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ST EDWARD’S CHRONICLE
Do the pupils enjoy this new way
of working?
Matthew:
As children move up through their
school career, notions of certainty crumble
away. We are less able to teach on the
basis that ‘if you do this, then this definitely
happens’ – so pupils need to learn to explore
new ideas and situations where outcomes are
not black and white. It’s not so much about
getting the right answer, but about looking
at what sort of answer pupils reach, and
why, and what other conclusions they might
have reached – and what conclusions their
classmates reach. Being able to see questions
or problems from a number of different
angles will help them enormously later in
life. It can be unsettling for pupils when the
reassurance of ‘certainty’ is taken away,
which is why it is important for them to be in
a supportive network as they explore their
thinking. Having watched the pupils interact in
class, I can say with confidence that pupils find
lessons far more engaging and enjoyable than
they did five years ago.
Is this interactive approach in use
across the School?
Lucinda:
Yes. For example, it’s embedded
into the IB Diploma. The Interactive Oral
Commentary in English is one of the most
academically rigorous assessments we apply.
Pupils are asked to provide an instant ‘verbal
essay’ on a text they haven’t seen before.
They have a 20-minute conversation with
a member of staff, analysing and evaluating
the written work. It takes tremendous
composure and skill for the pupils to organise
their thoughts off the cuff and present
a coherent view – and then respond to
questions. They have no idea what they’ll
be asked.
Are all staff on board with the
overall approach?
Matthew:
I would say so, yes. We have
an ongoing training programme in coaching
techniques to help staff guide conversations
in all contexts in the right way. They also need
strategies to cope with the added challenge of
this organic approach. In a lesson in which the
pupils play a large part in directing the topic
of conversation, teachers may well be asked
something unexpected. They too need to
learn how to think on their feet, or be open
about the fact they need to look something
up or refresh their memory. It’s good for
pupils to see that they and their teachers face
many similar challenges.
Anything to add?
In this interview, we have put one aspect of
our teaching practice under the spotlight. It’s
an important part of how we do things, but
it is just one part. There’s no escape from
the hard slog of learning and consolidating
knowledge. We believe, though, that the
collaborative aspect of the St Edward’s
curriculum creates a sense of common
endeavour which helps pupils achieve more
– and enjoy themselves more as they do so.
Antonia Lewis
(
Marlston House
) with
Peter Lloyd-Jones in
the Art Department