Tag Archives: listening

Conferring and My Wish for a Time Machine

I am as guilty as the next guy. When I first started teaching, I didn’t have any idea how to get students to read more, write more, do more in my English class. I didn’t even know I would have to work so hard. Although I was in the middle of raising my own teenagers (and they all turned out great), I had no idea how to inspire other people’s teens to give books a long enough look to want to read them or to take the time needed to write something they would want others to want to read. I was all about my content, my lesson plans, my choices, my control. I did most of the talking. I did very little listening.

I remember the first day of my first year teaching. Students sat in assigned seats, alphabetically by last name. I asked each student, seat by seat, row by row, to tell everyone their name and one thing they hoped to learn in their freshman English class. I have no idea what they said — except for one.

“My name is Susie, and I hate white people.”

I am a white woman.

I might have felt stunned, hurt, appalled. I do remember thinking, “The audacity!” and shouldering an internal huff. I tried not to let these words sink me before I ever got afloat, and for the most part, I think I succeeded. Susie and I learned to work together that year, and she did fine in my class.

But my idea of success is much different than it was back then:  I no longer think fine is ever good enough.

I think about those young people from my first few years of teaching, and if time machines were a real thing, I’d set the dial to 2008. I would do things differently because I am different. I know better. I learned to be better.

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Last week I facilitated a day-long training on implementing the routines of readers-writers workshop in secondary classrooms — a shift in pedagogy so students sit at the center and learn through authentic reading and writing practices. These teachers are eager, and their district leadership is providing support to make this happen. Yet they struggle.

In table-group conversations, two topics came up again and again:  Our students lack discipline. We need more tips on conferring.

What’s obvious to me now, that wasn’t back when I first started teaching, is a clear connection between the two. Students need to be heard. Now, I am not saying that implementing a workshop pedagogy will fix all disruptive behaviors, but I do believe these behaviors are often evidence of a lack of conferring. Students need to be seen and heard. (See more on why here.)

We talk a lot about creating a positive culture in schools and cultivating learning communities where relationships thrive. These take intention, effort, and time. In ELAR classes, these take intentionally designing instruction that utilizes every square meter as we practice authentic literacy skills with authentic texts and model the effort it takes to build our identities as readers and writers. To do all of this well, we must meet our students where they are in their learning, or in their apathy, or their attitudes, or whatever we want to call it. Conferring, those one-on-one little talks with kids, is where we do it.

As with anything that deals with humans, it has to start with listening. Listening jumpstarts relationships. Relationships build community. Community shapes culture.

8 Tips for Talking to Adolescents

If I could relive day one of my first year teaching and my interaction with Susie, I’d make sure she knew I heard her. I’d pull up a chair at the beginning of our next class, and I’d listen. That would be the start of Susie doing more than just fine in her freshman English class. I am pretty sure of it.

 

Amy Rasmussen loves her life in North TX. She’s currently reading We Got This by Cornelius Minor, Embarrassment by Thomas Newkirk, and Braving the Wilderness by Brene Brown. She may be a completely different person come 2019. Find her on Twitter @amyrass

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8 Ways Listening Leads to Learning

not-listeningWe teachers often talk too much. Research on listening suggests that adults spend an average of 70% of their time engaged in some sort of communication; of this average, 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. I would argue that this data does not represent teachers in the classroom. We tend to talk more than we listen.

I wonder how many of us have thought of teaching as communication.

Think about this definition of communication: “Two-way process of reaching mutual understanding, in which participants not only exchange information, news, and ideas and feelings but also create and share meaning. In general, communication is a means of connecting people or places.”

Now, think about how much richer our classroom environments could be if we planned, prepared, and presented our lessons through this lens of communication — with the goal of reaching mutual understanding, exchanging information, ideas and feelings, and creating and sharing meaning. To do so, we must listen more than we speak.

What about the time, we may ask, what about the content knowledge we must impart?

When we exchange our need to talk with our students’ vital need to have us listen, we

  1. transform our teaching by looking for ways to invite students into conversations
  2. better utilize the time we have with our students, meeting their needs in one-on-one and small group discussions
  3. deliver information in new ways, other than students listening to lectures or taking notes from slide presentations, or completing worksheets
  4. break down walls many adolescents have built against school and against authority — they know we see them as the unique individuals they are, and they respond
  5. provide opportunities for students to learn from one another so we may listen as they share with one another
  6. help students discover and take ownership of their needs, both personally and academically — talk often works as a lead into deeper thinking
  7. facilitate communication that leads students to take on the characteristics and behaviors of readers and writers — or in a biology class as scientists, or in a history class as historians.

Fostering room for more listening is the first move into creating a culture of conferring.

Does it make us vulnerable? Yes! and facing our vulnerability is where our growth as teachers takes root, taps into strategies that nurture our learners, and eventually blossoms into the instruction and learning experiences we want for all students.

How do you make room for listening in your classroom? Please share in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

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