I have some really poor listeners in my primary class, and the behaviour policy doesn’t seem to work in improving matters. Is there anything I can do?

Your first step is to assess why these children might struggle. Some children may have challenges that lead to a lack of focus, physical restlessness or poor engagement. Others might have special educational needs that affect their learning behaviour.

So how do I work out what the barriers are?

Talk to your Sendco, parents, pastoral leads and teachers who have taught these children before. This should give you a good idea not just of what the barriers might be, but any solutions that have worked in the past.

OK, so now what?

Implement any suggestions, but also begin to train poor listeners by spreading the good listeners out, as role models. Praise and reward these good listeners often, stating why you are doing so. It won’t take long for everyone to realise the kind of behaviour you’re looking for. Reward improvements in poor listeners promptly and repeatedly.

How quickly will the children change their ways?

It shouldn’t take long but you may have to change your ways, too. For some children, aiming for an 80/20 rule for pupil/teacher talk time can pay dividends, chunking what you say into brief punchy summaries and separating these with talk-partner work to answer questions or rephrase learning (“How would you explain that to a younger child?”). This helps to embed new concepts as well as maximise pupil focus for “serial talkers” during teacher input time.

Is there anything else I can do?

You could invite the class to identify who they think the best listeners are. Then ask all children to watch these children during a teaching session (check they are OK with this first). What do these individuals do to help them listen well? Discuss things like eye contact, body posture, hands in laps. You could also have a “Listener of the Week” award.

It sounds like a lot of work, but it will be worth the effort when you see the progress in their listening skills and learning outcomes.

Deborah Jenkins is a supply teacher in Sussex