Archive for January, 2006

Jan 31 2006

Teacher’s TV

Published by Richard Wilson under Using ICT

Thanks to Cathie McKerracher for sending me this interesting piece from Teacher’s TV. It is an aid to my action research on boy’s attainment in writing. Check it out it is very interesting. I don’t have much knowledge of Teacher’s TV but this piece has tickled my interest. It is a shame it is on so late on Freeview, I must learn to use my VCR or invest in a new hard drive recorder to get a taste of what it has to offer. I’d be grateful if anyone could offer me any more pointers in this kind of research, I’m happy to share.

Teachers’ TV - Primary Zone - KS2 Literacy - Boys’ Writing 1

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Jan 19 2006

It's OK to cry

Irrational limiting belief Rational positive alternative
I must never make mistakes The only way to make mistakes is to do nothing. I’m active, and all active people make mistakes.
Other people should not make mistakes. No-one’s perfect. I can accept that other people will make mistakes.
Other people make me angry. I make myself angry when I don’t accept that other people don’t live up to my expectations.
My happiness depends on other people’s behaviour and attitudes. My happiness comes from within me and does not depend on others.
I must live up to other people’s expectations. I don’t need to live up to other people’s expectations to be OK.
I must win. According to the law of averages most people only win 50 percent of the time. I don’t need to win to be OK.
Life should be fair and just. Life is not fair and just.
I need other’s approval to feel OK. It’s nice to get other’s approval, but I don’t need it to feel OK.
I must not cry. It’s OK to cry

There are plenty more examples to add to the list. Try these out at circle time to discuss. Note the difference between the boys responses and the girls responses. Have fun.

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Jan 18 2006

"If you think you can…or if you think you can't…you're right!"

The title to this piece is a famous quote from Henry Ford and neatly sums up the whole notion of Self-limiting Beliefs. These beliefs are those things you believe about yourself that place limitations on your abilities. They can be concious or unconscious, founded or unfounded. The extent to which we absorb beliefs, prejudices, good and bad influences about ourselves and others is dependent on many factors which weave themselves through our lives. How do we form a view of ourselves? What influences and determines that view and how does it become entrenched. At what age does it kick in and to what extent do we subscribe to and become ruled by the collective views of society, peers and family? The question I am seeking an answer to is how does this impinge on the learning process of boys and what effect does on have on their life long learning. We already know that boys attainment is affected by societal and geographical factors amongst others. I also believe there is a stubborn and pernicious attitudinal element to low attainment and achievement that is tied in with the notion of self-limiting beliefs.

Indulge me for a moment with a couple of examples from my own experience. When I attended secondary school in a working class area of East Lothian, all of the first year pupils were streamed and put into classes according to the perceived notions of ability at that time (50’s and 60’s). Gender was also one of the criteria for separation. I, along with a cohort of pupils from the feeder schools was placed in class 1b2 and after further assessment was promoted to the dizzy heights of 1b1, the top class. After a few years we went on to sit O levels, and then the Highers. I however, left school at the tender age of 16 to seek fame and fortune in industry. I can’t think of any of my peers who went on to University or College after school. I refuse to believe that we were not suitable stock, something else was in play. Low expectations. None of my family members had attended further education and there was certainly no expectation, it was not even on the horizon. Myself and a whole group of friends of similar background were advised (by the school) and encouraged by our parents to either join the local factory or go down the pit. I believe this was an example of collective self limiting beliefs working in an unconcious concert which mitigated against the chances of any of us moving on to further education. It was still percieved as a middle class thing to do then in my home town, or more correctly, certain parts of my home town. Just how I came to be a Head Teacher with two degrees is at least a four beer story and not for here!

My second example happened fleetingly when I got my first Head Teacher’s post and is probably quite understandable, as I walked in the door on the first day only one person out of the one hundred and twenty or so didn’t perceive me as the Head Teacher, that was me. At least in that situation I was (literally too!) pushing at an open door. That was when it first occured to me that whatever you believe becomes your own reality.

Thoughts colour beliefs and perceptions and determine our actions or inactions. Thoughts affect feelings and feelings affect behaviour. Behaviour produces results, or not!

Fortunately you can rid yourself of self-limiting beliefs, but it is hard work and very challenging. I know it can be done because I did it, albeit the hard way, twas ever thus.

Some experts have this to say about the subject:

James Allen

Within you right now is the power to do things you neve dreamed were possible. This power becomes available to you just as soon as you change your beliefs.

Maxwell Maltz

Once your thoughts reflect what you genuinely want to be, the appropriate emotions and the consequent behaviour will flow automatically. Believe it and you will see it.

Wayne Dyer

In a nut shell, you must control the thoughts that play around in you mind. Admit and nurture only those that enhance your positive programming and move to your goals.

Limiting beliefs could come from things people say about us while we grew up. Nurture not nature.

What do you think?

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Jan 16 2006

Boys writing……an oxymoron?

Published by Richard Wilson under Boys and learning

“Something’s going on and I don’t like it…make it stop, make it stop!”

“Don’t be stupid Richard, waken up and get to school ,” said Marie, “you’re dreaming again, and snoring too, get off and earn an honest crust, bairns to feed…oh aye, and an overdraft too….”

A typical start to an atypical school day in the leafy burbs of East Linton. Something has been nagging me and it isn’t my dear wife, though the lord knows she is an expert who could give Tam O’Shanter’s wife lessons in that arcane female craft. An idea has started to gel that presented itself as evidence when I analysed the writing results for the school.The results for session 2004/05 in writing are as follows, expressed as percentage attainment.

Attainment in Writing session 2004/05

Boys P3 87% P4 69% P6 50% P7 54%
Girls P3 91% P4 92% P6 82% P7 80%

These figures show an alarming and growing drift of attainment as the boys progress (or not!) through the school. This drift is not present in maths or to the same extent in reading.

I intend to carry out some research in school to try to determine just what factors are in play here that result in a depressed set of attainment figures for the boys writing in particular. Some factors that may be in play could be the resources we use, teaching and learning styles, peer pressure, the nature and purpose of the writing tasks, the relationship between routine exposure to print and writing, National Assessment and other assessment tasks/styles and one I am very interested in is the whole concept of self imposed limitations.

This piece of action research will form the basis of my work for the first learning team established in Scotland. We are working directly with Shirley Clarke to explore formative assessment and its impact on teaching and learning. Many thanks to Ann McLanachan, Head Teacher at Longniddry Primary School for making this possible.

Over the holidays my wife made me discover that I am now able to fit electric showers and dismantle and more amazingly re-assemble the central heating system without it leaking/exploding. Then that phrase that makes all married made quake in their shoes was uttered….Richard, I’ve just had a great idea……

help me, make it stop, make it stop!!!!

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