1. Stretch and Challenge 7 strategies to grow resilient students from tomorrow morning

2. Strategy 1: Provide a motivational classroom climate To do this the following 3 factors need to be in place: 1.Affiliation: I belong here: I am safe 2.Agency: I can do this: It is pitched right for me 3.Autonomy: I want to do this: It is my choice Idea: Look over your KS3 Schemes for Learning. Are they exciting? Idea: Look over your KS3 Schemes for Learning. Are they exci Safety Tips: Good relationships Clear routines and tasks Focus on process rather than outcomes Model outcomes Think, pair, share activities so students can try out ideas Allow students to be successful

3. Strategy 2: Check your Dweck! Dweck argues that in order to be resilient, humans need a growth mindset Fixed MindsetGrowth Mindset Intelligence is fixed: I must look clever Intelligence is expandable: I want to learn more Emphasis on ability & competition Emphasis on achievement & growth Avoids challengesEmbraces challenges Learning is finite: I can... Learning is a continuum: I am learning to... Likely to plateau earlyReaches higher levels of achievement Consider using Solo Taxonomy

4. Strategy 3: Never bribe students with easiness Bolster students’ self-belief: “I think too much of your ability to let you do...” Use ICE stickers, credits and rewards, to reward students for taking risks Develop friendly competition with other classes/ year groups: “We’re going to do this so that we can be the best...” Rabbit of resilience Meta questions in your SfL* “It doesn’t help a child to tackle a difficult task if they succeed constantly on an easy one” Carol Dweck * Sutton Trust second most effective strategy after feedback

5. Strategy 4: Verbal Resilience Don’t allow students to answer questions in 1 word. They should answer in at least sentences, and ideally paragraphs Increase the ‘wait time’ in questions to 5+ seconds, or use the register as a good time to set a question. Allow students to consult before answering Ask students to expand on each other’s answers: “John, what do you think of Jane’s idea?” Use modal language to encourage speculation: Might, could, perhaps, if, possibly, arguably

6. Strategy 5: Encourage Resilience Discourage lazy thinking in students. Rely on ‘What do you think?’ to keep them thinking, and never take ‘no’ for an answer. If a student can’t answer the question re-phrase it or give thinking time Ask questions for which there is no right answer. Reward answers by justification, rather than ‘rightness’ Have a ‘no hands up’ rule. Instead have a different way of selecting students e.g. names out of a hat or a pack of cards with all the students’ names on it Pen of possibility Where do you allow ‘wrong’ or ‘speculative’ thinking?

7. Strategy 6: Develop independence Play question basketball, not tennis. Encourage questions and answers to go from student to student, not student to teacher Once students have started a task, minimise your interruptions: While going round the class, don’t speak but communicate with post- its, or use your board as a twitter feed to pass new information/ feedback to the group Speaking Game: Students can: Justify an idea put forward with evidence (1 point) Criticise the idea with evidence and come up with an alternative (2 points) Take the idea to the next level -dialectic (3 points)

8. Strategy 7: Have rules for Group Talk All students must contribute. No member must say too much or too little Every contribution must be listened to and treated with respect Contributions build on what has gone before Groups must achieve consensus and work at resolving differences Every suggestion has to be justified with a reason

9. 3B4ME Board Buddy Brain Book