Pupil voice: comfortable and uncomfortable learnings for teachers

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Pupil Voice

What are the implications for practitioners?

In completing this digest, the authors began to ask questions about implications for practitioners.

Teachers may wish to consider the following implications of the findings of this study:

the study indicated that the pupils teachers most need to hear from, are the most difficult to consult. Would you find it helpful to share ideas with your colleagues on how you might get a better response from these pupils? Practitioners may find the teachers’ toolkit for consulting pupils (see where can I find out more?) a helpful starting point.
the pupils involved in this study wanted to be trusted to learn and to collaborate with their peers more. Would your pupils welcome more opportunities for collaboration and greater autonomy in their learning?
the pupils involved in this study also valued learning tasks that connected new ideas with ideas they were already familiar with. Could you do more to contextualise learning activities?
the researchers found that teachers’ tended to act on pupils’ suggestions only when they were practical and when they were shared by other pupils in the class. Would having a whole class discussion first, in which some of the practicalities are spelt out, help pupils in your classes to make suggestions that are practical, popular and educationally desirable?

School leaders may find the following implications helpful in acting on the messages in this study:

could you do more to help teachers who aren’t confident about building pupil consultation into day to day practice feel able to do so?
the researchers reported how some of the teachers experienced more success than others when responding to their pupils’ suggestions for improving teaching. Would teachers in your school find it helpful to be given the opportunity to evaluate and share with each other their pupils’ suggestions and how they might respond to them?
would your colleagues find it helpful to discuss issues such as how to resolve conflicting voices among pupils and between teachers, and how pupils could be helped to develop the level and grain of articulation (language for talking about teaching and learning) required for engaging in sensitive consultative conversations?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did pupils suggest helped them to learn? How did the teachers select which ideas to use? What happened when teachers tried using their pupils’ ideas? What can be learned about pupil consultation from the teachers’ experiences? How was the study designed? What are the implications for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Pupil voice: comfortable and uncomfortable learnings for teachers This digest found in Pupil Voice Send to a friend Word doc 60KB Printer friendly Collate for later What are the implications for practitioners? In completing this digest, the authors began to ask questions about implications for practitioners. Teachers may wish to consider the following implications of the findings of this study: the study indicated that the pupils teachers most need to hear from, are the most difficult to consult. Would you find it helpful to share ideas with your colleagues on how you might get a better response from these pupils? Practitioners may find the teachers’ toolkit for consulting pupils (see where can I find out more?) a helpful starting point. the pupils involved in this study wanted to be trusted to learn and to collaborate with their peers more. Would your pupils welcome more opportunities for collaboration and greater autonomy in their learning? the pupils involved in this study also valued learning tasks that connected new ideas with ideas they were already familiar with. Could you do more to contextualise learning activities? the researchers found that teachers’ tended to act on pupils’ suggestions only when they were practical and when they were shared by other pupils in the class. Would having a whole class discussion first, in which some of the practicalities are spelt out, help pupils in your classes to make suggestions that are practical, popular and educationally desirable? School leaders may find the following implications helpful in acting on the messages in this study: could you do more to help teachers who aren’t confident about building pupil consultation into day to day practice feel able to do so? the researchers reported how some of the teachers experienced more success than others when responding to their pupils’ suggestions for improving teaching. Would teachers in your school find it helpful to be given the opportunity to evaluate and share with each other their pupils’ suggestions and how they might respond to them? would your colleagues find it helpful to discuss issues such as how to resolve conflicting voices among pupils and between teachers, and how pupils could be helped to develop the level and grain of articulation (language for talking about teaching and learning) required for engaging in sensitive consultative conversations?