Our CPD Saturday resumed on February 21st, 2026 following a long break from August 2025, when we were totally immersed in planning our 70th Celebrations. Our Team of HMs, the Curriculum & Assessment Coordinator and the Acting Principal, brainstormed and discussed ideas and points for the three workshops held simultaneously in different venues in school.
Years 1-3: How to Talk so Children Will Listen and How to Listen so Children Will Talk
Our teachers came together not just for a workshop, but to pause, reflect, and think deeply about their daily classroom interactions. The session was intentionally framed as a time for reflection — acknowledging that while we work hard, plan engaging lessons, and give our best each day, there are moments when we may slip in our words and say things we do not truly mean.
The discussion began by exploring the many reasons why children sometimes do not listen. Together, teachers brainstormed how engagement, communication styles, or even our own expectations about listening can influence classroom dynamics. It was thoughtfully considered that expectations may at times be unrealistic if they do not align with a child’s developmental stage.
The focus then shifted to the developmental stages of children aged 5.5 to 8 years. It was emphasised that development happens in stages, not strictly according to age, and that children move through these stages at different paces. Teachers reflected on how their careful observations help them recognise where a child is developmentally and how they can provide opportunities to strengthen emerging skills.
Moving into communication styles, teachers were asked to recall one sentence from their own teachers that they still remember today. While some shared encouraging words, many also recalled hurtful phrases. This reflection created a powerful connection, reminding everyone how deeply words can leave a lasting impact. Teachers then worked collaboratively in groups to explore communication principles that can help them improve tone, choice of words, and everyday phrases. The focus was on positively handling difficult situations and consciously supporting children’s social-emotional wellbeing, listening, and overall engagement in the classroom.
The final segment centred on listening — what we listen to, who we listen to, when we listen, and how we listen. Teachers reflected that listening goes beyond responding to complaints or answers to questions; it is about giving children meaningful opportunities throughout the day to speak, express, and develop language skills. Strategies such as coming down to a child’s physical level, making eye contact, and offering undivided attention were reaffirmed as essential practices. It was also noted that while confident speakers often receive attention, teachers must remain conscious of those who may go unnoticed in the mainstream flow of the classroom.
The workshop concluded with a shared understanding that effective teaching requires engaging all 3 Hs: Head, Heart, and Hands – ensuring that learning is thoughtful, empathetic, and active.
Years 4 & 5: How to Talk So Children Will Listen and How to Listen So Children Will Talk”.
The session commenced with an engaging emotional check-in activity, where teachers described their feelings using weather-related words. This reflective exercise encouraged participants to recognise their emotional states and understand how emotions influence behaviour, tone, and classroom interactions. Following this, the session norms were collaboratively agreed upon, and the learning outcomes were clearly outlined.
The workshop was divided into two focused segments. The first segment emphasised effective communication strategies for ensuring that children listen. Teachers participated in a practical listening activity in which they were initially given rapid, incomplete instructions, leading to confusion. The activity was then repeated with clear, well-structured instructions delivered at a moderate pace. This comparison reinforced the importance of clarity, organisation, and mindful pacing when giving instructions in the classroom.
Through collaborative group discussions, teachers explored common barriers that prevent children from listening. These included assumptions, raised tones, lack of clarity, emotional reactions, and limited wait time. The discussion helped participants reflect on how, at times, adult responses may unintentionally create resistance rather than cooperation. This insight paved the way for identifying practical solutions.
A key highlight of the session was the role-play activity, where teachers enacted common classroom scenarios involving communication barriers such as unclear instructions, dismissing feelings, or public correction. By experiencing both teacher and student perspectives, participants recognised how tone, word choice, and body language shape a child’s response and how misunderstandings can quickly escalate without empathy and clarity. Through guided reflection, they identified practical strategies to remove these barriers, including acknowledging feelings before addressing behaviour, connecting before correcting, discussing the problem instead of labelling the child, offering purposeful choices, and maintaining a calm, respectful tone. This hands-on experience strengthened their confidence in applying these approaches effectively in real classroom situations.
After a short break, the second segment focused on strengthening listening skills among teachers. An interactive pair discussion enabled participants to experience the value of being genuinely heard. The reflection that followed reinforced the idea that effective teaching is rooted not only in speaking well, but also in actively listening – attentively. Practical strategies were shared, including the effective use of “wait time,” incorporating Think–Pair–Share activities, asking open-ended questions, and encouraging pupil-led discussions to promote meaningful dialogue.
Overall, the workshop was insightful and reflective, equipping teachers with practical tools to strengthen communication and deepen their relationships with pupils. The session reaffirmed the importance of continuous self-reflection and professional growth in nurturing a supportive, empathetic, and responsive learning environment.
Years 6-10: Listening to Communicate
CPD for the Senior Section titled Listening to Communicate, focused on how effective communication begins with active listening. The session was interactive and engaging, with teachers participating in pair discussions, role-play, small-group reflections, and open sharing of classroom experiences.
The activities helped teachers understand the difference between simply hearing students and truly listening to them, and how assumptions can affect student engagement. A role-play activity showed how the same lesson can feel very different depending on the teacher’s communication style.
An important highlight was the station rotation activity (Hands–Heart–Head), where teachers moved between stations to reflect on practical actions, relationships, and personal thinking patterns that they can improve on to engage their students.
The session remained focused on the key themes from the plan and provided teachers with meaningful insights and practical strategies to strengthen communication with students.