Accomplishment

Age: Any

Overview: Give the pupils positive feedback about the start of the day after coming in at break.

Resources: N/A

Time: 5 minutes

Age: Any

Overview: Knowing the names, strengths and weaknesses of your students is an easy way to connect with your students and help them feel that you are invested in their achievements.

Resources: N/A

Time: 5 minutes

Age: Any

Overview: Have the students IEP’s easily accessible so that you are able to refer back to it.

Resources: IEP

Time: 5 minutes

Age: Any

Overview: Growth mindset journals, printable kits and activities for ages 4+

Resources: https://biglifejournal.com/

Time: 5 minutes

Age: Any

Overview: Older pupils can identify their character strengths using the VIA character strength tests online, whereas the younger pupils can use character strength cards to help identify their own.

Resources: http://www.viacharacter.org/www/Character-Strengths, Character strength cards

Time: 5-10 minutes

Age: Any

Overview: Give out awards to the pupils for specific character strengths.

Resources: Small awards/ certificates

Time: 5 minutes

Age: 5-11

Overview: Inspired by teaching approaches developed in Singapore and Shanghai, mastery is an inclusive way of teaching that is grounded in the belief that all pupils can achieve in maths. A concept is deemed mastered when learners can represent it in multiple ways, can communicate solutions using mathematical language and can independently apply the concept to new problems. Teaching for mastery supports National Curriculum objectives, but spends more time reinforcing number before progressing to more difficult areas of mathematics.

Resources: https://www.tes.com/teaching-resources/blog/teaching-mastery-what-mastery

Time: N/A

Age: Any

Overview: An effective teaching strategy for ensuring high levels of fluency and accuracy. It involves short one minute tasks to build skills and practise them regularly. At the core of precision teaching is the focus on building fluency of the skill. It allows you to monitor the progress if the child.

Resources: This PDF gives a full guide to precision teaching @https://www.sendgateway.org.uk/download.a-basic-guide-to-precision-teaching.html

Time: N/A

Age: Any

Overview: Allow the pupils time for reflection. To allow them to reflect on their work and on their style of working. What they found tricky, how they can overcome that, what they would do in the future, etc.

Resources: N/A

Time: 5 minutes

Age: Any

Overview: Inform parents about the accomplishments of the pupils.

Resources: N/A

Time: 5 minutes

Age: Any

Overview: Create a display in the classroom full of all the achievements of the pupils within the class.

Resources: Arts and crafts supplies

Time: 10-30 minutes

Age: Any

Overview: Select a pupil from each class that the teacher has believed has been exceptional to get to have lunch with the head teacher as a reward.

Resources: N/A

Time: N/A

Age: Any

Overview: Make a wall display full of ex pupils past aspirations and where they are now, to act to inspire the current pupils.

Resources: Arts and crafts supplies

Time: 10-30 minutes

Age: Any

Overview: In this activity from Teaching Channel, students solve a challenging problem on notecards. The teacher finds her "favorite no" and leads students through what the student does right, and what mistakes they made. This activity shows students the importance and value of learning from mistakes.

Resources: teachingchannel.org.

Time: 10 minutes

Age: Any

Overview: (2 min) Ask students to write about a mistake they made this week and how it made them feel.

(2 min) Give each student a fresh piece of paper, ask them to crumple it up and throw it at the board with the feelings they have when they make a mistake.

(3 min) Ask them to retrieve the paper, un-crumple it, and color each line with different colors.

(3 min) Ask students what they think those lines represent. Explain that the lines represent all the synaptic activity that happens when a mistake is made.

(1 min) Ask students to keep the paper and stick it into a notebook or folder to look at when they make a mistake. This physical reminder prompts students to use mistakes to strengthen their brain every time they open their notebook.

(5-10 min) OPTIONAL - Lead a discussion on mistakes using questions from Activity 3: Classroom Discussion (below) to further students' understanding about the value of mistakes.

Resources:

https://www.mindsetkit.org/static/files/Activity_Crumpled_Reminder.pdf

Activity: Crumpled Reminder (PDF)

Time: 10-20 minutes

Age: Any

Overview: Sometimes it’s important to simply tell students that you love mistakes because that’s how we learn. Start the class with a lesson on why you like mistakes and what students can learn from them. Lead a discussion on how students feel about making a mistake and why.

Here are a few discussion points to get you started:

How do you feel when you make a mistake? Why?

How do you think other people see you when you make a mistake?

Have you ever discovered something new from making a mistake?

Have you ever felt proud of making a mistake?

Has a mistake ever made you think more deeply about a problem? (You can start by talking about a non-academic setting, and then talk about how the lessons apply to academics.)

Resources: n/a

Time: 5-10 minutes

Age: Any

Overview: Raffle Tickets can be used in a variety of different ways. They could be used as an alternative to Merit Points whereby the child receives a ticket for good behaviour. Then you could hold a weekly prize draw.

Resources: Raffle Ticket book

Time: N/A

Age: Any

Overview: This may be self-explanatory but engaging with parents when a child has produced excellent work can give that child a sense of accomplishment and pride in their work.

Resources: N/A

Time: N/A

Age: Any

Overview: Praising a child’s effort focuses on creating a growth mindset. Praising a childs ability (“You’re really good at this”) focuses on a fixed mindset (that their abilities are fixed). While this praise feels good at the time it puts pressure on the child to maintain their ability. Praising a child when they are making effort (“I can tell you’re working really hard on that’) shows the child that they can develop their abilities- i.e. a growth mindset.

Resources: N/A

Time: N/A

Age: Any

Overview: People who are grateful tend to be happier and more fulfilled. Spending a few moments each day focusing on three good things that happen to us can be very powerful.

Resources: N/A

Time: A few minutes every day

Age: Any

Overview: Growth mindset refers to a learning theory developed by Dr Carol Dweck. It revolves around the belief that you can improve intelligence, ability and performance. The opposite, a fixed mindset, refers to the belief that a person’s talents are set in stone. Years of research have shown that mindset is malleable. This means that by helping students to develop a growth mindset, we can help them to learning more effective and efficient

Resources: For more information on how to create a growth mindset see https://www.innerdrive.co.uk/how-to-develop-a-growth-mindset/

Time: N/A

Age:

Overview: A simple and quick way to let you know how well your student understand what they are learning. Ask them to put their thumbs up if they ‘get it’ or thumbs down if they don’t.

Resources: N/A

Time: 1-2 Minutes

Age: Any

Overview: Another form of formative assessment that can be done in all key stages. The student feedbacks on what they excelled on in the work and what they could do it improve their work.

Resources: N/A

Time: N/A

Age: Any

Overview: Create a pie that represents an obstacle the child is facing. Each slice of the pie represents a cause of the problem. Discuss with the child the slices and identify their temporary/permanent thoughts (can their behaviours or attitude change?) and discuss whether their thoughts are due to internal/external blame (is the behaviour my fault or something else?). This activity can be modified for younger or older students.

Resources: A ‘pie’ to represent an obstacle

Time: 15-30 minutes

Age: Any

Overview: Providing rich, high quality feedback to pupils so that they know how they can improve. Instead of rating their performance in the past, focus on their development in the future.

Resources: N/A

Time: N/A

Age: Any

Overview: A WAGOLL can be used to show your pupils an example of a ‘good’ piece of writing or work that they could model. It can set a standard of work that your class should be aiming for.

Resources: N/A

Time: N/A

Age: Any

Overview: An interactive website that enables the user to create their own "wheel" of preferred learning styles.

Resources: http://www.wmnet.org.uk/index.php?option=com_content&view=article&id=218:the-multiple-intelligence-wheel&catid=11&Itemid=125

https://whatsyourstrength.co.uk/wp-content/uploads/2020/08/Multiple-Intelligences-Wheel.pdf

Age: Any

Overview: Giving pupils some reference materials like formula and key facts reduces students' anxiety and let’s them concentrate more on learning instead of worrying about memorising everything.

Resources: subject specific

Time: As required