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An Ethic of Excellence Relationships and Links With Learning Environment.

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1 An Ethic of Excellence Relationships and Links With Learning Environment

2 Learning Behaviour is about 3 relationships The child’s relationship with themselves, so they establish self esteem The child’s relationship with others, so they develop social skills The child’s relationship with the curriculum, so they have access to learning Chris Griffin - University of Warwick

3 Good teachers, through the learning relationships they form, ensure that children manage their own behaviour for learning

4 Why is it important in education? The ability to develop good and satisfying interpersonal relationships is seen as the main, or major reason for fostering learning Relationships are a fundamental source of learning Salzberger- Wittenberg et al 1983 suggests: The quality of relationship deeply influences the hopefulness required to remain curious and open to new experiences, and the capacity to see connections and discover meaning

5 Carl Rogers (1990) ‘If a person is understood, he or she belongs’ ‘The facilitation of significant learning rests upon certain attitudinal qualities that exist in the personal relationship between facilitator and learner’ 3 qualities that facilitate learning: Genuineness Prizing the learner Empathetic understanding

6 Weavers of Magic Turn up Know their identity Remember them Believe in them Catch them winning Make lessons worthy of the students good behaviour Create an ‘I can’ classrooms Champion creativity and imagination Act, not react Like children and have fun

7 What are the fundamental aspect of relationships? Trust – Be honest, keep promises, be clear about expectations, apologise if you make a mistake, forgive their mistakes. Help them to understand that you expect the same from them Effective Communication – Take time to listen, focus on what they are saying, tune in to their body language ‘When we communicate face to face only 7% of the meaning is conveyed through the words we use, 55% is conveyed through facial expressions, 38% tone of voice’ Mehrabian 1971 Silent Messages Mutual respect and mutual benefit Valuing differences

8 Learning Environment What messages do we send? When children (adults) walk into a run down, ugly building what message do they get? When classrooms are unclean and uncared for? Where learning is displayed in a ‘that will do’ attitude? Where books are upturned and left? Where pencils are chewed and whiteboards are grubby? We don’t care about you. We don’t value you or what you achieve. We don’t expect much of you. None of this matters. A clean and well-kept building guarantees nothing about the quality of work children will accomplish within it. But it matters. It’s a message. It’s a visual model of the ethic within the building. The building has to show the children, the teachers and the parents that we care.

9 A world for learning Walk into your classroom and stop immediately in the doorway: What do you see immediately? What do your sight lines capture? What messages do you receive? First impressions count, first impressions stick, first impressions tell the story that follows

10 Tell an outstanding story Plan to create an ethic of excellence Plan to communicate creativity Plan to communicate precision Plan to communicate high standards Plan to communicate respect Plan to communicate challenge


12 Using space effectively Hang questions and thought bubbles Use book covers and blurbs Use material to soften the spaces Use artefacts to promote curiosity Celebrate the beauty of handwriting by promoting the cursive script

13 Supporting a culture of excellence: Children’s Books They are a visual model of the ethic in the building

14 What messages do our books give?

15 Why continuous cursive script If cursive writing is taught from the start, only one style is needed. Letters are produced in a flowing movement, which helps the development of a physical memory of how each letter is written. Letters start in the same place and flow from left to right, which reduces the reversal mix-ups such as b/d and p/q. Because of the smooth flow, writing soon becomes quicker and easier. Transition to joined writing is smooth. A cursive style of handwriting is recommended by the British Dyslexia Association.British Dyslexia Association

16 21/04/2015


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