Sutton
Foundation Stage
Marvellous mistakes: normalising error
Two teachers had in the past made purposeful mistakes for the children to spot but were now calling these ‘marvellous mistakes’. Children were excited about this and now don’t get embarrassed, they feel more confident to make mistakes and told a cover teacher that she’d made a marvellous mistake!
One teacher had shared the concept with parents after they told her that children were telling them they had made a ‘fabulous mistake’.
Another teacher wanted to celebrate mistakes further and had ordered a book about mistakes to share with the children (‘Oops’).
Two teachers were now not allowing rubbers so that the mistake could be seen. Children now talk about them. Looking back over their work this has been harder to ensure with some Teaching Assistants.
One teacher held a staff meeting to talk about marvellous mistakes and some staff were struggling. Having been given ideas more staff are now doing this.
Task/learning related praise
All teachers said that marvellous mistakes had led them to be more specific (task and learning related) in their praise about the learning. Children are proud to show their work. They have a sense of accomplishment and want every adult to see. Teachers found that task related praise on the move walking around the class made other children want to achieve the same thing.
During whole class phonics I walk around the classroom observing their learning. I am able to give instant task related praise. For example I said to one child ‘Wow! You have included a full stop to your sentence. That is amazing!’ The child looked very proud and I noticed others starting to add a full stop. This strategy has a whole class impact.
Charlotte Manser, Beddington Infants
Comparative reward systems
Two teachers don’t use rewards, but instead use task related praise and sharing their achievements to others. Children are not relying on a physical reward but are working for the right reason. It makes them all proud. Staff were very anti this approach at first…
Two teachers use whole class rewards (marbles in a jar) which motivates the class.
Two teachers used individual target cards for children with extreme needs, but these are not compared to other children. They have worked well, with those children being less reliant on adults now.
Mixed ability
One teacher has maths and English with activities differentiated and found that children struggled if they were not in groups doing the same thing.
Another teacher has no ability grouping for anything but uses questioning. Children were exposed to all learning and learnt from each other.
Year 1/2
Marvellous mistakes: normalising error
Two teachers had children chanting ‘mistakes are marvellous!’ Children often spot teacher’s mistakes and celebrate them.
All teachers were promoting the term ‘marvellous’ for mistakes, with two using the visualiser to share a child’s work with a mistake for the whole class to work on. This has been good for discussion and children are happy to make mistakes and support each other constructively. Two teachers don’t use children’s work for the whole class to improve on, but have children helping each other talk about and correct their mistakes. This has helped children to become their own reflective learners.
Two teachers had discussed mistakes in assembly, using the book ‘Your fantastic elastic brain’ and ‘marvellous mistakes was now being implemented school wide. These are used by children to help with peer discussions which has led to continuity between the year groups.
Three teachers had removed rubbers which has meant that assessment is easier and with the introduction of celebrating mistakes, children are less concerned about making them and are proud to spot them.
Marvellous mistakes are a perfect way to pick up on misconceptions. It is embedded throughout our school and the children are not worried about sharing or making mistakes. We always try to praise their mistakes: ‘Thank you for making that marvellous mistake. I notice that a few of you have done the same thing.’ They are correcting errors and are often able to self-correct errors. They love telling me when I’ve made a mistake too!
Rachel, Robin Hood Infants
Task/learning related praise
All teachers had introduced task related praise. SEN children are doing more and feeling proud. They also seem to have been doing more work. This has led to positive attitudes and improved self-belief.
All teachers were giving immediate feedback, task related not delayed. This has led to children being more independent. They are identifying their own skills and achievement.
Comparative reward systems
Three of the four teachers now had no comparative rewards. Children in their class are not openly affected but at playtime in one school children are still being handed ‘golden tickets’ and certificates are still being given in whole school assemblies. It was felt that this must be a whole school policy decision.
In one class star of the week was kept but every child was included. School values and learning powers were the basis of their achievements.
Mixed ability
Two teachers had randomised talk partners changing every two weeks. They love learning with a new partner and it has improved their independence. It is generally popular but some children still find it hard to engage with their talk partner.
Three teachers have children changing tables weekly and sharing responsibility. There is more confidence when the class is mixed ability. High achievers take on organisational responsibility and lower to middle achievers are mostly engaged in their learning. Children not engaging well in mixed ability groups are given additional adult support. Pre-teaching was found to be better than post teaching for these children. Children are more confident with this and working more independently.
After the first session I decided to start changing my seating plan every two weeks to mixed abilities. I have quite a few SEND children in my class who don’t cope well with change, so they have stayed in their seats whilst others change around them. I’ve found this to be super effective in my classroom as the children have been able to support each other in their work, share ideas, work on questions together and there is better partner work. Adapted work is still happening for some SEND children, but the children have been understanding and do not make a big deal of the adaptations but instead are supportive.
The children have said they enjoy being able to work with children they haven’t worked with before. The classroom has become a much calmer environment as children are feeling more confident in asking each other for help. This has had an effect on the playground as children have formed new friendships and are more welcoming to others joining in with their games.
Keiley Cunningham, Cheam Fields Primary School