Training teachers to support pupils’ listening in class: An evaluation using pupil questionnaires

Many children with speech, language and communication needs are educated in mainstream schools. Current policy and practice includes training for school staff in facilitating the development of speaking and listening skills. This study evaluates one such training package that focuses on supporting pupils’ listening skills, delivered in a mainstream primary school. Perceived changes in teacher practice following training were evaluated using a questionnaire completed by pupils. Twenty-seven pupils completed a questionnaire two months prior to the training, immediately preceding the training and three months after the training. Pupils’ responses at the three time points were compared. These suggest positive changes following the training. Pupils were more aware of the specific skills that they needed to practise to develop good listening. They also indicated that school staff were using a wider range of strategies to support listening activities in the classroom.