For 2016 all KS3/4 tutors will continue to play a main role in supporting our focus on Positive Behaviours for Learning (PBfL). We ask that you:

  • Ensure that students understand the relevant vocabulary and descriptors
  • Use and make reference to PBfL regularly within day-to-day discussions and, importantly, within your own teaching practice
  • Use our reward point system regularly as both tutor and classroom teacher to celebrate good effort

All resources areavailable on our T&L website:

This includes a supporting Powerpoint and previous resources with links to various materials and video clips etc.

TERM 2B: PERSISTENT

On the next 2 pages are 2activity cards to support tutors with their PBfL session, to take place on Wednesday24thFebruary. (These recap and build on previous resources). Tutors can decide which one (or combination) would most benefit their group.

In addition to these, below are a few questions / prompts which might be useful across this half-termto provoke small group or whole class discussions. A Powerpoint of all resources is also available on the R&D website.

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PERSISTENT

Is it possible to teach someone to become more PERSISTENT?

If so, how?

How does / can feedback from a teacher influence your persistence?
What kind of feedback encourages you to persevere or work harder?

Think of an example of when you have succeeded with something challenging through sticking with difficulty... What kept you going? What was your motivation to succeed?

Think of a time when a fear of making mistakes has prevented you from improving…

How might you have approached this differently?

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A 'Blocker' is a psychological barrier that stops you working. All of us have blockers — thoughts and feelings that stop us doing the thing we know we really need to do.

To put in the effort for success, you have to recognise your blockers and break down those patterns of thought. The prompts below might help you recognise the behaviours and thought patterns that are a sign of blockers:

Initial lack of motivation

I’M NOT IN THE MOOD…I’LL DO IT ANOTHER DAY…I CAN’T BE BOTHERED AT THE MOMENT…
Everyone feels this at some point: the feeling that they don't want to complete a piece of work, finish an essay, or so on.Do you have the ability to kick-start yourself and persist?Setting short-term goals or rewards can help, for example: If I get this done tonight then tomorrow I’ll be able to…go to football, ballet, watch that filmetc…”

Rethinking situations

I DESERVE A BREAK…NOBODY ELSE IS DOING IT…I DIDN’T UNDERSTAND THE WORK…

Sometimes, wecan deliberately re-think a situation until we feel better about it. For example:

  • Student A hasn't done it either, so I'm not that bad.
  • The instructions were unclear - so I've got an excuse. I'm telling myself I didn't really understand.
  • I rushed a piece of worklast time and got away with it. I'll do that again.
  • I deserve a break…and I've always really loved this TV programme…
  • I'm going to do something else that has some 'educational value'.

Can you be more honest with yourself? Often, when you make the extra effort for something you have a greater sense of intrinsic reward – knowing you tried your best.

Creating (distracting) opportunities

WE ARE WORKING TOGETHER…I’M RESEARCHING ONLINE…THIS VIDEO WILL HELP ME…

Some students sit together, telling themselves this is good because they can ask for help if they need it. But what they might actually be doing is hoping for a distraction to occur. The same goes for personal workspaces...Do you work near or next to your phone, laptop, tablet, games console, TV?
Are yousecretly hoping for something to distract you?

If this is you, are you subconsciously - or maybe deliberately - creating the opportunity for blocks to occur? Can you be more disciplined with your time? For example, working in set bursts: “I’ll do this for an hour then take a 10 minute break”.

Write down your ‘blockers’. Can you identify specific ways that you might overcome these hurdles?

Having a fixed mindset can prevent you from persisting with difficulty. For example, if you are convinced that you cannot do maths, you might be quick to give up when faced with a challenge. However, this would be a mistake. Deeper learning takes place when there is an element of struggle – when something is challenging and we overcome it, we are more likely to learn and remember.

Of course just changing what we say, to others or ourselves, doesn’t bring an instant solution; it won’t make you immediately better at maths for example. However, recognizing the value of hard work and persistence is a great starting point. By embracing challenge and not fearing mistakes you will be more receptive to learning.

Identify one subject / topic that you find particularly difficult and can sometimes give up on easily. How might you approach this differently? Can you think of a good role model for this – someone who has persisted with challenge and made progress as a result?