Standards in Scotlands Schools Act 2000

1
Introduction
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
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Introduction
What does personality mean?
What does developing personality mean?
nurturing an enduring disposition to want to
learn Motivational Resilience
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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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• 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.
•   

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Personality types
flexible
cautious
anger
impulsive
fear
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Chirpy, gritty, sparkly, bendy, bouncy, brassy,
steady, feisty chatty, lively
softie, soppy, lazy, dreamy, mousy, wary,
cagy, fussy, jittery, fearty,

toughie, pushy, sassy, stroppy, shirty,
grumpy noisy, bossy, pesky, saucy,
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8
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Personality types
9
6
10
5
flexible
cautious
9
4
8
Over -controlled
3
7
2
impulsive
6
1
5
0
1
4
2
3
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AFFILIATION Im accepted
Learner Needs
AUTONOMY Im allowed to
?
flexible
cautious
Over-cautious
AGENCY Im able
Apathy
impulsive
Low resilience
Over- impulsive
?
?
Alienation
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AFFILIATION I belong
The Learner Needs
AUTONOMY Im allowed to
Acquiescence
flexible
cautious
Restricted autonomy
AGENCY I can
Apathy
impulsive
Disruptive Negative affect , irritable distress
Distorted autonomy
Anxiety
Anger
Alienation
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AFFILIATION I belong
The Learner Needs
7
8
Acquiescence
AUTONOMY Im allowed to
9
6
10 9 8 7 6 5 4 3 2 1 0
10
5
9
Restricted autonomy
4
8
0 1 2 3
4 5 6 7
8 9 10
AGENCY I can
Apathy
3
7
2
6
Distorted autonomy
1
5
Anger
Anxiety
0
4
1
3
Alienation
2
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The autonomy switch
AUTONOMY
Restricted autonomy
Dont exploit or ignore
Do help express themselves
Anxiety
Distorted autonomy
Dont add to or be owhelmed by their problems
Dont over react
Do redirect via personal goals
Do reassure
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Scotlands Children
A Curriculum for Excellence
Outcomes
Respected, Included
Responsible citizens
Responsible Fulfilled
Safe, Healthy, Active Achieving
Effective contributors, Confident
individual Successful Learners
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AFFILIATION
AUTONOMY
Acquiescence
Grow up
Clam up
AGENCY
Apathy
Act up
Crack up
Blow up
Alienation
Anxiety
Anger
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warm
The Shower metaphor
soothing
energising
Unfulfilling
invigorating
exasperating
powerful
weak
draining
shocking
cold
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The Learning Stances
AFFILIATION I belong
AUTONOMY Im allowed to
Acquiescence
Restricted autonomy
Quietly engaging
Harmoniously engaging
Hiding
Energetically engaging
AGENCY I can
Exasperating
Apathy
Alarming Draining
Opposing
Anger
Anxiety
Distorted autonomy
Alienation
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leading
Quietly focused
Hiding / upset
Energetically focused
Pest
Upset and angry
Stroppy Angrily focused
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The Energisers Drainers Classroom Climates
AFFILIATION
AUTONOMY
Engagement
Structure
Stimulation
The motivating classroom
The restricting classroom
AGENCY
Feedback
The coercing classroom
The distorting classroom
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sweaty
stormy
chilly
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• The learning stance teaching stance
• Alarming draining caretaker
• 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

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