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Skip to 0 minutes and 0 seconds I think even since the first meeting I just become more aware of which children I’m questioning so just the whole status idea I’m trying to make sure I don’t go to that high ability child to make sure that they get the right answer and I try and get the other children to challenge what they’re thinking and I think that’s given not even just the pre teach children but some of the other children in the class more confidence I think actually I can question what’s being said - maybe those ones aren’t always right.

Skip to 0 minutes and 34 seconds I think the biggest thing for me has been I felt before that I assigned competence and when we look when you initially look at those things and you think oh yeah I do that in my everyday practice and you you’ve you think that you’ve done this idea really well and you give them the praise and the confidence that they need but actually when you really unpick it I don’t think we’ve been I personally been using it effectively to to push the children on.

Skip to 1 minute and 3 seconds And just making it really specific and I’ve found the most effective way I think you’re similar where if you can get the other children assigning competence so you’re assigning competence through the other children to start with but it developed a culture where they’re happy to say in their explanations oh I was able to do this because so and so gave me this information or they acknowledge each other so there’s just a culture of assigning competence which has been set up and I think you can see that when you come in and do an observation in Danielle’s room or or you can just see that the assigning competence is not always done by putting a child or a oh thank you for telling everybody this - it’s just much more natural much more fluid.

Skip to 1 minute and 58 seconds I think it means more to them coming from their peers as well I know when I did the pupil interviews, one of them had commented on what another boy in the class has said rather than that time you said this about me he said somebody called me a maths coach so it’s trying to get it from the other children and then it’s training training them.

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Supporting Active Participation in Lessons Through Pre-teaching

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