Let me pose you a question. As you look across the classroom at your children, what is it that fills your thoughts? Do you ever wonder how their futures will unfold? Are you ever overwhelmed with the responsibility that we, as educators, are in part, responsible for the ease at which children fit into society? If we had that elusive magic wand, what personal quality would you gift your pupils?  In fairness, my one question turned into multiple queries there, but I wonder if we had some similar answers? 

As teachers, we are very aware that we are preparing children for a future world that we aim to predict. If, like me, you have been in the profession long enough, you might have also had the pleasure to meet many past pupils who have reached their goals or achieved dreams they never knew they had.

Let me get to my point. When you research, ‘list top qualities employers require,’ excellent communication is inevitably high up in the list of priorities. Zip back to EYFS and this is a prime area for learning where quality rich language experiences are essential. More recently, Oracy has enjoyed a higher profile in many schools and the work of Voice 21 has propelled our subject knowledge to fabulous new heights. Oracy not only also gives children the power to be better at talking, but also equips pupils with the skills to be better at learning. Learn to talk- talk to learn. My point is; talk is officially back! In preparing our children for a successful future, we don’t require afore mentioned magic wand, we need to bless them with excellent communication skills. I have yet to meet a teacher who does not possess an exceptional ability to converse, so we are already in a prime position for this task.

Gaining high quality oracy skills, is particularly pertinent for our more vulnerable children such as those from disadvantaged backgrounds. So let’s look at guidance which can have an immediate impact on our pupils.

 

Make comments, as well as questions. Make purposeful talk a positive habit in the classroom. This includes teacher-pupil talk as well as pupil-pupil talk.  Ensure comments promote thinking and learning. Patiently allow ramblings as children express their thoughts aloud. Back and forth, sustained shared thinking, encourages deeper learning.

Provide structured partner talk with a familiar flow of instruction and visual prompts. Include stem sentences, response stems, example vocabulary choices and subject specific terms.

Listening skills are vital, so teach active listening, responding to others, and understanding instructions. Listening is key to becoming a great communicator and a great learner.

Presentation skills are also essential. Teach clear, effective speaking, along with appropriate non-verbal communication. I do, we do, you do, is a strategy which enables children to improve projection and gain confidence.

 

Flood reading lessons with reciprocal reading involving choral and echo strategies. Children are perfect mimics and speaking in phrases with prosody, supports all areas of communication.

Read aloud so they can hear our beautiful (yet challenging) language, spoken in a way which is carefully considered and perfectly ordered.