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Culture for Unsticking quiz

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

Required fields are marked *

1.(A) I have put lots of useful stuck prompts on the classroom walls
(B) Stuck prompts around the classroom have been designed and discussed by students *
2.(A) I encourage students to put in more effort when they become stuck
(B) I encourage students to become curious about being stuck *
3.(A) Students ask me for answers when they get stuck
(B) Students accept it as their responsibility to find ways to get unstuck *
4.(A) I encourage students to think about how they are stuck
(B) I encourage students to explain the cause of their stuckness *
5.(A) I tell students the answers when they are stuck
(B) I explore strategies that students could use to get themselves unstuck *
6.(A) I take a sympathetic stance with students who become stuck
(B) I engage in ‘support to continue’ coaching conversations to overcome stuckness *
7.(A) I design activities that are within students’ comfort zone
(B) I aim to help students to know how to stretch their comfort zone *
8.(A) I organise activities so that students can select their level of challenge
(B) I design activities to ensure all students become stuck *
9.(A) I expect students to find their own way out of being stuck
(B) My students work together on generating ways out of being stuck *
10.(A) My students know I don’t mind them getting stuck
(B) I congratulate students when they become stuck *
11.(A) I accept, but don’t call attention to students getting stuck
(B) We celebrate being stuck as an interesting place to be *
12.(A) Students are unhappy or become worried about being stuck
(B) Students relish being stuck or confused about what to do next *

42 Responses to Culture for Unsticking quiz

  1. Amina Khatib 5th September 2017 at 9:54 am #

    Responds main
    values low
    Embodies higher

  2. Amina Khatib 5th September 2017 at 9:59 am #

    Coaching approach mainly

  3. Amina Khatib 5th September 2017 at 10:01 am #

    Coaching approach

  4. Esther Olanrewaju 5th September 2017 at 10:05 am #

    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.

  5. Victoria Nichol 5th September 2017 at 10:06 am #

    seems to be a mix between lacks and responds

  6. Emma Rand 17th September 2017 at 7:10 am #

    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.

  7. Felicity Marlow 19th September 2017 at 5:46 am #

    Students diagnosed as mostly lacks.

  8. Rosemarie Harriott 11th October 2017 at 11:17 am #

    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.

    • Geraldine Paynter 15th October 2017 at 11:10 am #

      I need to see your wall Rosie!

  9. Geraldine Paynter 15th October 2017 at 11:10 am #

    This was an interesting survey – great reflective tool. Need to work on celebrating ‘stuckness’ and setting up challenge for all students.

  10. Elizabeth Cox 17th October 2017 at 9:56 am #

    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.

    • Luke Barnett 26th October 2017 at 5:37 am #

      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.

  11. Lara Dik-Ha 18th October 2017 at 3:38 am #

    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!’

  12. Irene Laidler 18th October 2017 at 8:55 pm #

    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!

  13. Matthew Ditton 23rd October 2017 at 4:24 am #

    I need to encourage more dialogue within my class about getting stuck and unstuck. And to celebrate when students ‘unstuck’ themselves

  14. Melissa Churchward 26th October 2017 at 12:34 pm #

    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.

    • Grace Wilson 3rd November 2017 at 8:29 am #

      I work in the early years sector and would welcome some of your ideas and games to support more perseverance and independence Melissa.

  15. Mark Brown 1st November 2017 at 12:18 am #

    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.

  16. Hazel Barnes 1st November 2017 at 8:06 pm #

    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.

  17. Benjamin Thomas 1st November 2017 at 10:37 pm #

    Still need address the classroom culture in my lessons so that students can celebrate being stuck

  18. Owen Laffin 2nd November 2017 at 2:53 am #

    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.

  19. Kerrie J Cusack 4th November 2017 at 1:16 pm #

    I know I need to make some changes in my thinking and practise.

  20. Kerrie J Cusack 4th November 2017 at 1:47 pm #

    I cannot get the results of the quiz for some reason?

  21. Kathryn Dadswell-Boynton 8th November 2017 at 4:44 pm #

    Children are enjoying a positive approach to mistakes and stuck. Starting to embed well with MA and HA.

  22. Leigh Bryant 12th November 2017 at 1:40 pm #

    Completing this has giving me support that the learning culture in the classroom has shifted and is supporting my children.

  23. Leigh Bryant 12th November 2017 at 1:41 pm #

    Completing this has given me the assurance that the learning culture in class has shifted and is in turn supporting my children.

  24. Gina Galea 20th November 2017 at 6:14 am #

    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.

  25. Jane Stanley 14th February 2018 at 6:49 pm #

    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.

  26. Jenny Gray 4th March 2018 at 2:14 pm #

    Good start on celebrating, constructing and talking. Need to build on shifting the learning relationship.

  27. Kyla Hopwood 12th June 2018 at 3:20 am #

    Interesting quiz, highlighting where our class learning culture is with accepting and celebrating getting stuck with learning!

  28. Nicole Winter 5th July 2018 at 12:31 am #

    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.

  29. Katie Kilgallon 2nd October 2019 at 3:48 pm #

    Aim: To celebrate being stuck

  30. Carine McCann 27th February 2020 at 2:21 pm #

    Aim to foster a positive relationship with being stuck and finding solutions, First Attempt In Learning

  31. Kimberley Money 25th March 2020 at 9:23 am #

    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.

  32. Roxanne Webster 27th March 2020 at 10:46 am #

    Aim: build on a shared responsibility around learning.

  33. Jacqueline Hayward 4th May 2020 at 1:03 pm #

    I think the aim is to also celebrate being stuck allowing the children to become more confident and successful.

  34. Traci Shiels 5th May 2020 at 1:27 pm #

    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.

  35. Jordanna Buckley 1st October 2020 at 4:35 pm #

    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.

  36. Ruth McMeekin 13th October 2020 at 5:15 pm #

    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.

  37. Elizabeth Winwood 10th December 2020 at 4:06 pm #

    Through being stuck we can learn new things,

  38. Karen McPherson 18th May 2021 at 3:11 am #

    Highly anxious students need to be carefully supported while challenging them to develop learning strategies.

  39. Kirsty Hollow 26th October 2021 at 11:59 pm #

    Interesting quiz. Made me think!

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