• Summary
  • Contents
  • Subject index

If children are to succeed and progress at school, schools and teachers need to understand how children experience the classroom. What do they think? How does school make them feel? This book brings together the author’s work on children’s classroom experiences in a variety of contexts. The author uses student voice to show what children think of classrooms, tasks, tests and exams, and how this impacts their experience of schooling. Can the classroom experience be transformative for children’s life chances, or is it a trap? Schools and teachers need to take account of student perspectives in the primary school to make it the best experience possible.

Teacher Feedback in the Classroom
Teacher Feedback in the Classroom

‘[The teacher’s feedback] made me not listen and it was really annoying! I can do this, but you keep repeating it, actually distracting me instead of – because I was told to think, and then – (Laila, year 5)’

Chapter 4 investigates pupils’ responses to teachers’ classroom feedback, with a special emphasis on whether or how the teacher’s feedback seemed to support their autonomous learning. This chapter draws extensively on my research project in a year 5 classroom in Emerald Primary School, Surrey, UK, over six months in 2012, whereby a group of pupils reported regularly on how they found the classroom and how they interpreted the teacher’s comments (also referred to in Chapter 3). The ...

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