricky or they make a ‘good’ mistake (trying not careless) is also good for developing this culture.
Aim: To celebrate being stuck
Aim to foster a positive relationship with being stuck and finding solutions, First Attempt In Learning
Made a good start on all areas. I always celebrate stuckness and see it as a group learning/ problem solving opportunity. The quiz suggests I need to start planning activities that will make learners stuck instead of letting them select their own level of learning.
Aim: build on a shared responsibility around learning.
I think the aim is to also celebrate being stuck allowing the children to become more confident and successful.
I think I’ve made a good start on devolving more responsibility for learning to the students. I could model both being stuck and getting unstuck, and do more asking rather than telling to encourage more self reliance.
Investigate ways to encourage pupils to find solutions independently. Look at the board for help or ‘ask a friend’ before asking for TA/Teacher help.
We celebrate being stuck as an opportunity to learn something new, similarly we celebrate where we have gone wrong. That doesn’t necessarily equate to children being comfortable with working in this “stuck” zone. At least we have the vocabulary of the learning pit and BLP to help children self-talk their way into a new territory.
Through being stuck we can learn new things,
Highly anxious students need to be carefully supported while challenging them to develop learning strategies.
Interesting quiz. Made me think!