by Lucie Michell 67

In the words of Bruce Forsyth, 'it’ll be alright on the night'! This level of contentment impacts significantly on their academic outcomes. So, what is the potential challenge we face as a school on how best to encourage boys to make better metacognitive choices?

- Which revision technique to use (cognitive skill)

'it’ll be alright on the night'!

- Understand when to adapt and refine the use of these techniques (metacognitive skill)

I have reflected on the academic literature and subsequently done some further research to develop my understanding on how to promote effective study skills and feedback. I learnt that it is important to eschew feedback that praises their effort, focuses on their ability, or fixate on task completion. I have been making a conscious effort to feed back on specific elements of their work that is impressive and how it met the success criteria linking to the assessment objectives. I am actively trying to promote the inherent value of being able to do something rather than seeing education as a means to an end and to show them that academic progress is within their control. I have found it useful to offer discreet praise to individuals, perhaps catching them around school or before the lesson, and found that these smaller scatterings of praise help promote positive relationships.

In summary, I found the insights and practical suggestions in this book helpful with many nuggets of useful suggestions to incorporate into the classroom, but also as a boost of confidence for practical steps that I already do to help narrow the attainment gap and instil motivation.

BIO Lucie Michell is Teacher of Geography and Deputy Head of Swifts House

JAMES CUTLER

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EDWARD CAIN

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RICHARD BACKHOUSE

Department for Education (2010). Character Education: Framework Guidance. Available at: <https://assets.publishing.service. gov.uk/government/uploads/system/uploads/attachment_data/file/904333/Character_Education_Framework_Guidance. pdf>. Doyle, D. P. (1997). Education and character: a conservative view. Phi Delta Kappan, 78.6, 440-443. Heckman, J. et al. (2006). The Effects of Cognitive and Noncognitive Abilities on Labour Market Outcomes and Social Behavior. Journal of Labor Economics, 24.3, 411-482. Keown, P. et al. (2005). Values in the New Zealand Curriculum: a final report on values in the New Zealand curriculum. Available at: <https://www.waikato.ac.nz/__data/assets/pdf_file/0005/305096/ValuesFinalReport26th.pdf> Lewis, C. S. (1943). The Abolition of Man. Oxford: Oxford UP. O’Flaherty, W. (2014). What Lewis NEVER Wrote: Quotes Misattributed to the Oxford Professor Don. Inklings Forever: Published Colloquium Proceedings 1997-2016, 9.13. Available at: <https://pillars.taylor.edu/inklings_forever/vol9/iss1/13>.

BEN KERR-SHAW

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LEE JEROME

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ALASTAIR HARRISON

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HANNAH GALBRAITH

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ANNA DICKSON

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SOPHIE BRAND

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EMILY BOWERS

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