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| Version 1 | Version 2 |
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| No 'hands-up' call to help pupils | No 'hands-up' call to help pupils |
| (20 minutes later) | |
| Teachers who encourage whole classes to put their hands up to answer a question, risk leaving quiet children behind, a government study suggests. | |
| Researchers in England studied why some primary pupils, who performed well in previous years, struggled to keep up. | Researchers in England studied why some primary pupils, who performed well in previous years, struggled to keep up. |
| Some of those falling behind are described as "invisible children" who avoid drawing attention to themselves. | Some of those falling behind are described as "invisible children" who avoid drawing attention to themselves. |
| Education officials are not "banning" the practice, but say some respond better when taught in smaller groups. | |
| A Department for Education and Skills (DfES) spokesman said: "We would categorically never prescribe what teachers do in their own classrooms like this. | A Department for Education and Skills (DfES) spokesman said: "We would categorically never prescribe what teachers do in their own classrooms like this. |
| "Today's report is based on what teachers and schools tell us and has been welcomed by them." | "Today's report is based on what teachers and schools tell us and has been welcomed by them." |
| 'Comfort zone' | 'Comfort zone' |
| "Invisible children", the report finds, are quiet and undemanding and do not mind if they receive attention or not. | "Invisible children", the report finds, are quiet and undemanding and do not mind if they receive attention or not. |
| The research suggests helping these pupils by avoiding asking for children to put their hands up, instead choosing who should answer. | The research suggests helping these pupils by avoiding asking for children to put their hands up, instead choosing who should answer. |
| These pupils, the report adds, would also benefit from having 30 seconds to consider their answer. | These pupils, the report adds, would also benefit from having 30 seconds to consider their answer. |
| We need to make sure that no-one is left behind at any point Alan JohnsonEducation Secretary | We need to make sure that no-one is left behind at any point Alan JohnsonEducation Secretary |
| Some pupils, meanwhile, are "anxious about taking risks and seeming to be wrong". | Some pupils, meanwhile, are "anxious about taking risks and seeming to be wrong". |
| They do not like answering questions in front of their peers, and lack self-confidence. | They do not like answering questions in front of their peers, and lack self-confidence. |
| The researchers say teachers could try coaching small groups, and offering support to tackle problems as they arise. | The researchers say teachers could try coaching small groups, and offering support to tackle problems as they arise. |
| Those children should also be given chances to develop their assertiveness, including the use of drama. | Those children should also be given chances to develop their assertiveness, including the use of drama. |
| The study also discovered that boys were struggling with English in primary school, while it was girls who fell behind in maths. | The study also discovered that boys were struggling with English in primary school, while it was girls who fell behind in maths. |
| Teachers are not sure why some children's' academic development slows down after the age of seven, but some believe it may be because their parents stop reading to them, or have problems helping with homework when the subjects get harder. | Teachers are not sure why some children's' academic development slows down after the age of seven, but some believe it may be because their parents stop reading to them, or have problems helping with homework when the subjects get harder. |
| The report says parental support does help pupils to succeed, but some mothers felt unable to help, or used different calculation methods, which confused their children. | The report says parental support does help pupils to succeed, but some mothers felt unable to help, or used different calculation methods, which confused their children. |
| Education Secretary Alan Johnson said: "We need to make sure that no-one is left behind at any point - from the most gifted and talented children at the top of the class, to the quiet child who is well-practised at hiding from the teacher's gaze at the back of the class." | Education Secretary Alan Johnson said: "We need to make sure that no-one is left behind at any point - from the most gifted and talented children at the top of the class, to the quiet child who is well-practised at hiding from the teacher's gaze at the back of the class." |