For me the thing that stood out in both of these articles was the fact that someone was interested in what these students had to say. It was important that for once it mattered what their opinion was. What they knew was considered and this gave them power to "know" something.
In finding their ability to express what they knew, the students developed their abilities to express themselves. I have found over the years that this is true of people in general. We all want to have our say and feel that it matters.
When I first started teaching, I worked with a large population of African American girls. I taught them in academic settings and "coached" them as part of a step team (not that I had any knowledge there :) ). I found myself "inside" their personal lives in a way that I had never imagined. Why? Certainly, not because of the color of my skin or because I belonged in that inner circle. It was because I listened. I gave them the opportunity to talk. They were able to express themselves, and to a teacher nonetheless. They were used to teacher's telling them what to think and what they should be doing. Due to this opportunity to speak, they did just that. They talked! They talked about their personal lives, about boys, and even about school. While we didn't get into as many deeper academic discussoins, I see now where I had those opportunities. The trust was there.
In the Henry and Staples articles, I see their situations as similar (and different). They gave these students the right to speak. Not only that, but also they taught them "how". They helped the students to see that what they had to say was important. While this is important in all of our students, I feel that finding this voice is even more difficult in students who have been "held back" because of who they are (females and minorities). As mentioned in the article, they feel that it is their "place" to be in this positions. We have to work to help them understand that they are more than what is defined by these limits.
Christy Laws
Comments (7)
Christy, I totally agree with you. One of my fondest memories of high school is my 9th grade english teacher. I used to babysit for him and his wife. When they would return, they would serve tea on this really nice china and we would sit together and discuss Shakespeare. At 16, I felt so "mature" sipping tea and discussing literature with two teachers. It was a great experience for me. They were not patronizing or demeaning in the way they interacted with me; they truly seemed to value my opinions and imput. He gave me my first "voice" and I will never forget it. I think this is so important when working with adolescents. It has to be real and authentic just as Staples cautioned, but it can be a powerful gift for a student.
Posted by Sally Elliott | June 15, 2010 8:21 AM
Posted on June 15, 2010 08:21
I think that it was wonderful when you reached out to your students to learn something that was familiar to them but not to you. I think so many times, teachers are afraid to let their students see them experience something where they are uncomfortable (as if we are showing weakness). Stepping outside of your comfort zone allowed your students to be more comfortable with you so they could step outside of their zone.
Posted by Erin Whisnant | June 15, 2010 3:45 PM
Posted on June 15, 2010 15:45
I couldn't agree with you more, the students in these two articles needed someone to take the time to listen. This is true of children of all ages. Most of my kindergarten students love to share. At this age they will tell you anything and everything. I wonder at what age this changes. Or what happens to make students stop confiding in their teacher? Pam Aubuchon
Posted by Pam Aubuchon | June 15, 2010 4:13 PM
Posted on June 15, 2010 16:13
I gift of listening is very valuable. It is a gift you have to train your mind to listen. These teachers had that gift! They knew when to be quiet and let the students talk. The students felt comfortable because they finally did have a voice. A teacher was listening and not saying "you should not say that or that is not the correct speech" The teachers were letting the students be themeselves so that they could have an identity and begin to learn who they really are.
Angie Somers
Posted by Angie Somers | June 15, 2010 4:41 PM
Posted on June 15, 2010 16:41
Christy- this may sound kind of corny but it was very inspiring to read your blog. I was trying so hard to make sense of what I was reading that I missed some of what you saw. The validation you talk about is so important. I am always anxious to check my own grades and comments in this class because I want the feedback to be positive. That means something I have said is important. That is what our students want to. I need to do a better job of giving affirmation. Too often I find myself slapping a grade on a paper and not taking the time to say, "This is your score and ___ really looked good." I don't think we need to say good job for no reason but everybody does something positive.
The trust issue is a big deal. Our students have to know we care about them and their lives. I hope my students realize they mean more to me than a scale score on a test.
Posted by Carol Sherrill | June 15, 2010 9:04 PM
Posted on June 15, 2010 21:04
I totally agree. It is so important for us, as educators, to convey to our students the feeling that what they say matters and is important. If they feel this from us, then they, in my opinion, will be more apt to share even more and will also be more willing to work harder in class. I think it goes back to students knowing we care.
Posted by Marsha Warren | June 15, 2010 9:51 PM
Posted on June 15, 2010 21:51
Listening is something invaluable to our students especially when they often lack quality time with family at home. That relationship you built with those young ladies is one that I'm sure they'll never forget. I also realized the same when I coach cheerleading and soccer. You do find yourself more involved and connected to them. In the environment outside of school, church, clubs, and after school activities there is a place where they can come as they are and be heard. I love that. I think that is what I cherish about teaching most listening to their stories and hearing their thoughts. Although I never get to spend as much time as I'd like, journaling this past year provided a great mode to continue some of our thoughts and discussions.
Posted by Amy Hardister | July 2, 2010 6:11 AM
Posted on July 2, 2010 06:11