DOES YOUR ATTITUDE DETERMINE YOUR ALTITUDE?#TLT15

ASSUMPTION #1: ATTITUDE MATTERS

IT’S NOT ABOUT SELF-ESTEEM

“…building self-esteem is a red herring… building self-discipline is much more important.”

Joe Kirbyhttps://pragmaticreform.wordpress.com/2014/05/17/rewards/

CAROL DWECKRecently, 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

KEY QUESTION

• How do we accurately assess a student’s attitude?

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.

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.

OBSERVABLE BEHAVIOURS

•Things students do which demonstrate an attitude which improves their learning

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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

COLLABORATE

•What do you think about the different models of student attitude? •Where would the emphasis be in your school context?

Curiosity

Self-discipline

Grit

Persistence

Response to feedback

Gratitude

Zest

Optimism

Purpose

Self-control

Social-emotional intelligence

Independent enquiry

Creative thinking

Team work

Self-managementParticipation

Resilience

Organisation

Classwork

Homework

Independence

Reflection

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

OutstandingGoodRequires ImprovementInadequate

http://johntomsett.com/2014/06/28/this-much-i-know-aboutaccurate-terminology-to-describe-students-effort/

http://johntomsett.com/2014/06/28/this-much-i-know-aboutaccurate-terminology-to-describe-students-effort/

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@shaun_allisonLast Sunday!

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

ATTITUDE DETERMINES ALTITUDE

50.00 100.00 150.00 200.00 250.00 300.00 350.00 400.00 450.00 500.000.00

20.00

40.00

60.00

80.00

100.00

120.00

Average Y11 Attitude to Capped APS (Best 8)

Attitude Average Exponential (Attitude Average)

Capped APS (Best 8)

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Attit

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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/