What does SUCCESS look like?

[2 mins] Record on post its everything that could be deemed successful.

[2 mins] What does FAILURE look like?

Discuss...

Achievement means different things to different people.

Friends have just completed the Marathon: one aimed for and achieved 3.5hrs and the other aimed for
In school, achievement is a measure of how far a child has come from their [a] starting point (but measured against a nominal expectation of what the average child with average teaching will achieve).

In reality, achievement for some children is getting to school sometime before lunchtime.

[1 min] What would an achievement be for you?

[2 mins] What will you need to be successful?

Record on post its and share.

[5 mins] Now think of a child...

Record all the things that they need in order to be successful in your class.

Now prioritise those things - what needs to happen before something else can happen?

Maslow created his Hierarchy of Needs theory in the 1950s.

Where do we, in school, spend most of our time and effort? How often does that seem like flogging a dead horse or trying to get blood from a stone?

Why? Because many children are not ready. Their underlying needs may not, yet, have been met.

[5 mins] Draw the pyramid and (in purple) annotate with all the things that *you* actually do to proactively address each need.

[5 mins] Now, in another colour, annotate with ideas for how *you* could change things to better meet each need.

Think of child. A child who behaves inappropriately. The child who just never seems to do what you keep on saying to him. The child who, despite being told a million times not to hit, bite, screw her work up, sneer at or poke fun at others. The child who is overbearing, in your face, answers back. The child who just doesn't understand; who waits until everyone else starts and then just copies what they do...

Why?

[2 mins] Discuss reasons in relation to Maslow's Hierarchy and narrow strategies for self-help.

We have two options...

1) Keep talking the good talk whilst flogging the dead horse or;

2) Talk the good talk whilst actually teaching the skills our children need in order to do what we are asking of them.

I had what I thought was a great idea a few years ago...I actually think it was a monumentally rubbish idea in but Jackie disagrees...

Theory:
Removal of a set playtime;
Flexibility to play whenever appropriate;
Less congestion and pressure on space, etc.

Reality:
More English/Maths squeezed into what was playtime = no downtime.
Snack time that was a social affair, sitting together, etc... is now devouring a piece of fruit on the hoof because we need to get back to 'learning'.

How many of our children struggle socially? How many requests are there each term for social skills groups? How many of our children are like caged animals set loose at lunchtime?

We have all the tools to prevent this already.

We have the ability to teach and nurture positive, supportive relationships, self-esteem, resilience...

If we don't teach PSHE, how can we expect our children to reach their learning zone?

We spend 56% of our timetabled week on English and Maths (56% on just 17% of our curriculum).

We spend, at best, just 2% of our timetabled week on explicit PSHE teaching.

We buy in to the Cambs PSHE Service which includes very detailed units of planning, resources, guidance, etc.

What are the issues you and your children are facing?

What has not been covered or been effectively taught so far (for whatever reason)?

Use the PSHE frameworks and associated planning - make your plan!

Change your timetable.