FOR years, schoolchildren have been told to be quiet in class and raise their hands when answering a question, but new research from North East education experts suggests this isn’t always best.
Academics from Durham University have published a report today which claims pupils who blurt out answers in lessons often learn more than their quieter peers.
Test results from hundreds of schools across the country show a surprising advantage for pupils with symptoms of Attention Deficit Hyperactivity Disorder (ADHD), with children who shout out answers achieving better results than classmates who have similar symptoms but interrupt less.
Experts from the Centre for Evaluation and Monitoring (CEM) looked at assessments of 12,251 schoolchildren in England and found there was a nine-month advantage in reading and maths for those who continuously blurted out answers, compared with those pupils who never did but had similar levels of inattention.
The findings show there could be a good side to what can appear to be disruptive classroom behaviour and raise questions about how best to engage children with ADHD symptoms. Lead author of the study, Professor Peter Tymms, head of the School of Education, said: “Children with ADHD symptoms who get excited and shout out answers in class seem to be cognitively engaged and, as a result, learn more.
“Perhaps those children also benefit from receiving additional feedback and attention from their teacher.”
Co-author, Dr Christine Merrell, director of Research and development at CEM, said: “Although it may seem disruptive, blurting out of answers clearly helps these pupils to learn.
“We need to look more closely at this behaviour and how the interaction can be managed in the classroom.”
There are three main symptoms of ADHD: hyperactivity, impulsivity and inattention.
And the researchers found that inattention was strongly linked to under-attainment whilst impulsivity was positively related to attainment for similar levels of inattention.
Prof Tymms added: “Managing and responding to pupils’ different needs and abilities within a class is a challenge for teachers.
“We’re not suggesting that classrooms become free-for-all shouting matches but if this positive learning relationship can be harnessed, it could help teachers and learners.”
