When discussing the many key areas commonly enquired about, we as a group decided to focus on an area that was not usually investigated – pupil voice. To further specify this wide area, we generated the idea of using a suggestion box in the classroom. This enquiry will discuss and analyse the effects of introducing a suggestion box and is not constrained to one particular aspect of the learning environment. The Department for Education (2014) defines pupil voice as “ways of listening to the views of pupils and/or involving them in decision- making.” The suggestion box is one way in which pupils and teachers can communicate in private, whether it be to challenge the policies and procedures within the class, share future goals and areas for development, or even to inform the teacher of any personal issues which affect the learning taking place. Based on this area of interest, the group agreed that we would gather specific forms of evidence that would be sufficient to share critical evaluation of the possible effects and reflect on the next steps in promoting pupil voice within the classroom. This methodology is verified by Donaldson (2011) who claims that reflective – based enquiry is an innovative way of providing information for the teacher as well as enriching pupil’s experiences through evidenced-based research (GTCS, 2018).
The aim of this enquiry was to investigate the impact using a suggestion box has on children in the classroom. The enquiry was focused strictly on first year pupils in Mathematics.