Coming together for the good of the whole child

There’s little doubt that debates and discussions are enhanced by group participation. It’s so beneficial for students to run ideas by each other and “magpie” or try out new ideas with peers. Even if some say they don’t know or can’t think of an idea, the group can help encourage and develop their thinking. The same reluctant students must rely on their teacher alone to encourage them in a 1:1 lesson. They’ll stay on-track better, but students are often the best resource for extra ideas.

Building self-esteem through peer relationships can only happen in groups. As students are entering, there is often positive interaction between peers in the chat box – asking how each other are, discussing how their weekends were, etc. This reflects similar interactions in a physical school environment and is essential in developing interpersonal skills. While peer relationships cannot develop in 1:1 lessons, there is certainly no end to the ways teachers can help build a student’s self-esteem and confidence. This is one of the hallmarks of learning with Apricot.

Sometimes momentum and pace are enhanced by having more than one student in a classroom. But that can be tempered by the diversity of mixed ability within a group. With 1:1 lessons, everything is based on the individual student – content, pacing, resourcing, etc. While all our teaching is differentiated, with 1:1s it is truly personalised.

For anxious students, a group can relieve some pressure. If there are others to answer questions that they may know but are nervous about answering or that they don’t know, they don’t have to put themselves on the line. Sometimes it makes them more willing to give-it-a-go. On the other hand, most of our 1:1 students are too anxious to go into a group and enjoy the familiarity and relaxed relationships of their teacher.

Motivation is a slippery concept. Many students can learn good behaviours from more motivated students. But for others, that’s intimidating and they need the security of a singular relationship with their teacher to get motivated.

The anonymity of the online environment provides opportunities for participation that are safe and this has been a significant contributing factor to our successful work with anxious students and those who lack confidence in their abilities. It enables us to improve educational outcomes for those otherwise reluctant to learn – affording them rapid progress.

‍I wasn’t afraid to answer questions and risk getting them wrong because I knew no one could see me.

Learning programmes are broken down into small chunks, allowing students to achieve quickly and regularly. And the ability to recognise their achievements regularly is highly motivating for them.

Our teachers are accustomed to addressing complex needs and challenging behaviours. Our work with PRUs, BESDs, hospital services, inclusion services, and schools and academies has exposed our teachers to a diverse scope of reasons for non-attendance and lack of achievement. They are experienced in engaging reluctant learners and in compensating for the gaps left by long periods of absence from education. Consequently, rapid catch-up and progress keeps student engagement at its highest.

Apricot’s provision has been developed specifically to re-engage reluctant learners – those who have been permanently excluded from school, those at risk of exclusion, or in danger of becoming NEET. Some of our students are on the edge of society, either already engaged in offending or likely to be. Our programmes are designed to be totally interactive, meaning that unwilling learners are more likely to engage with their own learning. The visually stimulating and highly participatory nature of our lessons also helps those with learning difficulties. Courses are broken into small chunks, allowing learners to achieve quickly and regularly. The regularity of their achievements is highly motivating for them.

Giving students a choice of task/activity/text also allows them to enjoy some control over their own learning and cultivates a sense of responsibility. Being in 1:1 or small groups mean that teachers can give them their undivided attention, which can take away the desire to misbehave for attention. As teachers can’t actually see their “behaviour,” acting out quickly loses its effect. And, of course, immediate feedback on their work and regular praise keeps students motivated and gives them a real sense of achievement.