I have been teaching chess in primary schools across London for Chess in Schools and Communities (CSC) since 2019. As part of CSC’s tutor preparation, new chess tutors are required to complete 20 hours of classroom shadowing before leading their own sessions. Last week, Daniel joined me in this capacity, observing several of my lessons as part of his training to become a CSC tutor.
After introducing Daniel to the children, I asked them to give him some advice on: how they believe chess lessons should be delivered, and what they would do if they themselves were the chess teacher. We had a great discussion with the students and plenty of thoughts to reflect on.
Their advice was less about chess content and more about relationships.
If we read between the lines, they are telling us how they want adults to treat them in learning spaces: how they want to be supported, listened to and understood.
Their reflections offer a fundamental educational truth: children are well aware of the emotional and relational dimensions of learning.
When we take their perspectives seriously, we gain valuable insight into the conditions under which learning and confidence can genuinely develop.
Learner-centred philosophy of Chess in Education
I chose the quote above because it is pedagogically very rich. What the child articulates here unknowingly is a learner-centred philosophy of Chess in Education. It highlights four interrelated pillars of effective learning: self-efficacy, scaffolded learning, motivation and inclusive pedagogy.
The emphasis on supporting children who “aren’t confident” speaks directly to the concept of self-efficacy, which refers to a learner’s belief in their ability to succeed in a specific task. A confidence in learning, a sense of “I can do this”. Learners with low self-efficacy avoid challenge, disengage more quickly after failure and interpret mistakes as evidence of inability rather than opportunities to learn. In chess education, this often manifests as children losing interest in chess, not wanting to play or come to chess class. Supportive teaching, as the child intuitively suggests, helps rebuild a sense of capability, which is a prerequisite for cognitive engagement.
The phrase “gradually get more confident” reflects an implicit understanding of scaffolded learning. Confidence develops when challenges are carefully calibrated and learners receive feedback that focuses on the learning process rather than the outcome. Progress in chess rarely comes from being thrown in at the deep end. It comes from small steps, well-chosen tasks and feedback that helps children understand how they are thinking, not just whether a move was right or wrong. This aligns with educational research models of learning, where progress occurs within the learner’s zone of proximal development, supported by guidance rather than judgment. When lessons are paced carefully and pressure is reduced, children take more risks and learn more from them. In practice, this means allowing time, space and repetition, something children instinctively ask for.
“Love chess more than before” points to the central role of motivation. The goal is not short-term performance but sustained motivation. This stands in contrast to many traditional chess teaching environments that prioritise competition too early, often at the expense of enjoyment and inclusion. For children who already lack confidence, such environments can reinforce feelings of “I’m not good enough” and can lead to withdrawal. In the classroom, the difference between children who stay with chess and those who drift away is rarely a matter of talent. It is whether chess feels safe, enjoyable and worth returning to. Too much emphasis on speed, competition or winning, especially early on, can quickly undermine that. Research in educational psychology consistently shows that enjoyment and a sense of belonging are stronger predictors of long-term engagement than early success or external rewards. In the classroom, the difference is visible: when chess becomes associated with anxiety or comparison, motivation declines rapidly; when it is associated with safety, encouragement and gradual progress, children stay, try again, and improve.
The above quote also reflects the principles of inclusive pedagogy. Rather than focusing on confident or high-performing learners, the child explicitly centres those who feel least secure. Inclusive education means designing learning environments in which all children can participate meaningfully and effectively. In Chess in Education, this requires recognising that confidence, prior experience and emotional readiness vary widely and that teaching approaches must respond to this diversity, if we want all children to benefit from the game.
Effective chess teaching begins not with content, but with conditions. It starts with how children feel in the learning space. Confidence leads to engagement, engagement sustains motivation, and motivation makes learning possible. The fact that a 10-year-old can articulate this so clearly should prompt us to reflect on how often our instructional practices truly align with what research and children themselves are telling us.