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2009 Day 2 FEEDBACK:
4. Talk Partners
Foundation Stage/Year 1
Herts Teachers agreed that talk partners help children’s learning as the first person they consult now is their partner. This has also freed teacher time. High and low achievers benefit equally if they are partnered and low achievers working together, with TA support at times, support each other well. Children are also better at answering questions when they have talked first to a partner and all children area capable of speaking. Socially, children are forming new friendships confidently and quickly, even low achieving girls with high achieving boys. Children enjoy talk partners and are always keen to have a new partner. Parents have come into school to say how fantastic talk partners are and how motivated this has made the children.
Doncaster All teachers had set up random talk partners, changing either weekly or fortnightly, using photos or lollysticks. There had been some issues at first with children not wanting to sit with certain children but they really like the system now and want to sit with their friends less than before. One teacher uses the mantra: ‘Link hands, link eyes, link brains’. Social skills are improving and quieter children are being given a voice and a place in the class. There is a better ethos in classrooms, with greater mutual respect. No children are left out, so self esteem is good for everyone. Beginnings of lessons are now more efficient as children link straight away with their partner. Children are more confident to answer questions when they have discussed it with a partner. By asking children to say what their partners said, there has been an improvement in children’s listening skills. Children are empowered to have a go. When giving explanations to lower achievers, higher achievers have to be really clear about their thinking, so each child benefits from the pairing. Parents liked the idea of their children mixing with other children in this way.
Kettering All teachers were using lollysticks selected at random for talk partners. At Foundation Stage pictures of children were displayed for the week in their pairs. Children at this stage have been selecting their own partners. In Year 1 children now realise that the pairings are random and are more willing to see it as the norm. EAL children joining have meant some threes now exist. All children are involved in talking and listening and shy children are now contributing. Children are all making a contribution so even the youngest children are able to say what their talk partner has said to them. Talk partners have helped children’s comprehension skills and extended their vocabulary. Children have used talk to clarify their ideas and extend their learning. Without hands up, teachers are able to watch, listen and assess the quality of talk. Children are making new friendships which have been extended to the playground.
Lincoln Although talk partners had been used for a long time, the change of partners now on a weekly basis had made children happier. Lollysticks were also used now for who should answer a question – you or your partner. Flexible use was advised for phonic work and ability grouping. Talk partners had saved time in class management for Reception. Children were now more focused in other year groups ‘We’ve got to talk about it now as she’s got her lollysticks out!’ By Y2 children can assess themselves against the criteria for talk partners. Some are calling them ‘learning partners’.
Surrey Teachers in the SLD school are not using talk partners but are using lollysticks for random section for choosing activities. More children are now participating in activities. Talk partners were introduced early in the year in Reception and children are very comfortable with it, used mainly on the carpet. One child asked ‘Why do I have to have a partner who picks his nose?’! Two teachers like to have the children introduce themselves to each other at the beginning of Day 1, tell something about themselves then on Friday shake hands and think of something they have learnt from each other. Children are now able to work with anyone. Talk is focused on the task. Children are able to speak for a shy person, avoiding that child’s embarrassment, even though the child is still participating.
Year 1/2
Worthing Y1 Teachers felt very positive about the impact of talk partners, as did their children. Talk partners were sometimes made into threes to help certain children (e.g. EAL). www.harmonyhollow.com has a programme called The Hat which is a randomiser, which many teacher use to choose the pairings. Children love this because it has sound effects and makes the whole thing very exciting. Teachers who use lollysticks say they are seen as sacred: ‘the lollysticks decide….’ Children respect the random fairness. Children love the change of partners every week and do not want to change their partner mid week. Teachers found it important to model at the outset how to be a good talk partner and children need constant reminders. Some teachers used the criteria for children to evaluate, telling each other how they felt they had been as a partner. Higher achievers struggle to refrain from dominating. It was useful to ask children to say what their partner had said as a way of improving their listening. It was remarked that children now often give answers that previously they didn’t appear to know or who you didn’t expect to be able to respond. Children are more confident to speak out loud and now have things to say because they have discussed with a partner. Talk partners help children be organised, as they do all their work with their partner. From the teachers point of view, talk partners has highlighted how important good questioning is. One child who was struggling with friendships found it really helped her socially. Another child who has social difficulties gets a groan every time his name is called for pairing, which led to a discussion about the expectations and culture of the classroom etc. Social awareness is improving, with early gender issues being overcome quickly. In one school headlice had become a bigger problem than usual, as a result of talk partners talking closely together!!
Y2 Children gave very positive feedback about talk partners: ‘You learn more from your partner’, ‘You get more ideas’, ‘You can work with different people’. More children are taking part and offering ideas in class than before. The security of having a talk partner and working with someone has enabled some learners to be braver about having a go at their learning. Children are growing in confidence and all children are involved in learning and talking enthusiastically. The random system works very successfully. One teacher noted that there appear to be ‘romances’ springing up between certain pairings (they sit holding hands under the table)! One teacher said that it was not appropriate for children to always sit with their talk partner, so at other times they choose to sit with a friend. However, they happily move back to their talk partner when needed. Socially, children are now having to work and talk with children outside their friendship groups, which has improved their social tolerances and skills. They have learnt to appreciate the qualities of their peers and make better choices about who would be useful to be paired with. Children seem to be able to accept more readily feedback from their peers, such ‘please listen carefully to me’ or ‘please can you talk more to me’.
Doncaster All teachers were using random talk partners changing weekly, or in 2 cases, daily. Flexibility was seen to be important. Lollysticks or photos were used for the pairings. Teachers used talk partners throughout lessons, such as for improving work together as well as answering questions. Teachers had built up success criteria with their children, based on modelling good/poor talk partnering. Children are now confident to feedback to the rest of the class as they have verbalised their thoughts. Success with children on the autism spectrum was varied. Children’s social and listening skills had improved as children have to listen to each other. Quiet children now have a vehicle to express their views. Two boys who usually do not work well together came out of the lollypop tin together and one said ‘We’re not friends – we’re talk partners.’ The teacher remarked that she was surprised at how well they worked together.
Kettering All agreed that children love random talk partners and ask for them to be changed weekly. ‘It’s good to have a talk partner. We can mix up our ideas into a better one!’ Photographs displaying the pairs was useful for other teachers. Modelling talk partners worked well for creating success criteria. Talk partners had been used for PE as it was a quick way of getting children into pairs! Carpet pairings worked well but talk partners were not used as much when there were differentiated focus groups. The impact of talk partners is that children are more confident to articulate a shared opinion. More children are answering questions. Social skills have improved, such as interacting, listening, speaking and gender mixing. Children have developed patience in waiting for each other to speak.
Lincoln Children enjoy working with random partners and are getting on better together. Higher achievers working with lower achievers are helping to scaffold their learning. Children are more willing and confident to listen as they have to wait and share ideas first. Shy, less confident children are more willing to answer. Behaviour has improved both in class and on the playground.
Surrey Teachers have used random partners and generated success criteria for good talking. Children get excited about the ‘fresh start’ implication of each new partner and seat. Children are drawn off for guided groups, with their partners then pairing up with remaining children for that session. Lollysticks are now used for who will answer a question which means the class works more cooperatively to achieve an objective. One teacher gives extra time for ideas to be agreed which as led to better consolidation of ideas.
Year 3/4
Herts Talk partners has improved behaviour as children are more focused. They no longer feel unhappy at being partnered with certain children and have fewer negative feelings towards their peers. The improved social interaction has had an impact on writing. It was also felt that the social impact of talk partners had led to cognitive progress. Teacher pairing with a disruptive child improved one child’s behaviour so that they could then work with children. Children assessing each other using smiley faces was not popular but setting each other SEAL targets had been effective. It was also noted that mid achievers have improved their progress.
Worthing Teachers had used different strategies to choose the random talk partners: The Hat program (www.harmonyhollow.com), shuffled photographs and lollysticks. Some teachers reshuffle if the same 2 names come out as last week, others keep them, being faithful to the randomness. Some teachers use talk partners only during teacher input sessions, some all through a lesson, including pit stop plenaries. There is now a ‘no hands up’ culture. Some children used to get annoyed if they could not answer immediately, but the new culture is now getting embedded. There has been some confusion when other teachers have expected hands up, but it was felt that this will gradually become embedded as whole school policy. There was some concern that higher achievers were not getting a good deal if paired with a lower achiever and vice versa, but other teachers disagreed and said that all children benefit. During evaluation time, two high achieving boys did not get good evaluations from their partners about their listening skills. The boys took this on board. Overall, children feel more valued, secure and confident with a strong sense of teamwork. Talk partners have broken down gender barriers. When children are absent, talk partners are able to explain to their partner what was missed. When children are randomly selected to answer, it is common for ‘pass’ to be acceptable or, in some cases ‘50/50’ or ‘phone a friend’. One school now uses talk partners in staff meetings.
Doncaster All teachers had previously used talk partners, but not with a random selection. In one class there were problems with one child who nobody wanted to be paired with, which was upsetting to the child. Children were nervous when waiting for their partner’s name during the first session, with not all the children willing to talk to their partner, but now children are all talking to their partner. One child who was worried about getting girl now crosses his fingers hoping he will get a girl because, he says, ‘Girls’ brains are good!’ The system is all inclusive. Children are more focused and believe that talk partners aid their learning. Children are developing tolerances and forming new friendships, integrating SEN and traveller children. Teachers modeled good/poor talk partners and created class criteria. All were trying to establish a no hands up culture, but found it easy to slip. It was seen as important to put names back in the hat if pairs came out the same as the previous week. One child started to cry when she was paired with a lower achiever for the second week running. Children like sharing opinions and hearing each other’s ideas. Mixed ability pairings made children feel more confident and built self-esteem. Higher achievers said they did not like the system of no hands up because they want to have their say. The teacher now asks ‘Does anyone else want to add anything?’ One autistic boy has gone from being barely able to tolerate one person, to really enjoying being included in changing partners and meeting his social targets. Gender barriers are being broken down. Evaluation between talk partners was done weekly. Comments from children about the impact of talk partners:
Kettering All teachers had used random talk partners and found that all children were now participating, even those with SEN statements. Talk is more productive and writing ideas had improved greatly. Behaviour had improved, with more focus on work, which had also been noticed by other teachers visiting the class. Children are very supportive of each other and encourage each other. One teacher no longer has children sitting on ability tables and although she thought it would be ‘a nightmare’, it was not. All children work hard and are achieving well. Children love talk partners and can’t wait for the change of partners.
Lincoln Teachers have had lots of positive feedback from both children and parents about random learning partners. Children are learning from each other. Teachers described children working in mixed ability pairings as sharing good ideas and language. Lower achievers are being given the opportunity for their ideas to be expressed through higher achieving writers. They have greater access to learning via the higher achievers. No hands up has led to more opportunities for children to share as everyone has heard ideas. Children are made to listen because they might be asked to input so they are much more engaged. One autistic child with poor social skills is now choosing to work with girls when this was previously unheard of!
Surrey Children are gaining in social skills and self esteem through talk partners as they have sop much positive feedback from their peers. The weekly change of partner is motivating and exciting and has extended children’s friendship groups. Children give ideas to each other and are sparking creativity, coming up with solutions independently. Discussions are of higher quality and children with behavioural issues are calmer. Mixed ability achievement via talk partners is working well as children are motivating each other to do well.
Year 5/6
Herts Low achieving children were now more confident as a result of being in talk partners and their vocabulary has developed and grown. Low achievers have been given a voice, especially when they are already less confident because of being in a low set. Two low achievers together help each other and give each other confidence. Low achievers are seeing excellent work when paired with higher achievers which has empowered them. High achievers have good communication skills so their explanation skills are developed. Children love changing partners. In one class the children ran the picking of partners each Friday. It was seen as even more successful when children had been in talk partners in a previous class. It was felt that the dynamics of a class can impact the success of talk partners, especially if the boy/girl ratio is very uneven. Sitting on the carpet was more successful with talk partners together.
Worthing Talk partners was used universally with a great deal of success. All children were talking and included and learning and social well being was deepened. Teachers used different ways to manage and organise the random pairings and changed weekly or fortnightly. Teachers asked children to evaluate before they changed partners in a formalized session which had led to a decrease in class squabbling and social/behavioural issues. Shy/autistic children have begun to find their voice in class. EAL children have made up a three which has led to improved attainment in English. Higher achievers find talk partners less enjoyable. One boy who had previously been able to talk and answer questions fully whenever he liked wrote on his report ‘burn the lollysticks!’ The teacher still uses the lollysticks for who will answer but then asks, ‘has anyone else got anything to add?’ This has allowed that boy and others to till add their perceptive, quality comments without dominating as they did before.
Doncaster All teachers had used random talk partners, changed weekly or fortnightly. The teachers held on to the responsibility of where pairs sat. The impact had been excitement and a buzz. There were no problems although one person had a boy/girl issue and there had been instances of one or two children who refuse to work with each other. The impact on behaviour was an improvement in social skills, better cooperation, increased tolerance and mutual respect and a readiness for the transition to secondary school. All ability grouping had gone. It was important to establish criteria and ground rules for talk partners. Children were more focused and their talk linked to success criteria. Reluctant talkers are now more involved and there is time for all to talk and have extended discussions. The quality of writing has improved in the quality of explanation and reasoning. EAL children had benefited greatly One Polish child was paired with a higher achiever. She said ‘Sophie helped me to understand the words better. I now know what I’m looking for.’
Kettering Most teachers used lollysticks to choose random pairs, with teachers deciding where pairs sit. One teacher uses animal cards handed out for children to find the exact match. Class rules for how to be a good talk partner had been generated, displayed on the wall. One teacher found a disruptive boy with ADHD often got angry when he wasn’t chosen to answer a question via the lollysticks, but over time now realises he has an equal chance of being chosen and does not complain. Children enjoy talk partners because they can get to, know their peers better and children help them in their thinking by using child friendly language, rather than adult language. Children who are usually quiet are now more confident. Children’s ability to explain has been extended. In some classes children had different partners for numeracy and literacy. Sometimes talk partners were only used at certain times during a lesson.
Lincoln Teachers had found talk partners very successful, with mixed ability pairings allowing high achievers to ‘teach’ lower achievers. Children enjoy working with new people. Barriers have been broken down between boys and girls and working with children they don’t like. One child said ‘I wasn’t always open with people I didn’t see as a friend.’
Surrey Some teachers call talk partners ‘buddies’. Children are now more focused, more engaged and discussion is of a higher quality. Children want to feedback. Giving time limits and asking for their partner’s idea is successful. Having success criteria for good talk is very useful and makes pupils more engaged. They enjoy self and peer evaluating and saying what they could improve on next week. Parents have commented on how many more friends children are making. Some teachers drew up a ‘Learning Partner Agreement’ which was discussed with children and all then signed. Children are very enthusiastic. The process develops both social and academic skills and removes the stigma of the lower ability. There is no boy/girl friction because of the finite period and all are involved in active discussion. Hands up is unnecessary as everyone is prepared to speak. Parents had to be persuaded at first but their subsequent feedback has been positive. One SEN child said how much she had learned with her partner stating that in previous years she had always been with other children who didn’t know what to do and couldn’t help her.
Secondary
Herts Students now have equal time to discuss and answer questions and all are actively involved in lessons. There is a great deal of enthusiasm for talk partners. Talk partners is a great learning tool because children have to talk and get involved. They are motivated and keen to talk to their partner. Lollipops used to choose who will answer a question means all are paying attention. Teachers modelling how to be a good talk partner has led to students improving the way in which they talk to each other. Teachers have also focused on how to improve their questions to each other, how to move to higher level thinking and questioning, which has led to interest form students elsewhere in the school.
Special Two teachers took on talk partners as a project with 9 pupils, of which 4 were verbal. Non-verbal and verbal were paired together. Staff were cynical but the teachers persuaded them that it would be a long process and talk partners now happen every day. Initially, staff were doing most of the talking, but students now have more confidence to talk. Teachers are talking to students about the skills they need to ask questions. Some students who have never spoken have initiated talk and participated in conversation for the very first time.
Worthing Teachers all gave positive feedback about the use of talk partners, although all had experienced problems with resistant students. These were due to disaffected or disengaged students being frustrated or frustrating in the pairings. Teachers have not given up but feel it will be a slow process to help these students let go of their long established deep seated attitudes and intolerances. There was also anxiety with some teenagers, who are going through social difficulties or feeling negative. Teachers had used boxes of numbers, register numbers and playing cards for the random selections. Students were changed weekly, fortnightly or even for every lesson. The impact had been that students who had been previously silent were now being revealed as articulate speakers. Students were now generally talking about their work rather than what they did at the weekend. Students like working with different people and their social skills are being developed. Students seem to be learning more when they are not sitting with their friends. One teacher noticed a reduction of low level disruption, which increased when one teacher stopped using random partners. Their use was quickly reestablished!
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