I was fortunate to observe a year seven lesson being taught by visiting Shanghai teachers (Chinese maths class, 27 November). I was impressed by the use of algebraic formulae to demonstrate the distributive law being used to simplify numerical calculations. I was also by the praise that was continually given to pupils – one girl was clapped for her use of algebra.
However, one reason for the success of mathematics teaching in Shanghai has not been mentioned. They have twice as many teachers as we do, so that although class sizes are larger, the number of classes taken by an individual teacher is much less. All classes are in the morning. Teachers mark the class work immediately to check on the progress of the class. Any child who is struggling with the topic is seen either during the afternoon or after school to ensure that they are able to cope with the next lesson. All teachers have time to regularly observe each others’ classes and discuss them. This is done in a non-judgmental way and aims to ensure that the very beat practices are followed. Sadly in our frenetic schools such opportunities are not available.
Dr Anne Becket
Newcastle-under-Lyme, Staffordshire
• I was lucky enough to observe and talk to two of the teachers visiting on the Shanghai-England teacher exchange. There are lots of things that can be learned but we must understand the constraints we are working to. A teacher-led style is no silver bullet. I believe the main reason no pupil is left behind in a Shanghai maths class is that each teacher only teaches two lessons a day (the same lesson to two different classes). The rest of their day can be spent marking homework from the previous evening and then helping those that haven’t understood. The pupils return to the teacher throughout the day repeating the homework until it is done perfectly. Other spare time is used observing other teachers, discussing pedagogy and perfecting lesson plans.
Graham Milton
London
• Join the debate – email guardian.letters@theguardian.com
