To consider the degree to which the classroom is structured and run
Aim
To consider the degree to which the classroom is structured and run so that each of the children can identify with class activities and feel secure in tackling new learning challenges.
Evidence and reflection
There are many indicators which might be considered. For instance:
1. Are children helped to learn to respect each other? Does any unnecessary and divisive competition take place? Which is emphasized most, the achievement of children or the learning efforts that are made?
2. How flexible and responsive are classroom organizational groupings? Do they reflect the diversity of children's capabilities?
3. In decisions about the curriculum, are the interests of each of the children recognized and given appropriate attention? Is the children's previous experience drawn on as National Curriculum requirements are adapted?
4. How are the products of the class represented – in classroom displays, in assemblies, in more public situations? Are there some children whose work features more often, and others whose work is seen less often?
5. How wide‑ranging are the pupil achievements which are valued? Does every child experience at least some success to reinforce their self‑belief and commitment to learning? Is formal assessment activity and its reporting handled sensitively?
Extension
Having completed your review, what can you do to increase the sense of inclusion of all pupils? How could you develop the classroom climate to increase children's confidence as learners?
