What I liked most about the Staples and Henry articles was that both workshops developed into something that the students enjoyed and were proud to participate in. In the beginning of Henry’s workshop, many of the girls had adopted passive female roles and Kay was hesitant to write because she did not feel she had what it takes to be a “good writer”: spelling and concentration. Likewise, in the Staples workshop, students were used to being identified as troublemakers or lazy students. Henry’s participants changed by developing a voice in connecting to and analyzing literacy. They were proud to use that voice to share their opinions and point-of-view. Staples’ participants developed the ability to critique texts on their own terms and look at themselves in a new way. By the end of both workshops, I felt that the students in both groups had succeeded in re-authoring themselves.
Through both workshops there was a thread of diversity and acceptance. Students were allowed to journal privately, act out publicly, and/or share thoughts in a small group. Henry did not focus on correcting the girls’ spelling and grammar mistakes, and Henry allowed the student group to use whatever language they deemed necessary to get their point across in discussions. I believe that this acceptance and variety of options for expression are what made these programs so effective for the students. Staples identifies “positive reinforcement,” “community respect,” and “individual freedom” as key elements in assisting adolescents in re-authoring themselves. Integration of these policies into the general classroom would benefit all students and would lead to more than just better class participation. I bet it would also lead to less school violence and bullying, because students would feel that they are all getting to express their voice and they would know their voice has been heard.
Henry stated it may be difficult to take these small group discussions and achieve the same results with a large heterogeneous group, and I agree with her. However, I believe that integrating Staples’ suggested strategies (p.382) is a step toward making these small group results a reality in the larger classroom setting. As educators, we do want all students to have “a place in the academic setting”, and that place should not be sitting silently at their desks.
Andrea Schlobohm
Comments (7)
I agree, Andrea, that small group time is crucial to developing those relationships which empower students. When they are working with others who are at about the same level they are more willing to take risks, and to make mistakes – and we are more able to realize who “gets it” and who needs more help, as well as to actually have conversations with these students. I have to say, as teacher assistants are being cut, small group sessions may be more and more difficult to implement in our classrooms – and that is a real shame. My assistant is particularly skilled at drawing out our students, which doubles the opportunities for those students to share with us. Additionally, in those small groups they don’t fade into the background of the group, as so many low achievers are adept at doing.
Posted by Marlee Wright | June 14, 2011 1:05 PM
Posted on June 14, 2011 13:05
Andrea,
You made a great point about using these small group workshops and other activities to encourage students to use their voice. I agree that if students feel like their voice is being heard that it will lead to less violence and bullying because the number one reason for conflict is miscommunication. If students could be more open in our schools, like they were in the workshops, maybe many issues and conflicts could be resolved before the students turn to violence. I think we all agree that these small group workshops would be beneficial, but when do we have the time? Our schedules are so crunched for time now, and we do not have the resources (teachers) to guide small groups. I don't believe it would be as effective whole group because there would not be as much participation. What are we to do? We might could hold these workshops as a center or rotation, or we could do this afterschool, but then only a few students would participate.
Posted by Lisa Beach | June 14, 2011 1:27 PM
Posted on June 14, 2011 13:27
Andrea, every student should have a 'place in the academic setting.' What a great way to create an environment that fosters and nurtures equality! Focusing less on conventions and more on the message would encourage students to be active participants in their own learning.
Posted by Holly Lawson | June 14, 2011 7:26 PM
Posted on June 14, 2011 19:26
Small groups, especially in a non-threatening environment outside of the school structure, would be ideal for these students struggling with cultural, race, or gender identity. Allowing them to find their voice using media that is relevant to their own lives would produce positive results as described in the two research studies but dealing with the complexities of a classroom with twenty plus students comprising several different cultural and socioeconomic groups, I find the task somewhat challenging. I agree the strategies that encourage literacy engagements and re-authoring used in Staples research could be replicated in the traditional classroom and produce positive results. After reading these articles, I would like to give my students more individual freedom in their text selections and collaborate more on how to structure our reading groups with more authority from the students.
Posted by Michelle Carlson | June 14, 2011 7:30 PM
Posted on June 14, 2011 19:30
I really had a connection with Henry's article because I have seen first hand how using literacy leads to developing a voice. I am currently taking Children's Literature and I can say that through literature you learn about who you are and what you stand for in terms of issues that relate to race, gender and multiculturalism and class. I think using literacy to engage students in sharing their voice is the best way to develop their voice. Through the characters students can make connections, form point of views, and learn who they are. When students learn who they are, they feel more comfortable about speaking out.By using literature our students learn to "re-author" themselves and for the first time many of them become authors.I agree with you that the acceptance and variety of options for expression are what made these programs so effective for the students.
Posted by Karin Scott | June 14, 2011 8:26 PM
Posted on June 14, 2011 20:26
Andrea,
Staples and Henry were both successful, in different ways, in accomplishing their goal of helping students find their voice. I liked both approaches of providing non-threatening small groups that allowed for mistakes to be made. I know I can learn best when I feel comfortable, my opinions are valued, and encouragement is given. As teachers we need to remember that our students are looking for that same acceptance and encouragement. In my small groups this past year, it was wonderful to see each child grow and develop confidence as readers, writers, and valued members of our class/family of learners.
Posted by Ruth Ann Timmons | June 14, 2011 10:44 PM
Posted on June 14, 2011 22:44
Yours is a wonderful integrated synopsis, Andrea! The thread of diversity and acceptance that you name is clearly present in the practices of the small groups. I like that you are so positive about moving from small groups to a larger setting with these practices. I agree that fostering intimacy in smaller groups first can be a big leap into implementation in larger settings.
Posted by Dr. Jackson | June 16, 2011 10:54 AM
Posted on June 16, 2011 10:54