Tunbridge Wells, Kent
Teachers had all changed random talk partners weekly and found there was better communication between children, especially quieter children. Friendships had improved and children enjoy the change, now having a more flexible, social attitude.
Some higher achievers with fixed mindsets still find it hard to share their ideas.
It was felt that talk partners work better when they are not paired with a friend, as they take a more mature approach.
In some classes children shake hands and say thanks to their partner at the end of a lesson.
Talk partners had broken through social barriers:
My school has an intake from both a council estate and a more traditionally middle-class area. Using random weekly partners has broken down social barriers as well as learning barriers. The reaction to this has been overwhelmingly positive.
Kettle Moraine School District, Wisconsin, USA
Patricia Deklotz | email@example.com
Kim Zeidler | firstname.lastname@example.org
Tunbridge Wells, Kent, UK
Mel Shackleton | email@example.com