by Steve Hoggins
I had a breakthrough with one of my pupils this week, all initiated by a great learning support mentor who has also helped with our Young Philosophers group (a termly meet up of children from across Lewisham who are good at philosophy, and who don’t normally get these opportunities. The aim of the group is to inspire children, raise attainment, and also for us to keep in contact with children who would benefit from extra support).
Our class had a new arrival last term, an extremely quiet pupil who wasn’t making friends and refused to speak in philosophy. The quiet pupil was assigned a learning mentor after the first few weeks and a couple of weeks after the learning mentor approached me to say that this pupil had been talking about philosophy in their one-to-one lessons.
At the learning mentor’s suggestion the pupil would come to the class a little earlier and we’d have a chat. It transpired that she had ideas but couldn’t get them out straight and was a little intimidated by the rest of the class. We made a deal that every Talk Time (moments in the session when the children talk with each other about the question under consideration) I would listen to her idea one-to-one, and then share it with the class. At first I would share it anonymously and later we agreed that I could say it was her idea.
This week the class were discussing friendship and some argued that, ‘you can be friends with something as long as you like it; you can be friends with a teddy bear’. My shy pupil told me in Talk Time, “That’s not right, I like food but I eat food and you don’t eat your friends”. So, per our agreement, I shared this with the class. There was some healthy disagreement but some had clearly just missed the point. All of a sudden, after one particular misapprehension of the shy pupil’s idea, that same shy pupil raised a hand and with a bit of a stumble clearly re-stated her argument, speaking in front of the class for the first time since joining – whoop!
I think there are 4 things of note here:
- This quiet pupil was actually engaging in philosophy, despite not speaking.
- The other people around the pupil can bring valuable insight.
- The child was drawn out from a desire clarify her idea rather than being asked/persuaded (intrinsic motivation, rather than extrinsic)
- Some days are just brilliant.