1 standards in scotlands schools act 2000 the purpose of education to encourage the development of...
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Standards in Scotland’s Schools Act 2000The purpose of education
To encourage the development of the personality, talents and abilities of pupils to theirfullest potential
Introduction
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What does developing personality mean?
nurturing an enduring disposition
to want to learn –Motivational Resilience
What does personality mean?
Introduction
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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.
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4Adapting 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 Resilienceself-determination, a sense of control over school life- the ability to recognise that one is not powerless.
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impulsive
cautious flexible
Personality types
anger
fear
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Chirpy, gritty, sparkly, bendy, bouncy, brassy, steady, feistychatty, lively
toughie, pushy, sassy, stroppy, shirty, grumpynoisy, bossy,
pesky, saucy,
softie, soppy, lazy, dreamy, mousy, wary, cagy, fussy,
jittery, fearty,
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flexible
Too HARD
Too SOFT
On their side
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impulsive
cautiousflexible
Lowresilience Under-controlled
Personality types
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Over -controlled
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flexible
impulsive
cautious
AFFILIATIONI’m accepted
AGENCYI’m able
AAUTONOMYUTONOMYI’m allowed I’m allowed toto
Learner Needs
Alienation
Apathy
Over- impulsive
Over-cautious
Low resilience
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10
flexible
impulsive
cautious
AFFILIATIONI belong
AGENCYI can
AAUTONOMYUTONOMYI’m allowed toI’m allowed to
The Learner Needs
Alienation
Apathy
Anxiety
Restrictedautonomy
Distortedautonomy
AAcquiescencecquiescence
AAngernger
Disruptive Negativeaffect , irritable distress
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11AFFILIATIONI belong
AGENCYI can
AAUTONOMYUTONOMYI’m allowed toI’m allowed to
The Learner Needs
Alienation
Apathy
10
9
8
7
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10
10
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0Anxiety
Restrictedautonomy
Distortedautonomy
AAcquiescencecquiescence
AAngernger
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AUTONOMYAUTONOMY
Anxiety
The autonomy switch
Restrictedautonomy
Distortedautonomy
Don’t exploit or ignore
Do help express themselves
Don’t add to or be owhelmed by their problems
Do reassure
Don’t over react
Do redirect via personal goals
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13Scotland’s Children A Curriculum for Excellence
Respected, Included
Responsible Fulfilled
Effective contributors,Confident individualSuccessful Learners
Responsible citizens
Outcomes
Safe,Healthy,ActiveAchieving
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14AFFILIATION
AGENCY
Alienation
Apathy
AAUTONOMYUTONOMY
Anxiety
Acquiescence
Anger
Act up
Clam up
Blow upCrack up
Grow up
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15warm
cold
powerful
weak
The Shower metaphor
soothing
invigorating
energising
draining
exasperating
Unfulfilling
shocking
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16AFFILIATIONI belong
AGENCYI can
AAUTONOMYUTONOMYI’m allowed toI’m allowed to
The Learning Stances
Alienation
Apathy
Anxiety
Restrictedautonomy
Distortedautonomy
AAcquiescencecquiescence
AAngernger
Quietlyengaging
Energeticallyengaging
Harmoniously
engaging
Hiding
Alarming &
Draining
Exasperating
Opposing
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Quietlyfocused
Energeticallyfocused
leading
Hiding /upset
Upset and angry
Pest
StroppyAngrily focused
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18AFFILIATION
AGENCY
Engagement
Feedback
Stimulation
Structure
AAUTONOMYUTONOMYThe Energisers & DrainersClassroom Climates
The motivating classroom
The distorting
classroom
The
restricting
classroom
The coercingclassroom
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The learning stance teaching stance
Alarming & draining caretakerOpposing tough love and policed
boundariesHiding pushy caring Energetically engaged demanding, snappy actionQuietly engaged sensitive discretionHarmoniously engaged facilitation, discrete consultationExasperating fun, fairness firmness
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leading ene foc Qu foc positive hiding pest stroppy up/ang defsive ratio
Alloc 1 196 524 730 1450 327 512 102 53 994 483
Alloc 2 343 963 1064 2370 423 705 194 130 1452 918
% change 75.0 83.8 45.8 63.4 29.4 37.7 90.2 145.3 46.1 90.1
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22AFFILIATION
AGENCY
Alienation
Apathy
AAUTONOMYUTONOMY
Anxiety
Acquiescence
Anger
Muzzled Frazzled
Dazzled
Cuddled
How do you feel? - Sozzled!?
Climate - impact