Attitude to Learning

Many factors affect the progress that students make towards achieving their objectives; the quality of the teacher, the quality of the teaching material, the learning environment, the students’ “social environment” and each students attitude towards the “learning experience.”

There is often a significant difference between a teacher’s opinion of a student’s potential that of the student themselves; usually, the teacher’s idea o

 

+/- Attitude to Learning

I think the title should be changed to “Attitude – the complete picture”

In order to create a complete picture of each student’s attitude towards the learning opportunities they encounter information needs to be collected about the way each student behaves in each environment they encounter and whether or not it varies according to context.

For example, is a student perfectly behaved

Attitude to Learning

Process:The HTG Attitude to Learning modules is programmed to reflect the process by which “indicators” are recorded and processed by teachers, Senior Leaders and administrators. HTG provides for schools to create their own list of “attitude indicators” each of which will be defined as reflecting a negative aspect on the student’s attitude to learning or a positive one.

HTG provides the ability to allocate an escalating “negative value” to indicators so that the school can differentiate between minor but repetitive events and those of increasing severity that lead towards consequences that are increasingly severe.

Conversely schools can allocate differing levels of “positive value” to indicators that require recognition and an appropriate reward. Indicators could initiate a specific reward or might contribute points towards larger and more significant rewards.

A table of consequences and rewards can be created, maintained and even published if required.
Every indicator, irrespective of nature, requires that a specific procedure and protocol be followed in order that it can be processed correctly and in the same way on every occasion; HTG provides the ability to capture the escalation process for each “indicator-type” to ensure consistency of process. Specific processes can be allocated to specific “indicator types” and specific staff members such as EWO, SENCO, G&T and members of SLT can be nominated as being responsible for certain “indicator types”.

Every “indicator” can be cleared from the system when the appropriate process has been completed, but only when ALL of the nominated process are complete; HTG will prevent incomplete processes from being cleared.

Although “current” indicators” can be cleared from view to prevent cluttering the system the records are not deleted; a history of every “indicator” recorded for the student will be available to selected members of stff via the student’s transcript.