Case studies

Where Lifelong Learners R
Theresa Rogerson
Walkington Primary

Theresa Rogerson positively crackles with energy and enthusiasm. When she asked her children in circle time one day, “What makes a good teacher?” it wouldn’t have been surprising if they had been thinking of her. But they were encouraged to think wider than just the classroom, to the home, the swimming baths, the sports centre and so on. The answers gushed back: a good teacher “is kind,” “helps me do hard things,” “always does good lessons,” “never gives up,” “never stops caring,” “works hard to make us learn.” Theresa was working hard. She had set herself the task of improving the children’s attitudes to learning and wanted to develop their awareness of the characteristics for Lifelong Learning.

Certain dispositions are needed for Lifelong Learning: resilience, resourcefulness, reasoning, responsibility and reflectivity-reflexivity – the 5Rs. Beginning with her Year 2 class she hoped to make the words, and what they meant, common parlance throughout the school.

Her second question turned the spotlight on the children: what makes an effective learner?

Someone who…

• Co-operates with other people
• Keeps trying until it is right
• Always tries their best
• Sticks at it all the time
• Is not downhearted when their work is wrong
• Has fun
• Learns everywhere and at all times

The insights were impressive and, together with the previous ones, are now displayed on the classroom wall. Theresa used these to make the link with the 5Rs, explaining each one and asking the children to help her allocate the responses to a suitable disposition. A tick sheet on the wall now shows the frequency with which each child demonstrates his/her use of every one.

Disseminating the ideas, Theresa introduced the 5Rs to the teachers and assistants at a staff meeting using a specially designed questionnaire, followed by a discussion. Sheets were then placed around the room, one for each disposition, and the staff moved between them adding ideas for how to develop each R.

In the classrooms the enthusiasm has caught. The ideas are now being used. Many lessons finish with a plenary where pupils are asked to reflect on whether they did their best, in what way and what might make their learning more effective next time. Teachers ask which Rs are being used in particular tasks and children are now using the language comfortably.

A tree has sprung up in one of the school’s corridors. From its trunk are five branches, each representing one of the 5Rs. The children add to it from time to time, celebrating their achievements in different areas:

“When we were doing air resistance in Science a group of us had to make a parachute for a teddy and I worked on it all day to make it work.” (Resilience branch)

“When I finished writing my story I read it through and changed some verbs so they were stronger and made the story more interesting.” (Reflectivity-Reflexivity branch)

“If I get stuck with something I usually ask a teacher or a friend for some help or to see if I am right. I sometimes use a dictionary for spelling.” (Resourcefulness branch)

The children at Walkington Primary are now thinking much more about how they learn. They are more independent, more receptive to challenge and have become more focused. Staff are noticing a real buzz in their classrooms from the children. And confidence is growing. If anyone asks where the Lifelong Learners R, the staff at Walkington will tell you.