Clip 10: Impact of Melanie's practice

Glenda:

The conversations are now about what, what we are doing as teachers per se. Not necessarily just for that lesson, but what is it that we’re doing that we may or may not need to change or strengthen or develop – that we can use in all of our teaching, not just in that particular lesson.

And I've also learnt that, initially speaking, and until quite recently, we used to look at the data and we used to focus very much on what the kids could and couldn't do. But our whole teaching focus was on what they couldn't do, because that’s what we had to improve them on. But now I'm far more aware that we need to look at those things that the kids can do, and use them to help them actually do what they can't do.

There’s been a huge impact on working with Melanie in terms of the children's learning. In terms of their results, their writing results are certainly better. In terms of the conversations that the kids are having – I mean some … and the kids being able to articulate their learning – the kids are having conversations with each other about their learning now. They know what they need to do, and some of them are now starting to look at how to get there and are quite confident with that.

And some teachers are even able to – as the lesson is actually happening, themselves – they’re actually able to see that something is or isn't working and change that there and then, and know how to change it and what they need to change to.