What’s the problem?
To be successful learners, pupils need encouragement and high expectations that push them to overcome challenges and make progress. Struggling pupils, gifted pupils or those with behavioural problems often receive this and are pushed to reach their full potential. But invisible pupils are less likely to receive such encouragement from their teachers, and there are rarely support systems in place to help their progress. This can negatively impact their self-esteem as learners and as individuals, hindering their academic performance and overall attainment scores in schools.
Richard Robinson, author of our CPD resource Grey & Invisible Students, says that:
- Making sure you know every pupil’s name in your class – this may seem obvious but it is surprising how many teachers forget one or two
- Asking questions or making comments that show pupils that you know them personally – you could mention a good piece of work they did for you, or ask them how their birthday was, or whether they enjoyed acting in the school play
- Recommending books, films, artists or musicians they should look into – this shows them that you have thought about their interests to come up with something they personally would enjoy.
Richard Robinson also recommends using school-wide approaches such as data systems and CPD can tackle the problem of invisible pupils.
Grey & Invisible Students takes an in-depth look at the problem of visibility of pupils. It looks at the benefits of identifying them and how to do so, from both individual teachers and school data points of view. It gives advice on how to effectively change practice and then measure the impact of these changes.
Grey & Invisible Students is available available as part of the CPD Library. For more information you can email firstname.lastname@example.org, and don’t forget to follow us on Twitter @PearsonPublish!