Sustained-attention difficulties can make it harder for a pupil to retain the important point across an extended period of teacher input. This is not necessarily poor motivation. A brief, well-chosen response lets the pupil do something with the idea and shows the teacher whether they are ready to continue.

The purpose is to check engagement with the learning, not to test the pupil more often.

Choose natural response points

Plan a response after a key idea, change of stage or important worked step. One or two checks may be enough during a shorter explanation. A pupil with greater difficulty may need a response after each essential section.

Useful responses include:

• pointing to the relevant part of a diagram;

• sorting examples into two categories;

• showing one answer on a mini whiteboard;

• annotating a keyword, value or step;

• explaining the main point to a partner;

• writing a one-sentence summary;

• applying the idea to one short example;

• predicting what the teacher should do next in a worked process.

Choose a response that tests the intended learning. Activity for its own sake can interrupt a coherent explanation without improving attention.

Use the response to decide what happens next

Do not collect a response and continue automatically. Check whether the pupil has retained the key point.

If the response is secure, continue. If it is incomplete, restate or model the specific point that has been lost. If several pupils show the same gap, clarify it for the class. This makes the check part of formative assessment rather than a behaviour prompt.

An EEF blog on supporting pupils with SEND in the moment makes the same point: check what pupils have understood and adapt support in response, rather than assuming that a planned adjustment has worked.

Primary example

During an explanation of equivalent fractions, model one example and pause. Ask the pupil to show which of three diagrams represents the same fraction. Check the response, correct any misunderstanding and then model the next step.

For a pupil needing lighter support, use one check after the complete explanation. For a pupil whose attention is less reliable, add a second check after the first key step.

Secondary example

During a science demonstration, pause after introducing the relationship between two variables. Ask the pupil to annotate the relevant part of the graph or write one sentence predicting the result. Use the response to decide whether to continue to the explanation.

During a worked mathematics example, ask the pupil to identify the next operation rather than repeat the whole calculation. In humanities, ask for the claim or evidence from the section just taught.

Keep the approach age-respectful

Avoid making one pupil repeatedly perform in front of the class. Whole-class response methods, discreet annotations or brief partner explanations can provide the information without making the pupil conspicuous.

Do not reward speed. Give enough time for the response to reflect understanding.

Reduce checks as attention becomes more reliable

Look for the pupil retaining the main point, beginning the related task correctly and recognising when they have lost track. Then remove additional checks, keeping them only at the most demanding conceptual breakpoints.

The aim is to keep the pupil with the lesson, without constant checking from an adult, while their attention and self-monitoring become more reliable.

Common mistakes to avoid

• Turning every few sentences into a question.

• Using games that distract from the content.

• Asking only recall questions when the lesson requires application or explanation.

• Treating an incorrect response as proof that the pupil was not listening.

• Publicly singling out the pupil.

• Adding checks without changing the teaching when they reveal a gap.

Further reading

• Supporting pupils with SEND in the moment (Education Endowment Foundation)

• How checking for understanding can guide teaching (Education Endowment Foundation)