LONDON (Reuters) - Pupils should not be encouraged to put up their hands to answer questions in the classroom because it could harm shy children, the Education Department advised teachers on Friday.
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Ministers have issued practical guidance after research showed some children aged between seven and 11 struggle to keep up with classmates, despite doing well in previous years.
It is thought quiet children who fall behind can go unnoticed because they prefer to become "invisible", avoiding bringing attention to themselves during lessons.
They do not mind if they do not receive immediate attention and will sit for long periods waiting for it, the research found.
Pupils in the "comfort zone" need a different approach to help them make progress, the government said.
It offered teachers a range of strategies including selecting which child to question in class or giving a pupil 30 seconds "thinking time" before expecting an answer. Pupils could also be encouraged to discuss questions in pairs.
Teachers could try coaching small groups, and providing children with the chance to develop their assertiveness, including the use of drama sessions.
Education Secretary Alan Johnson said: "This practical report takes hands-on learning from the classroom about strategies that work, and gives that knowledge back to the front line.
"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."
But the largest teachers' and headteachers' union, the NASUWT, said "there is nothing new in today's report".
"It confirms effective practice and strategies which many teachers use on a daily basis to engage and include pupils," said NASUWT General Secretary Chris Keates.
One reason put forward by the research for some children's progress stalling is that some parents stop reading with their children at this age. Another is that some parents begin having problems helping with homework as classwork gets harder.
The research found that boys tended to be slower in English at this stage, while girls struggled in maths.
(Advertisement)
Ministers have issued practical guidance after research showed some children aged between seven and 11 struggle to keep up with classmates, despite doing well in previous years.
It is thought quiet children who fall behind can go unnoticed because they prefer to become "invisible", avoiding bringing attention to themselves during lessons.
They do not mind if they do not receive immediate attention and will sit for long periods waiting for it, the research found.
Pupils in the "comfort zone" need a different approach to help them make progress, the government said.
It offered teachers a range of strategies including selecting which child to question in class or giving a pupil 30 seconds "thinking time" before expecting an answer. Pupils could also be encouraged to discuss questions in pairs.
Teachers could try coaching small groups, and providing children with the chance to develop their assertiveness, including the use of drama sessions.
Education Secretary Alan Johnson said: "This practical report takes hands-on learning from the classroom about strategies that work, and gives that knowledge back to the front line.
"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."
But the largest teachers' and headteachers' union, the NASUWT, said "there is nothing new in today's report".
"It confirms effective practice and strategies which many teachers use on a daily basis to engage and include pupils," said NASUWT General Secretary Chris Keates.
One reason put forward by the research for some children's progress stalling is that some parents stop reading with their children at this age. Another is that some parents begin having problems helping with homework as classwork gets harder.
The research found that boys tended to be slower in English at this stage, while girls struggled in maths.