Teaching strategies in the Primary classroom

Abstract

This research focuses on the teaching strategies adopted by teachers in the primary classroom. It pays particular attention to how teachers use the different strategies to create an inclusive classroom ethos were the students’ diverse abilities are seen as an opportunity for learning, rather than as a difficulty. The participants were chosen from two difference year groups within the same school; Year 3 and Year 5. This study looks out for similarities and differences between educators’s approaching these different year groups. The data collection was carried out through non-participant observations and semi-structured interviews which were conducted over a period of two weeks. The thematic analysis approach during the observation process gave interesting results which were explored during the interviews. Literature also contributed to get a better understanding of the analysed data it allowed for the data to be compared and contrasted with previous studies. The research findings verified that technological resources used in class motivated the students as well as the teacher. The amount of resources available online helped the teacher reduce the workload while focusing on activities which are fun and engaging for students. The issue of behaviour disruptions, especially in mixed-ability groups, posed a great challenge in the teachers’ pedagogy. Some teachers considered including peer-tutoring and games as too demanding since it brought about classroom management issues. Although most of the teachers utilised a child-centred approach in the lessons observed, traditional teaching approaches were still evident.