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Motivating Reluctant Learners: Practical Strategies for Raising Attainment
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Motivating Reluctant Learners: Practical Strategies for Raising Attainment (Paperback)

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Synopsis

The materials in this book are the product of work undertaken by Hampshire Psychology Service in collaboration with 22 primary and secondary schools to address the needs of children whose academic motivation was proving particularly problematic. The five year project involved feedback and review sessions which helped refine the programme. There are four sections: Information on attribution theory and its application in the classroom; Practical issues on implementing the programme; Support for staff including a PowerPoint training session; The 12 session pupil programme including facilitator notes. The programme is designed to give pupils experience of success at the same time as encouraging them to attribute the success to their own effort, skills and strategies. It helps them to understand: ability is not fixed; learning is difficult for everyone and requires effort; the significance of using strategies including help-seeking and self-talk; the important of taking responsibility and setting SMART goals. Participating staff reported changes in pupils: the course effected a significant change and they moved into Year 10 options far more positive and motivated. And also in themselves: I thought the theory was one of the best things ...it was as if a light bulb had been turned on. I have really gained in confidence as a consequence. This pack contains a CD ROM with copiable activities, DVD clips of pupil intervies and using the programme, an example of a pupil booklet and the PowerPoint presentation.

EducationTeaching SkillsTeaching of specific groups & persons with special educational needsHealth & WellbeingHealth & PsychologyPopular psychologyAssertiveness, motivation & self-esteem Publisher: Taylor & Francis Ltd Publication Date: 17/08/2012 ISBN-13: 9781906517564  Details: Type: Paperback Format: Books
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Roger Norgate is a consultand educational psychologist with Hampshire County Council. He hs worked in education for over 40 years, initially as a secondary school teacher and for the past 30 years as an educational psychologist. He completed a doctorate on the exclusion of pupils from special schools in 2002 and has served on a number of the DfES advisory groups. He was responsible for managing the project work on Life Long Learning undertaken by the educational psychology service during the development of these materials and has a particular interest in motivation. Jacqueline Batchelor has worked as an educational psychologist with Hampshire County Council for 14 years after her initial training at Tavistock Clinic. Before becoming an educational psychologist, she was a secondary school math's teacher and has also taught children with hearing impairment. She leads the Hampshire Anti-Bullying Good Practice Group, which has run competitions and conferences for young people, as well as devising workshops for school staff, governors and parents. As an educational psychologist, she makes use of her further training in systemic approaches and delivers training on a range of topics, including therapeutic story writing, PATHS )Promoting Alternative Thinking Strategies) and paired learning and motivation. John Burrell is an educational psychologist who started his career teaching children of primary and secondary age before taking up a post in initial teacher education. He contrivuted for over a decade to course elements including primary mathematics, professional practice, child development and the psychology of reaching and learning. Since 1998 he has been employed by Hampshire County Council and has particular interests in supporting children with difficulties in mathematics, those with behavioural, emotional and social difficulties, and children in care. Kate Hancock was a secondary teacher before moving to educational psychology 36 years ago. She is currently with Hampshire County Council and has always liked working with pupils who have social and emotional difficulties. This has developed into a focus on the emotional aspect of leaning. The attribution project has provided for her a rigourous theoretical and practical framework with illuminates many aspects of pupil motivation.

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