Female teacher: Friday afternoon when we do the test they’re all going, "Well done, well done." Or if they go into DS downloads together they’re all like, "What did you …," or "So and so got first," "Oh, they got second, brilliant." And maybe for some of the children it may be un… I think it’s … they seem sort of more together as a class. Does that make sense?
Male: Hm, Hm
Female teacher: They seem more together as a class.
Child: I felt like happy for people that they’d got like a higher score, but I wanted … I felt a bit jealous because like it was … mine was (unclear 0.33).
Male: Ah ha, so you wanted to get better at yours?
Child: Yes.
Child: I felt a bit of both, like I’m happy for them and a bit jealous.
Child: Yeah.
Child: I’d want to get a higher score.
Male: Did it make you work harder at it then to try and …
Children: Yeah.
Male: … improve your score?
Child: Yeah, because I used to do it … be dead quick and then used to get them all wrong because it used to then … like none would be right. And then I started to go a wee bit slower and I got better at it.
Male: I mean, I know it was interesting on Friday, we have allowed them to send messages to each other on a Friday using them. And that was really good as well because although a lot of what we’ve talked about is about number as well, I mean there is a self-esteem thing about it as well. Some of the people were looking through their sheets there and knowing them and knowing that quite a few of these kids do have problems with self-esteem and how they’re look at because, say for instance, they do go for support for learning, they actually … they have actually felt throughout the ten weeks that they’re on a par with everybody else. I mean, they’re telling me (unclear 1.34) I think’s brought them closer together as a team, because they are … you need to remember that it’s a 5 sets class but there’s also a number of pupils have come for a 4/5 in that as well, so there’s a mix, there’s a mixture there, and it has kind of bonded them together, yeah.
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