Some students place pressure on themselves to succeed or carry high expectations from outside sources. This can reduce the student’s ability to enjoy the educational experience and may colour their opinion of less ‘academic’ subjects or activities.
Include optional tasks so that student is extended but not competing.
Include self-reflection questions at the end of activities – students can rate themselves but not compare.
Incorporate technology so that student work is completed individually.
Give suggested time limits on sections so that work is proportionate to expectation.
Give activities which are not graded and will not be tested.
Seat student in close proximity to teacher for visual and physical monitoring of student behaviour.
State behaviour that you do want (tell the student how you expect him to behave.
Stress effort and enjoyment for self, rather than competition with others.
Minimise timed activities; structure class for team effort and cooperation.
Incorporate element of chance.
Cooperative games rather than win/lose.
Give marks for recreational traits eg cooperation and humour.
Give written feedback rather than numerical.
Encourage child to accept his/her own mistakes.
Issue student marks and return papers in privacy.
Avoid focusing on position in class.
Give frequent shorter revisions to reduce focus on one large test.
Do not advertise ranking and marks but reward effort and result.
Encourage positive language – zero tolerance for teasing and belittling.
Monitor group interaction closely. Students may become agitated if peers are not taking work seriously.
Allow students to choose tasks and presentation options which do not include direct comparison.
Model expected behaviour.
Invite positive feedback or peer critiques rather than allocating marks.
Seat student with supportive classmates.
Considered alternative marking schemes which are non-numerical?
Included extension activities for interest and engagement?
Provided explicit roles for group tasks?
Included collaborative activities?
Arranged for choice in assessment and presentation of information?