A quote in my classroom that I use often is "It is more important to take notice, than to get noticed." At first, they struggled with this. I struggled with this. Often teachers are like a bull in the heather, making some noise, flattening the stalks. But when we change our dynamic in the classroom- when we become active listeners, when we are whistling away in the dark rather than waving our flashlight- we create a landscape of self-learners, student-centered classrooms.
When students get in the habit of discussing the content, asking higher level questions, looking at data, researching more layers, finding their favorite way to collaborate- they create a learning space of their own design. It may be a classroom assigned to us, a number, a hallway, a location- but the space is theirs and we need to make sure we remember that.
Learning is a choice. Engaging is a choice. All we can do is get them to think outside their comfort zone as much as possible. Visual, auditory, tactile, a combination of the three. Level 1 questioning, level 2 questioning, level 3 questioning. Scaffolding, chunking, remediation. Maslow, Piaget, Bloom. These are our reference points. These are our strategies. Our students have very different outlooks when it comes to learning, to remembering, to processing, to formulating ideas, to assimilating and adapting.
Students only know if something is challenging. If the topic is interesting. If the lesson engages them. They do not need to or want to know why we designed it in such a way. What they care about, honestly, is are they getting the content, are they understanding the big picture, are they going to master it- get a good grade. We need to tug at them a little more, get them away from a grade focused mindset and more into a growth one. I know we say this a lot in education. But it is harder than it sounds.
We can’t make them want to learn. We can’t make them focus merely on growth. They see the letter or percent as absolute. They see the assessment as preparedness- not a gradual slope. We try so hard to focus on the process. The path. I know I do. I have set up a great lab, I have designed a platform for debate and seminar style learning. I think that they see the value, understand the why- then they say, “If I follow the rubric, I will get an A right?” A rubric is important. I know this- but often it becomes the grout, the only way they can lay down their tiles.
We can’t remove grades (I wish we could), we can’t remove rubrics (they are important), we can’t rely on classwork alone- we need markers, check points, assessments of some kind to measure growth. So how can we design them to keep students growing? To keep them adventurous. To keep them motivated and challenged? We let them help us design the learning space. We let them create lessons. We let them show us- through choice and independence. They need guideposts, they need a topographic map- but the physical map, the road map- it needs to be in their handwriting, in their color scheme.
Here are some strategies I use to help mitigate my voice. I must remind myself to remain silent sometimes. I must remind myself to tiptoe and just watch- because they do amazing learning when I observe. For when I observe, I conserve, I conserve the creativity, indulgence, and construction of students to them. When they ask me directly, I respond? But I leave things vague enough to where they struggle a bit. I find struggle draws them in, this way they are paving the road at their own pace. The asphalt needs to be hardening as they move past the speed bumps. Some are pouring it faster than others- this is how it should be after all. If we want learning to be chosen, we must give them the time to choose.
Strategies to Observe
Fishbowl- give students a topic, ask one student to take the lead. One generally will because someone in your class will love the topic or heard something about it at least and want to share. Have this student sit in the center of the room. Then they will tag each other out and continue the conversation. Sometimes it goes off on a tangent. But that is a good thing- it means they are looking at the big picture. I generally redirect if it goes too far off course.
Skits, Pictionary and Charades- I use this a lot for vocabulary or big concepts. I put the words or topics in a bowl, and they choose one. Then their group acts it out (silently) or draws it on the board. It is fun to watch them do this. They get creative and it is very visual to reinforce the vocabulary and concepts.
I am- I let them choose a concept or vocabulary word and then they walk around the room and discuss their choice with three different people. They cannot use the same words twice so every new person they have to have a different way to describe it. Then everyone sits down and shares their word with the group.
Mindful Minute- A great brain break is to have students think of a word that describes themselves. By giving each student a letter that their word must start with, it prevents duplicate words. Then have students rotate ten times in one minute. All they need to do is tell each other their word. Tell each other why the word describes them. Then after they sit down, have them write down all ten words. Many can’t remember more than 2 or three. This prompts a discussion on active listening.
Brain Break Bonanza- On Friday’s I ask for five volunteers to run the brain breaks the following week. I tell them they have 2 minutes. They can’t be super loud or crazy. They can choose what to do for the brain break that day. We have had meditation, singing a particular song, trivia questions, etc. It is a fun way for them to engage in all aspects of the class.
Get Out and See the Sun- I let students vote two times a week to go outside for a 5-minute break. It can't be while I am teaching or while group work is being done. But as we are transitioning - someone will say “Get Out and See the Sun”- then we vote. If the majority wants to - then we go outside, and they run around or meander about for 5 minutes.
Strategies to Conserve
Podcasts- I create a podcast before assessments as a REMEMBER THIS program to
help students’ study for quizzes etc.
Doodle Time- At least 2-3 times a week after we have had a class discussion or notes- I ask them to just doodle. Doodle anything that reminds them of what we discussed- or just an appropriate doodle to distract for a minute. A one-minute doodle fest works to help them settle before we transition.
Graffiti Wall- The graffiti wall is about vocabulary from the class and drawing images that will help others remember it. But it is also a place where they can write a quote or emotion. Just a way to share how we are feeling. I say to keep it positive and light. I also have a large glass fishbowl where they put a piece of paper they write on- if they are feeling anxious or negative and then I speak with them during the 1-minute check-ins each week.
1
Minute Check-In- Every week I speak to every student
for 1-minute minimum. Sometimes we go longer. It is away from everyone else in
a quiet corner where we talk about anything they want. If they have nothing to
say- I ask them questions to prompt them to start a conversation about
anything. Personal or academic.
