1 Standards in Scotlands Schools Act 2000 The purpose of education To encourage the development of the personality, talents and abilities of pupils to their fullest potential Introduction

2 What does developing personality mean? nurturing an enduring disposition to want to learn – Motivational Resilience What does personality mean? Introduction

3 Motivating teaching valuing individuality and tuning into pupils bringing harmony to a class thru their classroom climate staying receptive to the pupils emotions by staying connected to a sense of purpose.

4 Adapting to school - capacity for social competence - to meet needs for acceptance self awareness and reflection about yourself knowing what teachers want and how they see you assessing own strengths, limitations and barriers prolonged focused attention Motivational Resilience self-determination, a sense of control over school life - the ability to recognise that one is not powerless.

5 impulsive cautious flexible Personality types anger fear

6 Chirpy, gritty, sparkly, bendy, bouncy, brassy, steady, feisty chatty, lively toughie, pushy, sassy, stroppy, shirty, grumpy noisy, bossy, pesky, saucy, softie, soppy, lazy, dreamy, mousy, wary, cagy, fussy, jittery, fearty,

7 flexible Too HARD Too SOFT On their side

8 impulsive cautious flexible Low resilience Under-controlled Personality types Over -controlled

9 flexible impulsive cautious AFFILIATION Im accepted AGENCY Im able AUTONOMY Im allowed to Learner Needs Alienation Apathy Over- impulsive Over-cautious Low resilience

10 flexible impulsive cautious AFFILIATION I belong AGENCY I can AUTONOMY Im allowed to The Learner Needs Alienation Apathy Anxiety Restricted autonomy Distorted autonomy Acquiescence Anger Disruptive Negative affect, irritable distress

11 AFFILIATION I belong AGENCY I can AUTONOMY Im allowed to The Learner Needs Alienation Apathy Anxiety Restricted autonomy Distorted autonomy Acquiescence Anger

12AUTONOMY Anxiety The autonomy switch Restricted autonomy Distorted autonomy Dont exploit or ignore Do help express themselves Dont add to or be owhelmed by their problems Do reassure Dont over react Do redirect via personal goals

13 Scotlands Children A Curriculum for Excellence Respected, Included Responsible Fulfilled Effective contributors, Confident individual Successful Learners Responsible citizens Outcomes Safe, Healthy, Active Achieving

14 AFFILIATION AGENCY Alienation Apathy AUTONOMY Anxiety Acquiescence Anger Act up Clam up Blow up Crack up Grow up

15 warm cold powerful weak The Shower metaphor soothing invigorating energising draining exasperating Unfulfilling shocking

16 AFFILIATION I belong AGENCY I can AUTONOMY Im allowed to The Learning Stances Alienation Apathy Anxiety Restricted autonomy Distorted autonomy Acquiescence Anger Quietly engaging Energetically engaging Harmoniously engaging Hiding Alarming & Draining Exasperating Opposing

17 Quietly focused Energetically focused leading Hiding / upset Upset and angry Pest Stroppy Angrily focused

18 AFFILIATION AGENCY Engagement Feedback Stimulation Structure AUTONOMY The Energisers & Drainers Classroom Climates The motivating classroom The distorting classroom The restricting classroom The coercing classroom

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20 The learning stance teaching stance Alarming & drainingcaretaker Opposing tough love and policed boundaries Hiding pushy caring Energetically engaged demanding, snappy action Quietly engaged sensitive discretion Harmoniously engaged facilitation, discrete consultation Exasperating fun, fairness firmness

21 leadingene focQu focpositivehidingpeststroppyup/angdefsiveratio Alloc Alloc % change

22 AFFILIATION AGENCY Alienation Apathy AUTONOMY Anxiety Acquiescence Anger Muzzled Frazzled Dazzled Cuddled How do you feel? - Sozzled!? Climate - impact