Thetford
Self-efficacy
All teachers had used ‘marvellous mistakes’, using post it notes in one school. This was introduced gently with teachers deliberately making their own mistakes. The visualiser was used to ask children ‘Can you find my mistakes?’ Children have become supportive of each other’s mistakes and are not worried by them.
The marvellous mistakes poster was introduced, modelled and explained. Once introduced children would celebrate, reflect and thank others for their marvellous mistake that had supported their learning when unravelled. ‘Thank you for pushing my learning.’
Laura Snowdon, Rosecroft Primary
Task related praise is very specific to the learning especially the tool kits of success criteria. This has led to a nicer learning culture between peers. They enjoy the praise and give this to each other. As they hear a specific thing being praised, other children start to focus on that skill themselves.
Some schools are wedded to a rewards policy whereas others have completely changed. It is hard for a specific consequence for for bad behaviour. Marbles in a jar for whole class achievement is a good motivator.
Learning powers
Teachers had focused on one learning power at a time. They are displayed but need more in depth focus.