I would like to begin by bringing attention to a quote that was included in the Henry article, which I found particularly valuable and powerful. “When I use the term voice, I am thinking of a strong sense of identity within an individual, an ability to express a personal point of view, and a sense of personal well-being that allows a student to respond to and become engaged with the material being studied by the other students in the classroom, and the teacher. Voice, in this sense, is having a place in the academic setting, other than just a desk and a book.” –Beverly McElroy-Johnson
My experience with minority students (as a student and a teacher) has shown me that the majority of these students actually appear ‘voiceless’ most of the time. They are the shy, timid students who do the work required, ask no questions, and usually cause no behavior problems. When comparing these students with the characteristics mentioned in the above quote, it seems that these students would be considered as ‘just a desk and a book.’ This brings me to question whether these students lack the abilities and characteristics of a voice and are indeed voiceless or do they choose not to exercise their voice, and do they know how to use their voice? My guess is that these students choose not to be heard most of the time, but they do need guidance in how to use their voice effectively. So, how do we help students identify their voice and exercise it?
To begin with, we need to help students meet the criteria above. We need to help them identify with who they are, encourage them to share their thoughts, opinions, and concerns, and expect them to actively participate in class. We can help our students achieve this by providing interesting literature, holding group discussions about ‘real’ issues, and requiring verbal/written assignments that will help students recognize their identity, express their views, and allow them to be actively engaged with material, as well as respond to material. Staples mentions that maintaining high standards for students
helps them realize their academic responsibilities. In addition, we need to encourage students to use their voice. If we welcome their voice, they will be more willing to exercise it. Students need to feel that they can freely and openly use their voice, verbally or written, to communicate with their peers and teachers.
Every child has a voice, and it is our responsibility to help them “speak up” for themselves, and “speak out” about whatever they feel necessary. Through patience, love, and encouragement we can help students find their voice. Only when their voice becomes heard, do they have a name and a place in the classroom. They are no longer a desk and a book. She is not the shy, Hispanic girl who sits in the third seat from the left on the first row and never makes a peep. She is loud, not afraid to express her feelings and thoughts, she is proud of who she is, and her name is ___________.
Lisa Beach
Comments (4)
Hey Lisa,
Your comment about your quiet hispanic girl sparked a scene that I witnessed a few years back. In my school we had a hispanic family enrolling together for their first year. They were the only hispanics at the time and spoke very little English. The teachers were horrified and daily commented, "What am I supposed to do with them"?
I was in Title 1 at the time and to my delight was able to work with these children. They were always polite and quiet. I will never forget the older brother in the group receiving harsh verbal punishment in the hall because he got lost on the way to the bathroom of the unfamiliar hallways. The teacher was yelling at him and had his chin cupped in her hand. She was yelling for him to look at her when she spoke to him. He would not look into her eyes which enraged her more. In the hispanic culture, young men are taught never to be so bold as to look at a someone in authority directly in the eyes. We know not what we do to our students.
"In Hispanic culture, looking at someone directly in the eye is a sign of disrespect and intimidation. It is culturally respectful to look down or away, particularly when talking to someone of high esteem and respect."
Posted by candace kee | June 13, 2011 3:35 PM
Posted on June 13, 2011 15:35
I hope you enlightened that teacher about the hispanic culture, Candy.
Lisa,
I work with several ESL students who are just as you described; quiet, shy, timid, who come across as "voiceless". They remain that way until they have gotten to know me, feel safe in my room and I've made some sort of connection with them.
We have a Hmong student who did not speak for an entire year in the classroom. He would never smile. When he came to my room for a reading assessment, it took a while for him to feel comfortable enough to utter a sound. We were the only ones in my room at the time. Eventually, he read for me but in the faintest whisper.
This year, he is more comfortable speaking English. He even participated in the class play, The Three Little Pigs! Those that had not heard him speak were so surprised to hear his "low" voice. It is a deep voice for a 1st grader. He smiles all the time now.
Carol,
I did but they did not receive this well..
Posted by Carol Holt | June 13, 2011 3:55 PM
Posted on June 13, 2011 15:55
Lisa,
Your last paragraph about your student made me smile! I agree with you whole heartedly- they are then 'no longer a book, or a desk'. It reminded me of that feeling you have at the end of the school year (now!) when you reflect on those very students who are 'coming to voice' in multiple ways. Their path is compounded not only by learning a second language but also learning to interact meaningfully in the classroom with their peers. Each child finds their voice at different stages along the way.
One of my Hmong students was silent for over half of the year and would say little unless prompted in any discussion.Her parents would tell me she was shy. She chatted all the time with her friends at lunch! I wondered if it was lack of engagement, the wrong book, poem or issue or her culture and how she interacts with adults. However, she finally began to talk about her drawings and her journaling which she would always enjoy writing in. I think that time is something that we need to also give to our students and not rush them as they find their voice.
Posted by Karen Massey-Cerda | June 13, 2011 6:39 PM
Posted on June 13, 2011 18:39
What a lovely, passionate post! The way that you think about teachers as being scaffolds for students' voices is so well-put. Well done!
Posted by Dr. Jackson | June 16, 2011 9:56 AM
Posted on June 16, 2011 09:56