Managing School and Classroom expectations
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Some elements to consider when developing oral language provision across the school are expectations.
- What is your overarching vision for oral language across the school?
- What conventions for speaking and listening will you introduce in your school?
- What CPD needs to be provided in order for personnel to deliver oral language lessons (‘Big Chat’) effectively?
- How will the vision for oral language be shared with parents and carers? How will Big Chat be introduced to pupils?
- How frequently will ‘Big Chat’ conversations take place?
- Will they be stand-alone activities or can some be embedded across other curricular areas?
- How will you cultivate an atmosphere of respect for difference and tolerance of the opinions of others across the school?
Setting high expectations for pupils in terms of conduct during class discussions is vital.
- What will classroom expectations for ‘Big Chat’ look like and how will these change as children progress through the school?
- How will you cultivate an atmosphere of respect for difference and tolerance of the opinions of others within the classroom?
- How will we ensure all pupils are given a voice? What provisions will be put in place for those with speech and language difficulties?
- How can we build the confidence of those pupils anxious about speaking aloud?
- How will you ensure ‘Big Chat’ conversations aren’t dominated by a few pupils to the exclusion of others?
- How can pupils use discussion as a learning tool?
- How will you embed ‘Big Chat’ such that it matches the learners’ current stage of development, extends their learning and connects with the curriculum?
- How will you ensure the development of pupils’ speaking and listening skills over time?
- What conventions of discussion and debate need to be taught at each stage? Modelling how to assert an opinion, backing it up with a clear rationale and teaching pupils ways to register agreement / disagreement appropriately (I disagree because…, I would like to add…) is crucial.
- What subject-specific vocabulary will be explicitly taught for each conversation starter?
- Will pupils have opportunities to make formal presentations to others outside their class?
- To qualify as a discussion, parties must be willing to listen to and learn from one another. How will you ensure this is taking place?
- What strategies will you employ if someone uses the conversation as a forum for sharing entrenched views with no willingness to understand the thoughts of others?
- If you are using technology and hosting online conversations, how will you ensure that all pupils get involved and interact with each other effectively?
Consider the expectations you wish to set in the following areas:
- Participation by all
- Body language and expression
- Listening behaviours
- Registering disagreement
- Language use and developing competence
- The standard of answers required – To what extent are pupils expected to develop their answers before contributing? (Factors influencing this include age, ability, prior knowledge of the topic, and whether English is the child’s first language).
- Ability to present to an audience, explain clearly their understanding/opinion, elaborate upon their ideas and those of others, and rebut ideas with which they disagree, citing reasons. This may include use of data, quotes, narrative, imagery, humour and rhetoric.
- Use of voice including tone, pitch, pace, pause, clarity, emphasis and projection.