Teach Primary 18.8

We show that what others say matters to us, and we are happy to wait for them to think; we learn a new perspective, and consider whether we agree or disagree with it. Both partners grow from the experience. Listening partners in action This process works for any paired talk around a text. Julie’s Year 3 class is reading Joesph Coelho and Richard Johnson’s Our Tower . They are discussing the details of N ow turn to your talk partner.” These words will be heard routinely, countless times, across primary schools in England every day. The intention is to provide an opportunity for the pupils in our classes to have time to think and develop answers to questions in the safety of their partnership. This encourages all children to engage, rather than just those brave enough to speak in front of the class or who think fast enough to get their hands up first. This approach has become a familiar routine, where everyone plays their well-rehearsed part; but to what effect? There is often little time given for these conversations as the teacher strives to maintain ‘pace’. The more confident child often dominates; both children talk at one another rather than listen; and the teacher frequently doesn’t know what has been said. Focusing on talk means focusing on what we need to say, rather than developing a dialogue—a genuine exchange of ideas. Imagine that we reframe this interaction, and instead of ‘talk partners’, we call them ‘listening partners’. Immediately, the focus changes from ‘tell your partner what you know’ to an opportunity to listen to what someone else knows or thinks, and how that fits our understanding or opinion. By listening actively, we connect more deeply. the front cover. Julie has asked the children to work with a listening partner and assign themselves as either partner A or B. The children have been given a set of questions or prompts for Partner A to ask Partner B: • Where do you think this is? • What do you notice about the children? • Where do you think they are going? • Where do you think they have come from? • What do you think the yellow things are? When they have finished, Julie gets Partner B to ask Partner A the same questions, listening carefully to their replies. It’s tempting, as the teacher, to get involved with the children’s conversations, but instead, allow them the space while you use the opportunity to make informal assessments. As the children share their ideas, you can observe, listen, and note insightful comments, particularly those that link to existing knowledge or present evidence of new learning. 50 | www.teachwire.net PARTNERS No more talking It’s time to start listening, say Nikki Gamble and Jo Castro “