Teachers’ Experiences of Implementing the SPRinG Programme in Schools

Abstract

The chapter complements the previous chapters in that it draws upon the reflections of teachers who have worked with SPRinG; moving from theory to practice as well as adding classroom insights associated with implementing SPRinG principles in classrooms. Chapter 7 describes the process of implementing and working with the SPRinG programme in authentic KS2 classrooms. As such, the aims and content of the chapter make this different in style from the preceding chapters (4–6). 21 SPRinG teachers from 7 schools provided interview and other material concerning the programme for at least one year. Teachers spoke about their experiences of participating as a whole school effort and how fitting the intervention into the day-to-day curriculum of their classrooms. Thematic analysis of the interviews revealed: Teachers prepared their classrooms for SPRinG by creating, stable mixed groups for learning, ensuring that children could communicate effectively with their group partners and including children with special needs and emotional problems within groups. Lessons and curriculum subjects were prepared to facilitate group working, especially allowing children to be included via briefing and debriefing, and ensuring that the distribution of learning resources allowed for group interaction. The role of the teacher received special consideration, with those teachers most committed to the SPRinG programme reflecting on the change in their roles over the school year—from being a knowing ‘sage’ to being a ‘guide’ who listened and supported group working. Correspondingly, children were described as becoming less teacher-dependent and showing much greater capabilities in structuring, supporting and maintaining learning within their own groups. Teachers further commented that the relational approach was seen as fundamental to the establishment of effective group working in their classrooms and that this approach was likely to be most effective when started at the beginning of the school year. Two important features of effective group working in classrooms were identified. First, where there was active support from school senior management whole school support and collegial support, SPRinG was associated with more positive reports of effective implementation. Second, ownership and implementation of the SPRinG principles varied between teachers; those who were less committed were described as ‘SPRinGLite’ and their classroom effects appeared less positive. Teachers’ experiences reinforced the overall success of the SPRinG programme but also provided insights into the challenges and hard won successes that they and their pupils had encountered along the way.