All teachers were talking and modelling growth mindset thinking rather than having posters. This helps the power of ‘yet’ and for children to see they are all on the same journey.One teacher had used ‘zones of regulation’ to link with what happens in her school so that they understand where they are in their learning journey.
Most teachers were projecting mistakes which had enabled children to see that it is ok to make mistakes. They are developing positive attitudes and are more willing to listen and bounce back from difficulty.
Wonderful Mistakes/Marvellous Mistakes:
– The children absolutely love this. They really ran with it from the beginning.
– We discuss mistakes made by both the children and adults. They always respond “Don’t worry, it’s a wonderful mistake. It can help us with our learning.”
– Children are no longer worried about making mistakes. They work with greater independence and are willing to have a go.
– The children are more creative and take more risks.
– The children do not feel deflated when they have to edit – they now have more resilience.
– The children apply this idea across all areas of learning and have even told other members of staff about it.
“If you do something wrong you can just cross it out. It doesn’t matter. You’ve just got to have a go.” Isaac
“If you accidently write something that someone else has said and its not what you wanted to write, you can just put your hand up and ask for help, I feel confident to ask for help and not afraid. We all need help at times because we all make mistakes.” Rosie
Emma Martin – Bishop Henderson Primary
Most teachers had kept long term rewards in place (e.g. certificates) which anyone could receive but removed all other rewards. Children did not notice they had been removed as they are focused on the learning. House points were removed in one class and again, children were not fazed. They understood that it was unfair before and seem much happier now – more focused on their learning.
Three teachers had introduced learning power characters with stories and in one school each infant class had a copy of the book of stories. Children can see that it’s ok not to be able to know something immediately. Other staffs have taken it on board.
– Met with all of KS1 teachers to discuss creating a small hall display based on learning powers (handouts given with examples). Discussed how we need to create and promote a learning culture where children are supported, are a learning resource for one another, are challenged and feel confident to have a go without fear of making mistakes.
– Each Year 1 and EYFS class were given one character each and the year two classes were given two each. Each made a story collaboratively and made a character for a giant small hall display (the children really loved making these and it was personal to them).
– All of the stories were put together to create a book for each class (also individual stories were kept in the small hall with the display). These were discussed and given out in a Family Worship where some of the children also helped to perform one of the stories.
– Mascots were also bought to remind the children of the learning power they are focusing on – they can take these mascots wherever they go and are reminding of what goal/challenge they are working on today.
– Teachers have really taken on these concepts. They are often discussed in Family Worships and now the parents are being informed about them too.
– Children are working with such confidence now! They aren’t afraid to have a go like Holly and understand that it is ok to make mistakes. They work collaboratively, sharing resources, ideas and supporting one another like Colin. It has had a huge impact on their attitude and beliefs and it is something that we will keep promoting. Class 4 have really taken on the Kind the keep improving Kangaroo attitude and use it to remind their peers and ADULTS that it is ok to make mistakes and that it is just part of our learning journey.
“The characters help me to listen to the teachers and not ignore what I need to do to be a good learner. They remind me what to do.” Harry W
“They help me to stay focused. Everything is calmer and they help me to keep improving.” Ava
“I like it when we can use the powers together because they become a super power. They help me with my learning and give me a passion. I like having a passion about my learning,” Evelyn
“If I feel stuck I can go and get one of the mascots from the small hall and it reminds me what I can try so I can get better.” Harry S
Emma Martin – Bishop Henderson Primary
Fantastic mistakes had made children more relaxed about error. They are now aware of their brains growing and the power of yet has led to children correcting each other if they say they can’t do it.
One nursery teacher has a ‘have a go’ monster. Children sit beside the monster when they are worried about their learning. Children with speech and language difficulties are particularly keen to sit with the monster.
In my nursery class we introduced a have-a-go monster to help the children have a go, especially as children have particular preferences, but we want them to access all areas and learning choices in the nursery. They know the HAGM:
– Makes fantastic mistakes
– Tries new things
– Doesn’t worry if stuff goes wrong
– Explores inside and outside
– Children are always pleased to see him. They are beginning to ask where he is. We ask (and now the children too) ‘Do you need some help from HAGM?’
Some children like him to sit on the table with them during a focus activity. Interestingly, the children with speech and language concerns are most keen to have HAGM on their table. They are more confident to have a go!
Susi Bawn – Fircroft Primary
Two teachers had used the bullseye picture and found it helpful for children to focus on finding it too easy or being in the danger zone.
One teacher had removed the behaviour chart and focused on conversations with children rather than behaviour points. House points were now given to the whole class instead of individuals.
These have been very relatable and children say ‘I’m concentrating like Clara’ for instance. The eight learning powers take time to gradually introduce.
Y1 have ‘helpful mistakes’ or ‘marvellous mistakes’. Children now realise that it’s ok to make mistakes. Stopping the whole class to talk openly about a helpful mistake has given an opportunity for more mini plenaries. Also it has been helpful to differentiate between a fantastic mistake and a lazy mistake.
All teachers removed all rewards and had a positive impact. This has meant there is now more dialogue with children rather than just handing out a sticker – explaining what is good instead.
All teachers had introduced superhero learning powers with pictures and a story. The children are using the learning vocabulary. One class told the teacher not to give up when the interactive whiteboard kept going wrong!
One class had animals for each learning power and a reception class had learning powers with colours to start it off. Children are more aware of their own learning and how they learn.