Knowledge is essential for the magic to happen
Natalie White suggests an inspiring teacher inclusive “magic carpet” adventure to develop imaginative writing (“Take students outside - ‘magic carpets’ cost nothing”, Tes, 29 November, 2019). She states “no prior knowledge required”.
Having recently explored the work of ED Hirsch, Dan Willingham and Daisy Christodoulou, I would argue that considerable previous knowledge is required for such an activity to be truly successful. Many children, particularly in language-poor environments, have never heard of a magic carpet, swamps and X-ray glasses, to name but a few of the creations the children added to their immersive experience.
Prior knowledge, including a developed understanding of a wide range of key vocabulary linked to fantasy fiction, would be an essential prerequisite to a successful outcome.
Amanda Fogarty
Head of school, Valence Primary School, Dagenham, East London
The impact of teacher expectations
I cannot disagree with any of the recommendations that Callum Jacobs makes in his article on teachers labelling students, all of which are eminently sensible (“Why teachers should avoid labelling students and instead have high expecations for all”, 3 January).
But, in the spirit of your recent articles on the need to be healthily sceptical of research findings, I would like to point out that the sweeping conclusions of Rosenthal’s original study of the Pygmalion Effect have now been largely discredited. Jussim and Harber (2005) give an excellent summary of the current state of understanding:
- Self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time and they may be more likely to dissipate than accumulate.
- Powerful self-fulfilling prophecies may selectively occur among students from stigmatised social groups.
- Whether self-fulfilling prophecies affect intelligence, and whether they, in general, do more harm than good remains unclear.
- Teacher expectations may predict student outcomes more because these expectations are accurate than because they are self-fulfilling.
Keith Ennis
Maths teacher, Chigwell School, Essex
