I am currently reading David Hughes book “Future Proof your school” the section on pupil voice contained a comment that made me think, well most of the book has made me think!
Pupil voice is a key component of my work on learner engagement and building learning relationships which I represented in the acronym “PBCF” meaning Power Belonging Choice and Fun. Easy to remember – “Please be child friendly”! These four ‘needs’ form the drivers for engagement and so pupil voice is a critical component. Power is the representation of ‘voice’, being heard or your views and opinions genuinely recognised.
In his book David gives an account of one of his experiences in making the Schools Council a funded body. The school was suffering from the effects of vandalism which drew resources away from the school and affected the environment in a negative way. His solution was to offer the Schools Council a percentage of the saving the school would make if there was little or no vandalism. They could then spend this money on school projects, such as disco equipment. Attendance at the disco would be by ticket and tickets were linked to learning behaviours and learning progress, engage in learning and you were eligible for a ticket but if you did not then you would not be able to attend. He says:
“.. achievement co-ordinators monitored pupils’ progress with the tutors, issuing weekly reports in assemblies. This was much more positive use of their time and began to set a change in climate of the school: achievement was given a higher priority.”
It is the last part of that quote that made me think, “achievement was given a higher priority”. It made me ask the questions “Priority over what, and in what was achievement in competition with?”
Symptoms or cause?
I know that it is easy to focus on the symptom rather than the cause and these then becoming the priorities in schools. Symptoms of under achievement include lateness and absence, poor learning behaviours, a lack of respect to each other and these are symptoms we need to address by understanding the cause. I think that is what David did successfully and what began to alter the climate in the school, he understood the need for a real voice, for ‘power’ in a structured and tangible way that had a genuine ‘ear’ when it came to setting school priorities. Students became ‘empowered’ and understood the implications of their actions or indifference to what was directly affecting them.
So what are the priorities in your school and how would you characterise them? Do they focus on symptoms rather than cause? We know all schools will say achievement is a priority, perhaps their number one priority but how does this translate in terms of allocation of resources? I would claim that those things that have the biggest immediate negative impact tend to receive the greatest resources. In doing so the finite resources of a school are often focused on the symptoms and not addressing the underlying cause. I believe those students who do not have their four learning needs met will only reluctantly engage in learning and will present symptoms typical of those needs not being met which result in school ‘phoney’ priorities. Perhaps you can suggest a few.
Here are some of the ‘priorities’ I have experienced in the schools in which I have worked. Assessing the resources given to each (teacher time, money, facilities, equipment) we can get an idea of the true priority each is given.
- Classroom behaviour
- Movement around the school
- School rules (equipment – uniform etc)
- Various policies (marking – homework etc)
- Raising standards
One through to four only become a priority because learners are not actively engaged in learning and we hold number five as our single accountability performance indicator. I suggest we become fixated on one to four which only serve to subjugate the symptoms of the causes rather than recognising them. Ask yourself what you do if you don’t like the TV programme you are watching. What do you do if your partner wants to do something together and you don’t. Your actions are moderated by maturity, agency and a sense of responsibility. Perhaps our students don’t possess such moderating factors. If they don’t then it is our responsibility to recognise the four needs and ensure the school maintains these as their true priorities for doing so will result in raising standrads.
For more on PBCF you can download details of my presentation I gave at the 10th Festival of Education this year held at Wellington College.
For David’s book you can find it here: https://www.amazon.co.uk/Future-proof-Your-School-improvement-developing/dp/1912508443
It may appear simple to say that there has to be a beginning, middle and end but is important that we do not miss any of these stages and they must be in balance.
I have known lessons where the beginning went on too long, or where there is not enough time for the students to engage or immerse themselves in the learning or there was not enough time at the end of the lesson to conclude it in a meaningful way. Get it right and lessons are meaningful, full of learning and there is a great teacher/learner relationship. Get it wrong and lessons are often characterised by boredom or conflict and challenge.
The risk of poor lesson planning
I have experienced lesson planning pro-forma that seek to address these issues but become so prescriptive that they do not allow for the natural dynamics of a lesson and risk creating the same outcome they are trying to avoid.
There is a simple but effective way to ensure lesson planning creates the type of lesson we would ideally like in our teaching and that is to plan a lesson as a learner and not as a teacher.
Think about how, as a learner, you would like the lesson structured and the pace or balance of the lesson. As a learner, you would like time to become familiar with the learning challenge, time to explore or practice and to establish your understanding and then to have an opportunity to consolidate the learning or perhaps ask questions to further your understanding. These stages should characterise the beginning, middle and end of a lesson. The ‘mindful’ teacher addresses these needs in their planning and delivery.
Power Belonging Choice and Fun in lesson planning
Planning lessons around subject material is only one aspect of the planning, we need to consider the learner needs too. I define these needs as power, belonging, choice and fun and suggest we ignore them at our peril. Within a calm learning environment, a teacher needs to lead, to guide their students not to push them or over-regulate their behaviour and we can do this if we meet their learning needs. In doing so we can create effective learning relationships and improve learning outcomes.
The beginning, middle and end
Meeting learning needs (power, belonging, choice and fun) is important at the start, during and at the end of all lessons. Addressing them in our planning will help us create the engagement we are looking for as well as creating effective relationships. A relationship that allows for that dynamic of being able to respond to the unexpected teaching and learning challenges in a meaningful way without disrupting the lesson flow. We may on such occasions leave the subject content planning path but by doing so we will better support our learners because we are meeting their needs.
The start of a lesson should include how we are going to meet the need for belonging. Perhaps the greeting and arrival are ideal opportunities to do so. Offering guided choice and listening to the ‘student voice’ can be included too during the lesson. Linking fun to achievement is our greatest challenge and we must include opportunities to celebrate learning at the end.
“Please be child friendly”
My way of remembering learning needs is simple and apt. “Please Be Child Friendly” when planning and teaching. The graphic is also something you can print off and keep at hand.
A different way of looking at teaching and learning
PBCF is part of an approach to teaching I refer to as “Learning Intelligence”, or “LQ” for short, and looks at how the learner and teacher can manage the learning environment to promote better learning and improve learning relationships. If you are interested in LQ or just PBCF then get in touch I am more than happy to talk you through how, with only small changes, the approach can make a significant impact on teaching and learning.
Why dedicate yourself to introducing and promoting a way of thinking about, and going about, teaching and learning?
I was asked this question and have been asking myself the same thing as I struggle to make a significant impact on teaching and learning through the promotion and adoption of my concept of “learning Intelligence”. After a career teaching and seven years of reflection, research and developing a vocabulary and narrative for what works in teaching and learning I need to answer this question in order to continue to justify my efforts and to remain motivated. Motivation often comes from recognising the goal or benefits; here is my attempt at that challenge, of having a reason to continue.
- The “one way” of learning does not work for everyone. Putting aside SEND challenges not all learners thrive in the school environment.
- There are a lot of people who go through education and form the wrong impression about their abilities and about their ability to learn. As a result, there is a significant amount of talent that may never be discovered.
- Learners who are unable to engage in the learning present challenges for teachers and often dealing with these challenges impact the learning of others and the classroom dynamics, or teacher/learner relationships.
- The school has a lifelong impact on us and influences our careers and opportunities. To “fail” at school leaves a deep and lasting scar.
- There is a need for a narrative that brings together what we know or think about learning in a meaningful and coherent way and gives us the flexibility to challenge the “one way”.
- The benefits of the LQ approach are significant and build self-esteem in learners.
- There are a significant number of teachers who could benefit from adopting the LQ approach to teaching and learning.
- LQ promotes seeing learning as a problem-solving activity and develops life-long learners able to face new learning challenges with minimal support.
- I want to make a positive difference to teaching and learning.
Through the Teach Meets at which I have presented and my workshops with teachers it is clear not all teachers see the issue of underachievement as a significant one to address. Perhaps many are happy to believe the mantel learners wear based on past performances and work within it. I would argue that to do so we accept labels as definitive and unchangeable. Underachievement is not solely based within the group those who fail to “perform” it is also within the group who adopt compliance as a strategy to cope with the learning environment in which they find themselves. This group I find often do not possess the skills, attitudes, attributes or behaviours to manage their environment to meet their needs. They respond poorly to target setting without these needs being addressed, needs that are often overlooked as we race to achieve those targets.
Finally, I am reminded of a sobering truth.
It is no good having an answer if nobody is asking the question!
Let me know what you think. Should I continue to promote the concept of LQ and learners needs and if so how?
If you would like to get in touch to find out more about my work or perhaps engage me to challenge you and your staff about teaching and learning then click the link below.
The two aspects of Learning Intelligence, “LQ”
This is an article to celebrate the success of a student and of further success for a teaching approach defined by the concept of Learning Intelligence or LQ. Read on.
It was very late in the last academic year (2016-2017), in March actually, when I was asked if I could work with a Y11 student. The subject this time was maths and the target a ‘pass’ at GCSE (a grade C or as of 2017, a grade 4). School predictions and targets suggested this was a significant challenge, especially given the short timescale and me meeting the student only once a week for an hour. This was an opportunity for demonstrating my approach centred on my concept of Learning Intelligence (LQ) and learning needs (PBCF).
I can report that we were successful, “We” because this was a learning partnership and this is what my student had to say
“I just wanted to let you know that I got my GCSE results today and I got a 4 in maths which is the pass mark and what I have never achieved before. I am super happy and it means I have a confirmed place at college but I couldn’t of done it without your help and strategies to help me get through the exam… .”
So what had we done to achieve such a welcome result?
Essentially the approach is to see learning as a problem-solving activity, this helps in negating the emotional link to failure and personal self-doubt. Once this is accepted the limiting subject perceptions become secondary to the learning challenge and we can get on with finding ways of solving the learning problem, of managing our learning environment to meet our learning needs.
Please Be Child Friendly
Any teacher will know you need a willing student but also one who is confident and has a degree of self-belief. The student also needs to trust their teacher and have a learning relationship with them. Achieving this is my first step and uses the learning needs approach I have developed of PBCF.
“PBCF” stands for Power, Belonging, Choice and Fun and each element needs to be in place first before learning challenges can be set.
So, even with very little time available to me, this was my priority and strategies were used to first establish a sense of belonging, of me knowing enough about the learner in order to understand who they are and where they are and create a partnership. It is also important that the student knows something about their teacher, the sort of things that build in them hope and confidence.
This was then followed by power, effectively this means listening. It means giving the student a voice and recognising their emotional state in terms of learning. Anyone who feels powerless is unlikely to engage in any challenge. This stage is vital in understanding the barriers to learning that the student holds.
Offering a choice as to how we were going to tackle the challenge together is an essential part of the strategy and supports the first two. This in practical terms means creating both a coaching and mentoring environment.
Finally, our learning relationship had to have a sense of fun but more importantly tying this to achievement, we needed to celebrate our successes and find fun in learning.
I also encouraged my student to take the concept of PBCF with them into the school environment and use it when faced with learning challenges. The benefit of this approach is that of improving their awareness of the impact of not having learning needs met on their ability to learn. This helps significantly especially when we have an over compliant student who does not express their learning needs well in the school environment or a teacher who is not ‘listening’.
Solving the learning problem
Finding ways of overcoming the learning challenges, of solving the problem, is the second part of the strategy and involves developing the four aspects of LQ. I define these as:
- learning Skills,
- Attributes and
The advantages of seeing learning as a problem-solving activity are highlighted when we employ LQ.
Let’s consider an electrician as an example of a problem-solving approach. In repairing or rewiring a house in addition to the necessary knowledge we would expect him, or her, to:
- have a developed set of skills associated with the task,
- have the ‘right’ attitude, to do a good job and to not give up and walk away
- demonstrate attributes such as flexibility or creativity in completing the task
- behave in such a way as to be both professional and polite.
A deficiency in any of these aspects on the part of the electrician will limit their ability to solve the problem. So it is with learning but if we do not integrate LQ into learning within the school context, and instead focus on subjects, students see themselves as unable to learn a subject rather than lacking any of the elements of LQ to solve the learning problem.
My work with my student focused in a very short space of time in assessing their LQ and working to develop those elements that were necessary for them to solve a learning problem themselves. It does not just have to be maths either, any subject or topic of learning can be tackled in the same way. Often I find that once a student sees learning in this way they quickly adapt and their self-belief as a learner blossoms as does their confidence.
Can you scale up this approach?
My nearly 40 years of teaching experience says yes you can. The approach I have outlined was used in a developing literacy and coaching model successfully used by an independent tutoring service. The issue of scaling up 1:1 coaching successes with larger groups was considered by Bloom in his 2 Sigma question. The problem in achieving this most often results from sticking with the original teacher/learner mindset and approach. Changing an approach is simple, in fact it is probably the easiest and least costly change you can make in teaching and learning. It will certainly have the biggest return.
What about maths
On a subject-specific note, that of maths, since it is one of the least favoured subjects amongst adults and children alike, I strongly advise that we need to treat it like a language if we want students to become confident in tackling the learning problems it presents.
Think for a moment how much time we use written and spoken language each day compared to maths. Much of our day is taking up with talking, reading or listening. We even use language when thinking so it is no wonder we are conversant in it. How much of your day is spent on the four basic mathematical functions, those of adding, subtracting, multiplying or dividing? One of my strategies with any student I work within the area of maths is to increase this time significantly by asking them to play number games with their family and by looking around them for number patterns and associations in everyday life and when out and about. Try it and you will soon see the difference.
See for yourself and take the LQ, PBCF challenge
If you are interested in PBCF and LQ and how it can help your students, your own children or teaching then get in touch. I can arrange 1:1 sessions with parents, teachers and all the way through to group work and whole school CPD either here in the UK or indeed anywhere I am asked thanks to technology.
You can contact me here: email@example.com
Wishing you success in your learning challenges
The original article was published at “The Staffroom”
“To see what is in front of one’s nose needs a constant struggle” George Orwell
Sometimes the obvious is on our doorstep, often ignored and rarely noticed. So it is with my experience as a teacher and in the development of the concept of Learning Intelligence, or “LQ”.
After a career of nearly 4 decades in teaching I have taken an opportunity to step out of the classroom on a daily basis and take the time to reflect and research. It is a chance to read all those authors and study their ideas and theories with the benefit of experience. If education is guilty of anything it is the jumping on an idea and wanting it to solve all the problems surrounding teaching and learning. The list of theories and game changing concepts in teaching is significant and probably an indication of the fundamental importance of needing to “get it right”. Do we need another theory or concept, that of Learning Intelligence or LQ[i]? I think we do and this is why. Let’s face it, it has to be better than “back to basics”, the “3R’s” or the PISA[ii] ranking stick we are often beaten with.
Imagine something so big that no matter which way you look, up/down, left/right, it almost blocks your view. It is a colossal structure and its surface is a multitude of fine intricate patterns and textures coloured in every imaginable shade and tone. It is impossible to see it all at once and the best you can do is to look at one small area at a time. As an outsider you have no idea how it functions or really how it does what it does. It is too big to study all of it in any one lifetime. So people focus on just one small part and try to predict how the rest of it works based on the discoveries they make, no matter how small or controversial. We call these people “researchers”.
Those who want to control or master it are not those that study it but they do make claims about what must be done to improve it. As each new discovery is published new practices that sweep away the old are introduced. We call these people “administrators”.
Then there are those that work in it, know only what works and what does not work and follow their instincts. They have little time for studying it as they are too busy “doing it” but they must take on each new practice as if it will solve every problem and make whatever this huge thing is efficient. We call these people “teachers”.
This has been my experience in education, but after a career which included some challenging situations, I have had the benefit of almost 5 years to study what the researchers have come up with and piece together with the aid of experience something of the big picture.
I have not the space here to list all the theories or ideas I have been subjected to or tried to make work. Nor to list the authors and speakers I have listened to. One thing I have been able to do though is to trace some of the ideas back in time and explored their roots through the lens of experience. It has proved enlightening. For most I have found a grain of truth, an element that when blended with others does indeed work.
The outcome is simple, it occurred to me we may be going about teaching back to front and the evidence is there right in front of our noses. This is the background to my concept of LQ so let me explain what it is.
Let’s start with a couple of propositions. Learning is a personal journey, whatever we see or experience each of us may take something different from it. The education system tries to standardise learning and assessment. This process involves both curriculum content and teaching but more significantly assessment. Unfortunately assessment has come to mean only qualifications or standards. This is despite the work by Dylan Williams and Paul Black [iii] who promoted the importance of assessment for learning.
With this “engine” driving education it is easy to see how the process of teaching and learning is susceptible to a somewhat mechanistic approach. Use this tool to fix this problem, use this method to achieve this goal. The learner is only required to conform to the policies, practices and ambitions of the system, to be compliant, in order to be successful. This standardisation though brings with it responsibility, that of having the right tool, policy or method. If anything is wrong with these then we risk limiting individual achievement for the sake of compliance[iv]. I asked Sir Ken Robinson if compliance was a learning disability within the education systems we have. His reply was whilst it may not be a disability it is a disadvantage.
As a result of this approach we hit a buffer, we are brought to a halt, when it is found that not all learners are the same, or more to the point given the same input the outcomes are not the same for all learners. We have seen this outcome explained by saying students having “abilities” or “aptitudes” in certain subjects or being referred to as “Gifted and Talented”, in short labelling learners. These labels set expectations and the mechanism could grind on with the variable outcome now explained in terms of the raw material or the people who operate it
There was another shudder in the machine when it was suggested that we had what were referred to as “learning styles” or “multiple intelligences” [v]and that if we learnt in a way that satisfied these then standards would rise[vi]. The machine that is education duly took responsibility for changing practices, it could do no other. When this did not “work” we looked for other reasons for why some learners are more successful than others. Maybe it is not the machine that is at “fault” perhaps learners don’t have a “growth mind set[vii]” or display sufficient “grit” to do well.
I would claim that education is at fault for taking responsibility for learning and by trying to control the learning environment to suit every type of learner, although given the circumstances I have suggested it could do no other. The responsibility to raise standards weighs heavily and so ultimately becomes the only focus for teaching and learning[viii]. Anything that is not already credited with raising standards or is not the outcome of research or a product of legislation is seen as too risky to attempt. It will probably continue down this route too unless something changes and I suggest LQ is that change.
So what makes LQ unique or different? Well firstly it see the education system as an environment, one that with the right skills, attitudes, attributes and behaviours we can manage in a way that allows us to meet our learning needs. I need you to read that again, it’s what’s has been right under our nose all along. Instead of the learner being the passenger we teach them to be the driver able to understand and navigate their own learning. This is not “learning to learn” , it’s about understanding and managing learning.
LQ is a construct; a form of narrative that brings all the pieces, ideas, and theories of the jigsaw together in a meaningful way, it’s the 3D viewer that allows us to explore the colossal structure that is education. LQ is something we need to develop in learners if they are to manage any learning environment they encounter. LQ will allow us to create lifelong learners. As Albert Toffler[ix] warns “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”
There is much more to LQ than I can discuss here and to date I have published well over 50 articles on the various aspects of LQ both from the perspective of education, the teacher and the learner. You can find them all on my blog at https://4c3d.wordpress.com/ You can also find out about my work as an author, consultant, coach and speaker at www.ace-d.co.uk
Should you wish to find out about how LQ can make a significant difference to you then please e-mail me at firstname.lastname@example.org and we will start a conversation!
[i] If you want to skip the rest of this article and don’t suggest you do, and go to the heart of LQ go here:
[ii] The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. https://www.oecd.org/pisa/home/
[iii] INSIDE THE BLACK BOX: Raising Standards Through Classroom Assessment Jan 1990
[vi] See Barbara Prashnig’s article on this subject “Debating Learning Styles” http://www.creativelearningcentre.com/downloads/Debating%20LS.pdf
[vii] See Carol Dweck Mindset: How You Can Fulfil Your Potential
The original article was published at “The Staffroom” visit:
Schools are pushing students at this time of year to make or exceed their target grades. A great deal goes on both during school, after school and during holidays to finish coursework or to revise topics. Revision strategies most commonly ask students to go over ground they have already covered, often in the same way with the same teachers and approach. What if there was a better way to reach those targets grades?
If we take a sporting analogy for a moment we can see that there is more to performance than learning how to do something and practicing it. Athletes have to believe in their ability to succeed and without this mental state it matters little how often they practice or train. What if our students did not believe in their ability and what if we did little to change that state of mind? Would it matter how much revision or practice they did if at heart they did not believe they would succeed?
In 2016 Roy Leighton was involved with a school in Leicester in changing mind-sets of a group of Y11 students. They were using a ‘better way’ to help students achieve and it does not involve revision in any school subject but it will pay off across all of them. In fact it will have a lifelong pay off for the students because they will believe in themselves.
I had the opportunity to accompany Roy on a visit to the school to meet with some of the students during the Easter Holiday and to see the better way in action. The better way is actually called the “Butterfly Model” and it is something Roy has been developing and refining very successfully. I have known Roy for some time and our work has a number of common elements including enabling learners to manage their own learning and to understand the emotional impact on our ability to learn. Roy once said to me: “We are holding different ends of the same stick” and I take this as a both a compliment and encouragement for developing my work on Learning Intelligence seeing how big the stick is that he is holding.
I recommend you check out his work on personal transformation here: http://www.royleighton.com/the-butterfly-model1.html
What gets students engaged and motivated?
From my own experience and work on getting Y11 ‘down to it’ I know that getting them motivated is the essential. I have identified four key elements that are necessary to getting people to engage and hence motivated. The first is PBCF.
PBCF “Please Be Child Friendly” is a way of remembering the four elements shown in my graphic below. I would challenge you to find anything in which you are actively engaged that does not involve these four components.
The second aspect is LQ and shares the same roots as Roy’s stick! It’s about a mindset and them enabling and supporting the engagement of learners by developing the Skills, Attitudes, Attributes and Behaviours that form the enabling aspect of LQ. You can read more about LQ, starting with an introduction here at LQ Introduction
Back to the school and students who voluntarily came in during the holiday to meet with Roy and carry on with the programme. This was his 4th visit and there are others to come along with “hangouts”, text messages and online resources that are part of the programme. This may sound like an advert for the Butterfly model but hey if you see something that works you should share it – right!
The session focused on being the person you want to be, making the changes you need to make and recognising the powerful emotions that influence our self-beliefs as learners. “Getting from here, to where you want to be”. Not your typical exam boosting session but one that is as essential as any in achieving success, just ask any athlete.
As students reflected on the last session and what they decided they wanted to keep, develop and let go you could see their energy rise ready for the challenges this session would provide. A significant difference to getting students to go over work they have already struggled with again which does little to alter their “learning map”, what they believe they can and cannot learn.
Looking at ourselves and recognising our strengths and our weaknesses is difficult, acknowledging these and then deciding what to do about it even harder, but hardest of all is actually doing something about it. I saw students fully engaged in this journey, facing up to the challenges and changing their beliefs about themselves as learners and having fun while they did so.
With the pressures schools face and not forgetting how these find their way to the teachers it is refreshing to see a school take a different approach, a better way, to achieving success. Some may even say a “braver way” and in many respects I would have to agree. Doing what is the norm, even if it does not always work, is less risky than doing something that is right when it is not recognised. The students who attended this session are in many ways pioneers and deserve recognition. I am sure they will show others there is a better way and I look forward to hearing of their success.
Want to explore the PBCF and LQ intervention and how it can help your students?
Get in touch with me via e-mail here:
A time of exams and a time of testing
Here in the UK we are rapidly moving towards the Y11 and Y13 examination or key stage 2 testing phase in our schools. These are significant transition points in education and carry with them considerable pressures. Get it right and learners have life choices, get it wrong and we are “picking up the pieces” in a number of ways.
How can parents help their children during this time?
The question I want to look at in this article is “What can parents do to support their children at such times as these?” It is a summary of the workshop I offer to schools and parent groups. I also want to provide strategies that can help both the parent and the child deal with the upcoming challenges by way of a PARENT acronym.
The issue of homework
Whilst examinations and tests are points of high involvement and stress for parents there is the issue of homework too. Homework tends to increase prior to periods of testing and is often seen as synonymous with revision. Much of what I say here applies to the daily issue of homework, especially if we aim to foster lifelong learning and don’t want the morning ritual in many homes that starts with the question “Have you got your homework?” and ends with both parents and children being stressed.
Let’s start by looking at things from the learner’s perspective.
They will have had mock examinations or practice tests by now and be rehearsed in the practices that are involved in taking them. They will be trying to reach expectations or maintain progress towards them. For some it may be an expectation too far, they may already be beginning to fold under the pressure. Even if they have done well so far there is the pressure to do it for real when the time comes. Revision and homework don’t have to be lone activities, you being in the same room can be a form of support. Without a strategy and without support we are expecting a great deal from our children.
The learning environment
Remember we are all different and where you like to study is not the same as your child’s. There are a number of myths around where study should take place but the common one is on your own and in a quite place. Think for a moment, at a time of stress and anxiety do you relish the idea of being sent to your room, to be isolated? Few of us do. I even moved my own home office into the “flow” of the home rather than be isolated from the energy that is part of family life. Remember we look forward to things we enjoy and put off the things we don’t! Working at the kitchen table, lounging on the sofa or on the bed, indoors or outdoors . With bright light or dim light, with music or without. These are all acceptable places and ways to study. The key though is to be organised.
Remembering the ways to help
Here is an acronym or mnemonic (I am not sure which you would call it) that can help PARENTs be supportive of learners and I am going to use it to outline the strategies parents can use to effectively engage with their children. A more detailed workshop can be provided for a group of parents or you can request a copy of “The Parents Guide to Study” from the link at the end of this article. The basic approach is to be “gently” involved, think of your role as being more of a “guide” than a task master or time keeper.
The meaning of the acronym PARENT is to:
Participate, Ask questions, Reflect, Encourage, Negotiate, Time
What each letter means
Participate – Find out what is going on. Know the dates and key times of all examinations or tests. Provide a reason and relevance for doing their best (not rewards). Work at using peer groups to provide support and not distractions. Understand what learning needs and preferences your child has (for example some like the quiet and others like a busy background). Homework does not have to be alone work either.
Ask questions – but do not interrogate – AVOID using “Why?” , it makes us defensive (try it, ask somebody why they are doing whatever it is they are doing and see what response you get). Find out what topics are being studied and see what you know about them. You can ask about how they remember best or what new things have you learnt. You can ask your children to explain things to you (pretend if you do know or understand that you do not). Ask how they think they can improve. Use positive emotional triggers – “How did you feel when you did well at….?”
Reflect – find or make opportunities for your children to reflect, recap, internalise, or explain. Short periods work best and if you can make them spontaneous so much the better. Remember mistakes are part of the learning process. Work at building self-esteem, it’s going to take a battering!
Encourage – it’s important you stay positive and purposeful and not to let negativity build. Focus on getting better and not just results. Show how much you believe effort leads to success and set a good example. Praise only when praise is due and make it specific.
Negotiate – it’s about goal setting and creating win/win situations. AVOID bribery. Talk about consequences and be consistent. Remember choice is a powerful motivator but not if it is free choice.
Time – our lives are influenced by every second. A break or leisure activity are as important as studying if managed properly. They can keep us fresh and can break negative moods. Plan ahead to try to minimise anxiety and stress where you can. Rehearse what will happen at key times so they are part of the process and as ‘normal’ or familiar as they can be.
The PARENT Poster
To make it easier to remember the parent role I have designed a poster that you can put on a wall, cupboard door or any place you find yourself passing by regularly.
As a PARENT learn to stand back
Although PARENTS is also a useful acronym I have left the “s” out of the acronym as it stands for “stand back“. Learning to stand back is probably the hardest thing for a parent to do. Let them make mistakes, it’s part of learning. Your job is not to do it for them. I know this can be nail biting and frustrating but better to learn the lessons of life early. I have worked with college/university students who are in a terrible state because they have not developed the skills to cope on their own or do not know how to handle failure.
Well that is how to be a PARENT at a time of examination or testing and during homework time. I hope you found it useful.
Using the PARENT poster.
I am happy for you to download and use the graphic in this article but please acknowledge the copyright. The poster is available via a request sent to email@example.com, just put Parent Poster in the subject box.
If you are a school and want a license to print as many posters as you wish, starting at £25 a year, get in touch at firstname.lastname@example.org and I will send you the details
PS – Possible book for parents
I am considering extending this article into a guide for parents “The Parents Guide to Supporting Home Study”. If this is something you would like to see then please let me know (via twitter @4c3d or e-mail)and I will put pen to paper!