Pupils, the forgotten partners in Education Action Zones

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Pupil Voice

What are the implications for head teachers and teachers?

In completing this digest, the authors began to ask the following questions about implications for head teachers:

literacy and numeracy strategies promote the use of whole class teaching to increase pupil teacher dialogue but the study found no evidence that students noticed this; what have you and your staff found out about the effectiveness of such dialogue in whole class situations?
students in the study identified whole class teaching as a situation in which poor behaviour was most likely to inhibit their learning; does your experience support this view?
students held firm views on the responsibility of the school to tackle misbehaviour; what measures has your school taken to address this? What interventions have you found to be effective? How do your pupils view your school policies?

The digest authors also began to ask the following questions about implications for teachers:

some adults involved in the study doubted the wisdom of consulting children on their learning before the study started out; having read the study, what are your views?
students found sharing ideas with peers to be helpful to their learning; what opportunities for discussion do you offer your pupils?
some students were embarrassed to ask questions in whole class situations; what strategies can you use to reduce this embarrassment?
students reported a mismatch between teacher expectations and their ability to meet these; have you considered asking your pupils whether they believe the tasks set are too hard, too easy or about right?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the study find out about student views on their learning preferences? What made students feel motivated? What did the researchers conclude from the findings? The study design What are the implications for head teachers and teachers? 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 Pupils, the forgotten partners in Education Action Zones This digest found in Pupil Voice Send to a friend Word doc 70KB Printer friendly Collate for later What are the implications for head teachers and teachers? In completing this digest, the authors began to ask the following questions about implications for head teachers: literacy and numeracy strategies promote the use of whole class teaching to increase pupil teacher dialogue but the study found no evidence that students noticed this; what have you and your staff found out about the effectiveness of such dialogue in whole class situations? students in the study identified whole class teaching as a situation in which poor behaviour was most likely to inhibit their learning; does your experience support this view? students held firm views on the responsibility of the school to tackle misbehaviour; what measures has your school taken to address this? What interventions have you found to be effective? How do your pupils view your school policies? The digest authors also began to ask the following questions about implications for teachers: some adults involved in the study doubted the wisdom of consulting children on their learning before the study started out; having read the study, what are your views? students found sharing ideas with peers to be helpful to their learning; what opportunities for discussion do you offer your pupils? some students were embarrassed to ask questions in whole class situations; what strategies can you use to reduce this embarrassment? students reported a mismatch between teacher expectations and their ability to meet these; have you considered asking your pupils whether they believe the tasks set are too hard, too easy or about right?