Is “low-level” disruption still ruining too many lessons? Points of View

Chatting, calling out, tapping and answering back: how much disruption has become accepted as part of everyday teaching?

On Points of View, we debate the cumulative impact of so-called low-level disruption on teachers and pupils. Where is the line between ordinary classroom restlessness and behaviour that stops others learning?

Are expectations clear and consistent and do teachers get the support they need to uphold them?

We reference a Teacher Tapp survey from this week. Plus, does describing disruption as “low-level” minimise the damage it can do? On the panel: Tom Rogers, Liz Webb, Beejesh Deva.