ABSTRACT
This chapter presents a case study of Kayleigh's classroom. Kayleigh peppers her lessons with conversations – whether in English or in French – about what pupils want to do when they're older and why. Most of the people put games, key words and pieces of writing, and she put everything together and makes the lessons. Although Kayleigh ultimately decides how to plan her lessons most effectively, she consults her pupils and gives them a voice in this process. Kayleigh makes a point of praising effort and progress – the 'fact that they have gone for it and really tried' – rather than praising absolute attainment. When Kayleigh marks their work, she uses the scoring system from the mark scheme so that they can see exactly what they have done well and what they need to do to improve. Her pupils are used to consulting the mark scheme and working out their next steps.
