Who are we?

Notes for further reading

Diagrams and figure 

  Reflective Activities 

• Why and how can we make our pupils ready to learn independently?
• What can we do to overcome the challenges of embedding assessment for learning (AfL) fully into our
• How can schools enhance teacher’s ownership of change?
• How can teachers effectively reflect on their practice?
• What issues does pupil voice raise for teachers to consider?
• Can understanding pupils’ diversity change our perceptions of how school works?
• How might we engender a culture of change amongst our colleagues?
• How can we work on our own professional development?
• How do you view acceptable and unacceptable behaviour in your classroom?
• How can we use research evidence to help inform our practice?
• How can you become more of a facilitator of learning?
• How can teachers develop a better understanding of behaviour in ethnic minority pupils?
• How can teachers make their teaching more inclusive?
• What are effective ways of addressing inclusion in schools?
• How can praise be used to enhance pupil self-esteem and achievement?
• How can teachers share ideas about inclusion to challenge established practices?
• How do teachers’ assumptions about pupils affect their learning?
• What can teachers learn from each other when it comes to forming relationships with parents?
• How might we go about embedding changes to classroom practice?

• What learning at home beyond the school curriculum can we encourage?
• How can we develop children’s understanding of literacy by drawing on their knowledge of popular cul
• How can inclusive education be integrated into teaching and learning?
• How can teachers create inclusive classrooms for traveller children?
• How can teachers recognise the needs of ethnic minority pupils?
• How well do you know your pupils, particularly those at risk of underachieving?
• How can we identify the most vulnerable children?
• How can you find out what your students’ needs are?
• How can pupil’s experiences be used to inform teacher’s practice?
• What opportunities do ethnically diverse classrooms offer for enriching numeracy activities?
• How can we use children’s knowledge from home to raise their perception of each other in school?
• What activities can we give children that will engage them in the home as well as motivate them at s

How do teachers monitor and evaluate strategies using pupil voice?