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| Anne
Conry, Teacher, Newlon Elementary, Denver Public Schools In elementary school, discussion is an extremely valuable tool to help students learn to think for themselves about issues. However, our students come to school with no experience in the skills of discussion. Each skill needs to be explicitly taught, and that is time consuming. I feel that the time is well spent considering the benefits to the students’ future. A Rationale for Discussion at the Elementary Level When my elementary students learned about and discussed an issue, they became aware that there are different points of view in the world. They became stronger and more informed about the points of view on that issue and began to look for varying points of view on other issues. Because of this training, they are better prepared to enter the middle school and high school worlds, where their beliefs are likely to be challenged. Preparing the Students for Discussion In the context of an elementary school classroom, discussion is an unusual activity, which takes training and experience. First, students feel that there is a “right” answer that should end the discussion. I illustrated and specifically taught that many different, opposing answers to a problem can be “right.” As students begin to discuss topics, they are unable to listen to others or compromise their views; they often see discussion as a chance to talk about whatever they want (e.g., what they did on the weekend or the fact that their uncle once knew someone who had a problem like the topic of discussion). My elementary school students needed preparation in the form of actual skills teaching and practice. For instance, they needed to learn the components of good listening. They needed to see good listening demonstrated and role play it themselves. They even made a rubric entitled “What a Good Listener Does” and referred to it, evaluating themselves after an exchange of views. Another skill that students needed to be taught is responding to a view with which they don’t agree. I talk a great deal about respecting others’ process of learning. We have as a classroom norm the expectation that students will “let others learn,” that is, not ridicule others for being on a different reading level or math level. This expectation plays into the view that each person is entitled to his or her own interpretation of a book or event. Respecting different viewpoints is demonstrated in our book discussions long before we attempt a discussion of a current political issue. As authors and readers, we are aware that interpretations of a text can differ and that all are valuable. This was practiced again and again in reading and writing contexts, and it carried over into our discussions. We also practiced and modeled the skill of staying on topic. After a few practice sessions, it became automatic and the group would gently bring a straying member back to the topic. Leading Up to the Discussion For elementary students, in order to discuss an issue they needed to be educated on it or, in many cases, they needed to become aware that the issue exists. First, I found fictional literature that illustrated and personalized the issue. Books like Fly Away Home (homelessness); The Story of Ruby Bridges and Teammates (racial discrimination against African Americans and civil rights); So Far from the Sea and Baseball Saved Us (the Japanese internment); and The Circuit, My Name Is Jorge on Both Sides of the Border, and A Day’s Work (problems faced by Mexican immigrants) all made the issue something that happened to a child and explained the issue from a child’s point of view, which is very important to an elementary student’s understanding. This engaged their interest and sense of justice. When the students perceive that something is unfair, they become energized to learn more and talk about it. Assessment of the Discussion My students created a rubric of “What a Good Listener Does.” We also adopted as a goal “staying on the topic,” which essentially means “don’t tell a long irrelevant story.” We practiced building on and disagreeing with others’ comments. Before beginning the discussion, we revisited these topics. My assessment was based in part on the students’ demonstrating the behaviors we had talked about. I sometimes use a rubric that lists these behaviors, but for young students I find that debriefing after the discussion is also very valuable. I brought out examples that I had noted, such as “I liked how Ricardo said ‘I understand what you are saying but I think…’ or ‘Did you see how Jasmine built on Deanndra’s comment about discrimination?’” Each time that my students engage in a discussion, they increase these behaviors, and that is my goal. Student feedback is another method of assessment. Students share group problems and group successes with the class. Because all of the students are learning, I make sure that all groups hear about the problems and successes of the others, so that we all benefit from others’ experiences. A strategy that I need to use more often in order to include the shy students and English learners is the pair or group share before the entire class discussion. Students are very familiar with the strategy of sharing in a small group or with a partner before a whole group talk. It lets them think through their point of view in a more risk-free setting. This slows down the thinking and verbalizing process for students who are second language learners or simply unfamiliar with discussion. I intend to increase my use of this strategy and use it every time we have a group discussion. As I reflect on the experiences my classes have had with discussion, another goal that is coming to mind is that I need to have discussions more often. They are immensely valuable to the development of a student and a person. For instance, a recent discussion of immigrants’ problems and how we can help them was videotaped for my National Board certification. As the teacher who taped us and I were discussing how the taping went, we looked around and realized that all the groups were still discussing the topic, and more heatedly than on the tape! Their discussions went on for 20 minutes after the taping was completed. Discussion brings abstract knowledge into their own experience, personalizing it, so that students can really change their outlooks and behaviors. And they love to do it! I feel that it is a very valuable tool in creating a thoughtful citizen and person. |
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