ABSTRACT
Teachers are creatures of habit and often rely on the processes and schema they have built over time that have proven to be effective. Teachers would be more proactive in engaging with ‘Marking in the Moment’. The collection of teacher views throughout the time of the project provided a detailed insight into how they felt conflicted about the way feedback was being given to the children. Children with special educational needs seemed much more willing to engage in discussions about their work because it was becoming a part of their day-to-day practice. Some children and parents seemed to expect the teacher to take full responsibility for the marking and signposting of next steps in learning. Not only were children becoming more effective and conscientious learners, but teachers were either able to ‘claw back’ some of their time to spend doing what they enjoyed, or spend their time better in preparing lessons.
