From our discussion/readings in class the patterns I noticed were ones we talked about: There seemed to be a way in which the instructor guided or rushed class conversations in a particular way. This either seemed to be to reach a particular topic, to get to a point that students were not reaching on their own, or to accomplish a certain goal in a given time restraint. Also, we discussed the difference between a college discussion class where conversation seemed to flow much easier. In the high school classrooms, instructors seemed to need to encourage discussion much more; getting students to talk seems (in the two examples so far) almost like "pulling teeth." The other very obvious pattern we noticed was the need to deal with one or two speakers who dominated conversation and how to encourage shy/quiet students' input to be heard.
There are a few little things I have noticed that we have not yet talked about: One thing that I noticed in two transcripts was how teachers dealt with students using swear words; they did not address it. In one example, it seems that the teacher simply did not hear it, but the other instance, was interesting. Another pattern I have noted in a few of the transcripts is the presence of conversations that have nothing to do with the class discussion or what the teacher is saying. In Cassidy's and my recording, this was particularly annoying because it made transcribing other students' comments difficult. These are the patterns that have immediately jumped out at me from just reading. I look forward to noticing more patterns as we hear them aloud.
These patterns and just general ways that teacher/student conversation is happening in the transcripts so far are definitely causing me to think about ways I want discussion to happen in my own classroom. I do want to find successful strategies for including ALL students in conversation in a relatively equal way. Realistically, this is every teacher's battle, and it is idealistic, but I do want to encourage a classroom environment that is open, honest, light, and fun but where learning still happens. In an ideal worlds, I would be able to successfully create my classroom to be this way all the time, and students would learn without even realizing they were actually learning. One way I think students can be encouraged to discuss in class is to use topics in a way that students can form an emotional attachment to them. This is not easy and can be dangerous, but I think it is worth trying because students will retain and care more about topics that they can personally connect to. One of the issues that I have had a really hard time trying to figure out how I feel about is the use of profanity in my classroom. I personally do not use profanity (at least not 99% of the time). However, I am not sure how to come to a balance between encouraging school policy, a more extensive vocabulary than just the adjective, adverb, and noun forms of four four-letter words, and still having a good relationship with my students and relaxed classroom. UGH! This is the one issue that, as minor as it is, gives me the most stress when I think about what I am going to do in my classroom. In regards to side conversations, I understand as a student myself that these are nearly unavoidable. However, I think (without casting any judgement or drawing unfair conclusions about any teachers) that this may be a meter for me to judge how engaged my class is. If my students are talking among one another about topics unrelated to class discussion, I think it is fair to say that they are bored or lack interest in the topic. Again, this is hard to avoid, and in my idealistic classroom, I would be able to keep my students engaged in class discussion 100% of the time, but realistically, I will deal with it; so I must figure out how I plan to address it and what to do to discourage it in a positive way. Again, I am excited to see my ideas about how to run classroom discussion be challenged or grow in response to the transcripts as we continue to read them.
I've thought about the profanity thing too, Beka, and it is hard to decide how exactly to handle it. In my own high school experience, I've seen students use it to convey something they're passionate about in a discussion, which seems perfectly natural - and relevant - to me. But it's hard to say how I would respond in a more casual situation. In one of my other classes, our teacher just had to issue a sort of warning statement about "language"in the classroom after a situation occurred in which profanity sort of happened organically through other circumstances in the class. She clarified that this is an academic class and language should be used accordingly. I thought this was really interesting, especially in light of the things we've been talking about in this class. What is "academic" speak?
ReplyDeleteAlso, I wanted to mention that sometimes in my classes, I make side comments when I'm especially engaged in what's happening - and especially when I disagree with the point being made. In that case, the side conversations might be evidence that you're establishing that emotional connection to the topics! :)
I think your post highlights how we need to be prepared both with a lesson plan, and for how to approach classroom management. I cannot agree more with your desire to have all students participate in discussions, and I sense that you will teach with deliberate intentions--I think many students (myself included) appreciate teachers who are straight-forward and clear with their expectations. With that in mind, the swear words will hopefully be kept to a minimum by clearly stating your expectations about using them. The difficulty I see many students (again myself included)have with English is that more times than not there is no one right answer, but instead many right answers. This idea of many right answers has to be predicated with a notion that does not mean every answer is absolutely right--it is very tricky business when trying to convey this idea, but at the end of the day I believe it remains at the heart of English teaching.
ReplyDeleteGreat post! Always nice to hear your ideas.
I like your thoughts about emotional attachment to discussion. I agree from personal experience that the student cares more about a topic when they are emotionally invested. Perhaps this could help with the side-conversation issue as well. If students are more invested, they'll be less likely to stray off topic with a conversation partner. And then we won't have any "microwave" moments!
ReplyDeleteI am also torn about the profanity issue. On one hand, I think professional decorum and appropriateness should be maintained. On the other hand, I would like to let my students be themselves and express themselves in a manner they are comfortable with. I hope to figure out some reasonable way to balance this issue.