Great teaching is built one small, deliberate move at a time. That’s the idea behind our Top Tips series, where we dive into the Teach Well Instruction & Coaching Companion and pull out one practical, high-impact strategy for you — something small you can put into practice straight away, but grounded in the bigger picture of what makes teaching effective.

Think of it as a bite-sized coaching moment: evidence-informed ideas designed to sharpen your practice and spark a few new possibilities for your classroom. We’ll keep them coming in future newsletters, so consider this your regular nudge to try something new, or to refine what you’re already doing, one step at a time.

Want the full picture behind these tips? Learn more or purchase your own copy of the Companion here.

This Week’s Top Tip: Non-Volunteers

Walk into most classrooms and you’ll see the same pattern: a teacher asks a question, a handful of hands shoot up, and one of those students answers. It feels efficient. It feels like engagement. But look closer, and it’s usually the same three or four students doing the answering, lesson after lesson, while the rest of the class settles into the comfortable role of spectator.

Non-Volunteers is a simple shift that changes this dynamic: instead of asking for hands or defaulting to whoever’s keenest, you use a physical system — names on craft sticks, a randomiser, a deck of cards with student names — to select who answers. No one knows who’s coming next, so everyone has to be ready.

What does the research tell us?

Randomly selecting students to respond, rather than relying on volunteers, helps ensure that all students are engaged and prepared to participate. It gives every student an equal opportunity to contribute, reduces participation bias, and encourages students to think about and prepare an answer before someone is selected.

This matters because hands-up questioning quietly sorts a class into participants and passengers. Confident students volunteer often and get more practice articulating their thinking. Quieter students, or those less sure of themselves, can go entire lessons without being asked to engage. Over time, that gap in practice becomes a gap in learning — and it’s largely invisible to the teacher, because the lesson still “feels” like it’s flowing well.

Non-Volunteers interrupts that pattern at the source. When any student could be selected at any moment, the incentive to prepare an answer shifts from “the keen kids” to everyone.

What’s the goal?

Using Non-Volunteers promotes accountability and equal opportunity while reducing the biases associated with cold-calling or hand-raising. The approach encourages all students to pay attention, prepare responses, and actively listen to their peers, supporting a more inclusive classroom environment and deeper understanding through questioning.

Three benefits tend to show up together:

1. Wider participation. Because selection is random rather than volunteered, quieter and less confident students get regular, low-stakes practice answering in front of the class — practice they’d otherwise miss.

2. Sharper attention. Students can’t predict who’s next, so there’s a real incentive to keep thinking during the lesson rather than switching off once a volunteer has answered.

3. Fairer accountability. Random selection removes the perception (and reality) that some students get an easy ride while others are constantly on the hook. Everyone is equally likely to be asked.

Three things to consider in doing it well

1. Prepare questions that check for understanding, and give thinking time before selecting. Random selection only works well when it’s paired with a genuine thinking gap. Ask your question, pause, let students process — even jot down or rehearse an answer — and only then draw a name. Selecting before students have had time to think turns the strategy into a test of speed rather than understanding.
2. Use a consistent, visible random selection system. Names on cards or paddle-pop sticks, a spinner, a randomiser app, or a simple roll call system — the tool matters less than the consistency. What matters is that students can see (or trust) that selection is genuinely random, so the system feels fair rather than arbitrary.
3. Expect everyone to participate — and build in what happens next. Non-Volunteers works best when it’s a whole-class expectation, not just a mechanism for calling on individuals. Encourage all students to prepare an answer regardless of whether they’re picked, listen actively to whoever is selected, and be ready to add to or build on that response. This turns each question into a moment of collective thinking, not just one student’s turn in the spotlight.

Making it stick

Like any classroom routine, Non-Volunteers takes a few consistent uses before it feels natural — both for you and for your students. Start small: pick one lesson a day to use a random selection system for checking understanding, and build from there. The payoff is a classroom where every student, not just the confident few, is doing the thinking.

Want more practical, evidence-based strategies like this one? Explore our courses to build your teaching toolkit.

Great teaching is built one small, deliberate move at a time. That’s the idea behind our Top Tips series, where we dive into the Teach Well Instruction & Coaching Companion and pull out one practical, high-impact strategy for you — something small you can put into practice straight away, but grounded in the bigger picture of what makes teaching effective.

Think of it as a bite-sized coaching moment: evidence-informed ideas designed to sharpen your practice and spark a few new possibilities for your classroom. We’ll keep them coming in future newsletters, so consider this your regular nudge to try something new, or to refine what you’re already doing, one step at a time.

Want the full picture behind these tips? Learn more or purchase your own copy of the Companion here.

This Week’s Top Tip: Pair Share

Pair Share involves organising students into pairs to prepare and share answers together. It’s often used alongside elaborative questioning to extend students’ thinking and help them develop a deeper understanding of critical content.

It’s a simple structure, but when it’s used well, it can transform the quality of classroom discussion — and the confidence of the students taking part in it.

What does the research tell us?

Sampsel (2013) found that “students’ participation increased, the number of long explanations given by students increased, and students’ comfort and confidence when contributing to class discussion also increased through the use of Pair Share.”

In other words, giving students a structured chance to talk before they’re asked to perform in front of the whole class doesn’t just make discussion feel safer — it measurably improves the quality of what they say.

What’s the goal?

Pair Share allows students to engage with new or challenging content in a safe, low-stakes environment. Done well, it promotes several things at once: think time, collaboration, comprehension, rehearsal, reflection, and communication skills.

It’s most effective when pairings are pre-planned, and when each student has equal talk time, achieved through deliberate, directed questioning rather than an open free-for-all. The structure is what makes it powerful — without it, Pair Share can easily default to one confident voice doing most of the talking.

Three things to consider when doing it well

1. Save Pair Share for questions that need a bit more thinking time, such as elaborative questions. Giving students a chance to think and talk first helps them develop stronger, more considered responses, without slowing the lesson down too much.
2. Follow up by calling on non-volunteers to share. This keeps everyone accountable because students know they may be asked to contribute after discussing their ideas with a partner — which in turn encourages genuine engagement during the pair discussion itself, not just going through the motions.
3. Use Pair Share to build confidence before calling on non-volunteers. Talking an idea through with a partner first creates a greater sense of psychological safety, making students far more willing to share their thinking when it’s time to speak to the whole class.
4. Decide on pairs before the lesson begins. When it’s time for a Pair Share, students should already know exactly who they’re talking to — no scrambling, no wasted minutes. Giving pairs simple names, such as “Reds” and “Blues,” can make transitions quick and seamless, keeping the momentum of the lesson intact.

Pair Share is a small structural shift, but it touches almost every part of a lesson: the quality of thinking, the equity of participation, and the confidence students bring to sharing their ideas. Try it in your next lesson, and watch what happens to the quality — and quantity — of student voice in your classroom.

Look out for more Top Tips from the Teach Well Instruction & Coaching Companion in upcoming newsletters.