Taunton

The following personal statements are representative of all teachers in the team:

I have stepped back as a teacher.  Thought more about the children – ‘Am I doing this for them or for someone else?

Given me confidence to do it my way as I know it is having the greatest impact on the children.

I’m focusing more on how I speak to/treat the children in my class.  Rewarding them with verbal feedback is far more meaningful than a house point or sticker.

A complete change in my approach to teaching and learning.  Children are thinking and doing more and I am doing less but the impact has been huge.  I can see change in not only short and long term progress in attainment, but also a transformation in attitude to and understanding of learning and the learning process.

I consider my teaching style more carefully and have a better understanding of how crucial my methods and style are to either hindering or positively impacting children’s learning.  I look more inwardly than I did before.

This project has made me a better teacher.  It has given me strategies to allow me to create an even better learning environment for the children I teach.  I have worked on the language I use when interacting with them, the way I deliver my teaching and the provision that I provided for them.

Middlesbrough

The following personal statements are representative of all teachers in the team:

Removing rewards has really changed my belief that children needed them.  Children are now much more focused on their own outcomes rather than their friend’s achievement.  This has impacted our whole class ethos/vocabulary.  Children love to make mistakes because they recognise this will make them better learners as they move forward and help others to learn from their mistakes.

I focus less on what/how I’m going to teach a lesson and put much more emphasis on the power of mindset and how to develop this within my classroom.  Creating a classroom culture of learning through feedback and use of talk partners has had a significant impact on the attainment and progress of each child.

It has forced me to re-evaluate my role in the classroom.  How I get the best from the children and how I support this.  It has made me question defining children with a label on their learning and encourage me to see all children as equals in ability but what they need to support them is different and the opposite to dumbing down their learning.

Wandsworth

The following personal statements are representative of all teachers in the team:

The impact of me being on the project has widened my thinking and approach to teaching.  I no longer think about what needs to be taught – I think about how I can teach it: is it effective? What will my children get out of this?  I also think about the external environment in place to support the children.  What is my learning culture like? Can children thrive in this environment?

It is impossible for me to even believe that I have ever taught in another way.  The impact of this project has only been positive in all aspects of school life.  It has improved my behaviour management, teaching skills and understanding of how children learn.  The children are engaged, happy and enthusiastic.  The transformation from the beginning of the year to now is almost unbelievable.  I work less and only hope more teachers learn these secrets to success.

When I reflect on how my teaching has changed I see an incredible amount of positives.  I’m more aware of children’s needs (cognitive load theory), how best to help them (feedback), how to promote a culture of joy and love of learning and how to deliver effective lessons.  This has all impacted massively on the children I teach and the differences I have seen, both big and small, have been phenomenal.

I have tailored my teaching towards what is useful, beneficial and actually worth it for the children.  I am now able to enable the children to think critically, work cooperatively and enjoy the learning process – and take an active role in that process.  I am able to see where children require specific teaching, promote deliberate practice and avoid wasted time and pointless learning activities.