The Learning Stances
An example of classroom drivers, learning stances, learner needs, hooks and triggers
1. The General Classroom Drivers
- Engagement is how teachers show they are interested in and value pupils.
- Structure refers to the clarity of pathways towards the learning goals and boundaries that let pupils know what is expected of them.
- Stimulation comes from a curriculum that highlights the importance, relevance and fun of activities and sets clear achievable, specific goals.
- Feedback provides information that lets pupils know how they are doing, guiding them from where they are to where they need to be.
2. The Learning Stance - Quietly Engaging
The ones who just get on with it, stay in the background but are the backbone of the class. Perhaps slow to warm up but easy to manage
3. Their needs – the 3A’s
- Affiliation – high; good listeners, respectful, they don’t seek out praise but enjoy it when it happens, tune into the emotional atmosphere, takes a while to get to know them.
- Agency – moderately high; thoughtful, reliable, approach tasks carefully but may be indecisive.
- Autonomy – moderate to high; self motivated, predictable, cautious, happy to let others answer, non-competitive.
4. The Hooks - The Dos ( differential drivers)
Engagement
- Take time to get to know gradually at their pace;
- Give low key acknowledgement of how they feel – ‘I can see you aren’t that comfortable with this…’;
- Set tasks requiring a more reflective slow paced, long term approach;
- Encourage to signal when they don’t understand something;
- Provide clear structure, routine and predictability;
- Give purposeful but low key responsibilities.
- Give effort praise, privately;
- Give non- competitive, deferred rewards;
5. The Triggers - Don’ts
Engagement
- Pair up with threatening group; ignore or forget them!
- Intrude excessively; or jump in too soon with the answer;
- Put on the spot, put under time or competitive pressures such as public tests like times tables;
- Create a loose structure;
- Shout at or reprimand harshly;
- Public emotionally loaded and judgemental criticism.
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