Hearing pupils’ own words about their experiences of learning can have a powerful impact.
Here are a few examples of what teachers and support staff decided to do differently, after reading pupil voice about talk in their classrooms:
I will give more time for children to answer.
I will talk less.
I will think about which children talk the most.
I will make a positive comment to children who don’t think they are the ‘good children’.
I will have more confidence in every child’s ability.
It’s hard to overestimate the value of pupil voice. Children love to be asked; it’s there at our fingertips whenever we need it, and it consistently triggers reflection among practitioners - ultimately leading to improved practice.