Case studies

Kath Depledge and Denise Maruszczak of Ebor Gardens Primary School
The focus of this case study was the use of Accelerated Learning techniques to raise self-esteem amongst a Year Six class.

The presentation of this research utilised a self-esteem gauge to describe how, gradually and over a period of months, affirmation statements, achievement posters and whole group certificate had been used to raise the self belief of the class. Peripherals were placed around the classroom and regularly referred to make learning points. Having worked hard with the whole class strategies Kath and Denise then changed the emphasis towards individuals. The desk label activity had not been successful until the words themselves were placed away from individual children and onto a safe space on the classroom wall. Good work assemblies, open votes for class prefects and special person statements were used to further individualise the esteem approach. The special person statements consisted of every child saying one positive thing about every other peon in the class. The statements were then collated onto a certificate, laminated and then presented in an extravagant ceremony.

Visual display is used to reinforce positive attitudes to learning. Posters state things like, 'there are no stupid questions', 'this is a no put down zone'. The learning environment has been a focus for work. Learning posters were used in class and children's work was displayed outside of class in corridors and more public spaces. In class some exemplar material was also use for demonstrating learning points. Regular physical reprieve through a range of short rehearsed brain break activities is now used comprehensively. All children now bring 'sports drink' bottles to hold water. The water is therefore available at any time in a lesson. The children and the teachers discuss the merits of using or not using music as part of lessons and then agree which music would be appropriate and when.

Circle time has been linked to the use of 'can do language' and children are directly encouraged to use I statements to help them be more assertive. Can do language has been a noticeable success with more evidence of it occurring throughout the school day.