Changing the conversation: An exploration into the impact of structured feedback and consultation in the English classroom

Identity as a learner in the classroom is a field that needs negotiating. As a teacher one must remember that the learners of any given class bring with them their own identities, pedagogies and experiences of learning. Thus it is worthwhile, as a researcher, thinking about the dynamics of the classroom and the need for both learners and teachers to negotiate the environment and educational climate we foster as a school. All learners and teachers must mediate identities in the classroom in order to be effective learners. These identities have been defined by curriculum demands, targets, schools and the continual cycle of testing, assessment and reporting that we place upon students to see if they are, according to external parameters, characterised as effective learners The question is; how do learners negotiate these identities successfully and to what extent can they really feel they have some sense of control or say within the context of the classroom? From my perspective, in order to solve such questions, one must strive to create a conducive learning environment and foster a love of learning, hence, it is of the utmost importance; to consider how we as teachers create an inclusive classroom which promotes self-efficacy and self-reflection. The paradigm? A classroom where one is not just concerned with the whole but the individual and the relationship between these two is the ideal; a classroom that develops learners to be self-regulating, empowered and in control of their learning.