TLT15 Presentation: Getting Attitudes Right
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The document discusses the importance of student attitude in relation to academic performance, emphasizing that self-discipline is more crucial than self-esteem. Various methods for assessing student attitudes, including behavior, classwork, homework, and organization, are presented, alongside the categorization of attitudes into ratings like 'very good,' 'good,' and 'unsatisfactory.' The document advocates for accurately addressing student performance while promoting a growth mindset to enhance true learning outcomes.
TLT15 Presentation: Getting Attitudes Right
- 1. DOES YOUR ATTITUDE DETERMINE YOUR ALTITUDE? #TLT15
- 3. ASSUMPTION #1: ATTITUDE MATTERS
- 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
- 6. KEY QUESTION • How do we accurately assess a student’s attitude?
- 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.
- 9. OBSERVABLE BEHAVIOURS •Things students do which demonstrate an attitude which improves their learning
- 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?
- 15. Curiosity Self-discipline Grit Persistence Response to feedback Gratitude Zest Optimism Purpose Self-control Social-emotional intelligence Independent enquiry Creative thinking Team work Self-management Participation Resilience Organisation Classwork Homework Independence Reflection
- 16. HOW DO WE ASSESS IT? • Very Good • Good • Satisfactory • Unsatisfactory • A* • A • B • C • D • E • F • G • 9 • 8 • 7 • 6 • 5 • 4 • 3 • 2 • 1 • Exceptional • Accomplished • Developing • Beginning • Master • Veteran • Apprentice • Novice • Awesome • Admirable • Acceptable • Attempted • Excellent • Good • Fair • Weak • Always • Often • Sometimes • Rarely • Exemplary • Proficient • Marginal • Unacceptable Outstanding Good Requires Improvement Inadequate
- 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
- 25. 0.00 20.00 40.00 60.00 80.00 100.00 120.00 0.00 50.00 100.00 150.00 200.00 250.00 300.00 350.00 400.00 450.00 500.00 AverageAttitudeScoreacrossYear11 Capped APS (Best 8) Average Y11 Attitude to Capped APS (Best 8) Attitude Average Expon. (Attitude Average)
- 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
- #2: Introduction – programme for the session
- #3: Where attitude vs altitude comes from – literally it is rocket science
- #4: Basic outline – GM at Chew Valley. A fundamental. But…
- #5: Not about making kids feel good. It’s about challenging attitudes – making them better.
- #7: Can we assess an attitude? Background on Sue Cowley’s tweets. A challenge to us. Can we convince her?
- #8: She may have a case. Our old system for assessing effort was inconsistent and unclear.
- #9: 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.
- #10: This was the key – switch to observable behaviours.
- #11: Courtesy of Rebecca Tushingham
- #16: Here is what we were choosing from
- #17: How do we assess it? Again, discuss and collaborate.
- #18: Example one of how to collaborate – first male role model in my presentation!
- #20: 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.
- #21: Here’s our version. It’s not perfect. Talk about Tabitha. Talk about SEN. But it works for us in our context.
- #22: Here’s the mechanics.
- #23: Poster for Year 11 pilot from last year.
- #24: Here’s what comes out the other end. It’s the conversations that matter.
- #25: Here’s what happened to the tutor groups. Question – does attitude really determine altitude?
- #26: It’s a positive correlation between attitude and APS – with some outliers!
- #27: 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.
- #28: They set targets. We’ll review!
- #29: Thoughts for the future – Joe Kirby has these tips which we are definitely following in this academic year.