ABSTRACT
To be a really effective teacher in the 16–19 classroom is impossible without knowing students’ learning needs. Support for the whole range of needs is a key starting point, after which challenge can be used in an appropriate way to stretch all students. This challenge can come through questions asked at the right time or through a teacher adopting a challenging pace. But challenge is not effective if based on an over-ambitious misconception of what 16–19 learners are (Ofsted 201l).
