Fantastic People_ Fantastic Class by dfhrf555fcg


									 Fantastic People,
  Fantastic Class
     Getting to Know You Week

Teaching Guidance for Teachers: Autumn
              Term 2009
Introduction and overview

If we don’t have a vision for the future, life in the here and now makes less
sense. For example, if we did not have a vision of what we want our school to be
like in the future, we would have less of a purpose for coming to work, and be
less motivated, the systems and procedures in the school would be less well
planned and developed, the action plans would all differ in direction, our patterns
of behaviour would be more erratic, and events would occur more haphazardly.

If we look at the model below, we can see that all levels of perspective need to
be in place if we are to work most effectively.

                  ↓↓                                        ↑L
                ↓↓                                          ↑V
   SYSTEMS AND STRUCTURES                                   ↑E
               ↓↓                                           ↑A
(Daniel Kim)

This can be related to the individual children we teach, and to our classes. If we
think about individual children first, we can consider the implications of the above

If a child does not know where s/he is going in life, and has no aspirations
(VISION), the child will have less ability to see and understand why s/he needs to
come to school, will have less chance of developing a positive attitude to learning
and to school life in general, and will probably not take learning seriously
(MENTAL MODELS). This will result in a child not, for example, being able to
organise their time, have homework routines, have regard for and take
responsibility within school systems and procedures such as positive behaviour,
target setting etc. (SYSTEMS AND PROCEDURES). This will lead to a lack of
pattern in behaviour eg. Late to school in the morning, lack of attention in class,
homework not returned, no interest in helping in class or school, not trying hard,
being untidy with presentation etc. and may even lead to negative behaviours
which actively disrupt progress for the child and for the class. (PATTERNS OF
BEHAVIOUR). This will lead to haphazard, unplanned events with very little
impact on progress and very little meaning (EVENTS).

So, if a child is coming late to school and is not trying or is being poorly behaved,
it is perhaps due to the fact that the child does not ‘get’ the big picture. Because
they don’t have a vision for the future, school has very little meaning and very
little relevance. Because this vision does not have a reality in the present, then
the child will merely be ‘jumping through hoops’ for the teacher. Learning will not
then take place at an optimum level.

If we imagine the reverse of this scenario we can begin to see the impact of

A child knows that they want to be a teacher when they leave school. They know
then that they have to learn and be well behaved to achieve this. They know that
they need to work hard. They know that they have to come to school on time
every day. (MENTAL MODELS). In order for them to do this, they need
SYSTEMS AND PROCEDURES. They need, for example to be aware of the
rules, routines, systems and procedures of the school. They need to be
organised and may need a system for getting to school on time, or for doing their
homework etc. Target setting as an example[e of a procedure would support
progress towards the vision. For example, the child would be aware of how
targets for the year link to their vision of the future. They would be aware of what
they needed to achieve in the first term. They would be aware of what they
needed to achieve in the first half term, they would be aware of what they needed
to achieve This would all be related to the current reality. If they have this, then
PATTERNS OF BEHAVIOUR will support progress. For example, they will
concentrate, come to school on time, work hard, be well behaved etc. EVENTS
in the child’s life will then occur smoothly to support progress towards the

We can think of our classes in a similar way. If the class don’t have a collective
shared vision for what quality learning should look like, for example by the end of
the year, then there is little chance of achieving this vision. Motivation will be low.
Systems and procedures are more likely to have minimal effect, patterns of
behaviour will not support the vision, and events are more likely to be

However, if our class has a clear picture of what quality learning should look like
(a vision), the children will be more likely to be motivated to achieve progress in
learning, systems and procedures to support this are more likely to be
successful, behaviours patterns are more likely to be positive, and events will
contribute towards progress in the direction of the vision.
This pack is designed to achieve the following:

   1. to develop a class vision
   2. to develop a positive class identity and commonality of purpose
   3. to develop agreed ground rules, systems and procedures to support
      progress towards the vision
   4. to develop an understanding of agreed expectations for behaviours
   5. to enable children to develop a vision for their futures
   6. to enable children to develop a ‘road plan’ or how they will achieve their
      aspirations, linking this to current reality
   7. to enable children to understand and make sense of why they come to
   8. to enable children to understand their current levels, target levels and
      steps needed to achieve these
   9. to enable children to understand the factors and behaviours required to
      support progress towards their visions and develop their skills in ‘Deep

There is no prescribed timing for the coverage of the units. Teachers should,
however, have completed the units by the end of week 1. The focus within class
for these activities should be high and should form the basis of regular class
meetings and learning conversations, evaluations etc. for the next academic
year. Progress towards targets and the 5 R’s should be discussed at ½ termly
evaluation days.

It would be expected that after the first year, the child’s vision and plan could be
handed up to the next teacher and form the basis for a revisioning exercise at the
beginning of each year.

If you have any amendments or additions you would like to make to these units
to make them more effective, please make them, and share them with staff if
possible. It is hoped that this documents will be constantly evaluated and
extended as all teachers contribute.

Enjoy and see the impact.

CW 09


      Teacher introduces Daniel Kim model and links to her/ his life – tell the
       story linked to aspirations.
      Teacher gives and example of it not working
      Teacher talks about (through metaphor) reason why we need to know
       where we’re going
      Teacher talks about children needing a vision or aspirations
      Give example of it working/ not working
      Get the children to close their eyes, put on some relaxing music
      Ask the children to imagine they are in their favourite place, a place where
       they feel happy, content OR do a guided fantasy about lying on a beach
      When complete, talk calmly and in a relaxed way
      Ask the children to think about the future – long time in the future – when
       they leave school
      Give the children the attached worksheet
      Children talk to partners about key questions (see below)
      Children then record on sheets
      Cover the following:

In the future….
When I leave school I want to be a…….
When I want to leave school I want to live in…. (place)
My house will be…..
My hobbies will be…..

      Get children to describe in detail things such as:

Job, house, children, hobbies, way of life, how it feels (happy etc.)

      Get children to feedback their visions and explain to partners and groups
       with some examples shared with rest of class (spend some time on this so
       all children have a chance to share)
      Get children to write key aspects of vision on end of a road in a box –
       keep this in personal records to refer to on evaluation days

STEP 2: Ask ‘If I want to achieve this, what will I need to do in Education?
   Will I need to go to university?
   What will I need to study?
   Will I need to get ‘A’ levels? What ‘A’ levels will I need?
      Will I need to get GCSE’s? Which ones?
      What levels will I need by the end of primary school?
      What levels do I need by the end of this year
      Write these stages on the ‘road map’

Ask: What will I need to do this year?

      Introduce child to current NC level and list of skills associated with this
      Introduce child to target level and list of skills associated with this
      Get the children to make a list of things they need to be able to do (if
       children with same targets, pair up)
      Get children to share with partners
      Break targets into steps –eg. This half term I will……’
      Make a record of targets

Ask: How will we check we are doing it?
    Evaluations
    Lessons
    Posters
    Reminders etc.

Ensure a record is kept for all children which can be referred to throughout the
year and can be passed up to the next class.

Step 3: Learning to Learn
Introduce the diagram of how we build learning power (p47): Valuing learning,
understanding how you learn best, pupils as independent learners, moderation
by partner.

Discuss this with the class.

Introduce the 5R’s: Remember, Reflection, Responsive, Resilience,
Resourcefulness linked to learning power (p48).

Go through what these means by referring to sheets from p49 onwards eg.
Resilience = sticking to it when things get tough, inner determination to succeed,
dealing with confusion, dealing with difficulties, being an adventurer.

Link this with the ways children could work.

Now discuss Linking the Character Traits to the 5R’s on p59.

Now choose the Key Stage criteria you work with and have a discussion with
children about how well they fulfil each of the criteria. Record this or ask your
support to record this with names it applies to.
You can then blow the criteria up to A3 and put on the behaviour part of you
classroom. This can then be referred to in terms of class meetings and
evaluation days, and updated when progress is made.

Initial assessments of the 5R’s should be photocopied and handed in to
CW at the beginning of Week 2.

STEP 4: Conditions for learning leading to class visions
Now that all children have individual pathways planned in relation ot hteir
visions of the future, these need to be linked to the things that would help
them and hinder them in their learning, so that a class vision can be

Ask ‘what things help you learn in school?’ This could cover classroom
environment, feeling safe to talk, social aspects linked to other kids and
what they might think, behaviour of others, teacher feedback etc.

Do a Think Pair Share and share discussions of each group with class.
Summarise and supplement.

This should give you a list which includes: rules and behaviour, tidiness
and organisation, the teacher, routines, learning behaviours such as
listening etc.

Ask ‘what things get in the way of your learning in school?’

Repeat process above.

Ask ‘how do you need to be to learn best?’ This could include some of the
5R’s work and also things such as not hungry, able to concentrate, on time,
here, calm, safe, confident, happy, liking and enjoying the learning etc.

Formulate the above into a class vision and link this to the school rules,
rights, responsibilities and the work below.

We want you to work as a team and in partnership – what does this mean? What
does this class need to do?
What does a team look like? How do we know it’s a team?

      print off the attached pictures of team
      split the children into groups
      ask children to generate ideas about what makes these people teams
      key questions could include: what do the people need to do to make sure
       the team works well? What skills do they need to have? What do they
       have to know? What attitudes do they need?
      gather in the ideas from each group in terms of skills, knowledge, attitudes
   1. Teacher asks ‘if we want to work as a team, in cooperation and
      partnership, what will it look like by the end of the year?’

             Refer to work done above
             Ask about skills, knowledge, attitudes needed – what do we need to
              know, what do we need to be able to do, what to we need to feel
              about it – what attitudes should we have?
           Ask children to describe what we’ll be able to see, hear, feel, by the
              end of the year
   2. Teacher asks ‘We want you to be safe – what does this mean? What does
      this class need to do?’

      What is safe behaviour?
      How should we behave?
      What attitude should we have?
      What will we see, hear, feel, by the end of the year?

   3. Teacher asks ‘We want you to feel valued. How can we make sure we all
      feel valued?

      What does being and feeling valued mean?
      What do we have to do?
      What attitudes do we need?
      What skills do we need?
      What will this look like by the end of the year?

6. Teacher asks ‘We want you to feel supported. How can we help each other
feel supported?

      What does being supported mean?
      What will we have to do?
      What skills do we need?
      What attitudes do we need?
      What will this look like by the end of the year?

   4. Teacher asks ‘We want you all to achieve your full potential (do your best
      and make a lot of progress)?.

      What will we need to do?
      What will we need to know?
      What will our attitudes need to be like?
      What does effective learning look like?
      What will this look like by the end of the year?
   5. Teacher asks ‘We want you to act positively. What do we all need to do?’

      What do we need to know?
      What do we need to be able to do?
      What should our attitudes be like?
      What will this look like by the end of the year?

8. Teacher asks ‘We want you to live positively in a diverse world. This means
that we understand everyone is different and respect the difference. What will we
need to do?’

      What do we need to know?
      What do we need to be able to do?
      What should our attitudes be like?
      What will this look like by the end of the year?

STEP 5: Assumptions, systems and procedures
  1. Teacher asks : What ground rules do we need to make sure our vision

             Refer to each section and agree ground rules – children could work
              in groups to enable this to occur
             Ground rules gathered in and summarised
             Class vote on ground rules
             What systems and procedures do we need in class to make sure
              things run smoothly – could include tidiness routines,
              responsibilities etc.

2. Teacher asks: ‘We now have our vision for the year and our ground rules
together with some routines. What do we need to do to make sure people do
these things?’

      Discuss reference to rules, rights, responsibilities
      Discuss need for class meetings
      Discuss need for evaluation days
      Discuss marking and feedback
      Draw up a class contract with all children signing up

3. Teacher asks ‘What might get in the way? What might prevent us from
achieving the vision? What might help us?’

      Ask children to list in groups possible barriers
      Ask children to do as above for opportunities
      Discuss how we will overcome barriers and use opportunities
STEP 6: Involving Parents/ Carers

Please ensure that a copy of the ‘map of aspirations’ is sent home to the
parent/ carer and is also discussed at the first parental consultation

The ‘visions’ and targets should be reviewed half termly on Evaluation
days (see separate guidance) and copies of reviews sent home to parents/

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