Teacher Talk and Pupil Thought

Abstract

Classroom activities were observed and audiotaped in four schools for pupils with moderate learning difficulties. Teacher talk which encouraged reflection by pupils was identified and categorised. Characteristic teacher styles emerged which differed mainly in the extent to which they encouraged pupils to reflect, by justification, explanation and metacognition, for example. Teacher styles in classroom interaction were related to their views on the nature and source of their pupils’ learning difficulties and on the role of cognitive challenge in helping their school achievement.