Was the pupil encouraged to analyse problems and take responsibility for their learning?

A key part of the client-centred approach is development of active problem solving in the pupil. This means that the PDI has to provide time for this to happen and has to stop talking for long enough for the pupil to do the work. The key thing to remember, however, is that different pupils will respond to this invitation in different ways. Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be pointed at readings or other inputs to help them get a handle on the issue. Pushing a pupil to come up with answers on the spot may be unproductive for some.

Indications that all the elements of competence are in place could include:

• providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil
• providing timely opportunities for analysis; promptly in the case of risk critical incidents
• taking time and using suitable techniques to understand any problems the pupil had with understanding an issue
• suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading
• giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding
• leaving the pupil feeling that they had responsibility for their learning in the situation

Indications of lack of competence include:

• leaving the pupil feeling that the PDI was in control of the teaching process
• failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
• providing unsuitable or incorrect inputs

Next: Using opportunities and examples