One of my aims for this website is to reflect on my teaching practice in relation to ideas and approaches I read about. Through this reflection I am hoping to discover insights about my own practice, and how to adapt and improve it. You can read some of my recent reflections on my Snapshots blog.
What excites me is that since I have been writing on Encounteract, I can already feel a difference in how I approach my everyday teaching. Ideas can be infectious and writing provides both a breeding ground and a catalyst for new forms and energies to be put into action.
At the same time one of the challenges I have faced, with regards to writing about the inspirational teaching practices I read about, is that I only know about these approaches anecdotally, and not experientially. And while I can google these ideas (and I do!) and watch videos about them and read stories, I can’t help but feel like I should first personally observe and experience these approaches before writing about them. I just do not know enough, yet, about many progressive educational approaches, apart from their basic introduction.
With this in mind, I consider that a couple of weeks ago I promised to write a post about progressive and radical ways to increase Student Talk Time in learning spaces. I googled and thought, and scribbled and planned and in the end I have come up with the somewhat disheartening conclusion that I simply do not have good access, right now, to the resources I would need to write this piece in the way that I’d like. So I am partly here to announce that I am putting this particular article in the back burner. But hopefully not for long!
In the meantime I am going to shift focus for the next little while to follow up on another earlier post in which I wrote about the internal dialogue that runs through my head and influences my state of mind, my actions and my teaching practice every day. To me, grappling with internal dialogue falls into the realm of mental health and self-esteem, which for teachers is incredibly important and I think often overlooked. I am particularly interested in the experience of new teachers and how they themselves learn in the classroom - how to adapt, how to cope, how to be.
To help me along, I have uncovered and discovered some truly wonderful and inspiring teacher thinkers and writers who offer wisdom in the art of reflecting and growing as a tool for teacher (and classroom) health. In the next week, I will aim to write short reviews or ‘snapshots’ about some of these various writers and thinkers to contribute to the broader discussion on teacher’s mental health and resilience. Enjoy!
Welcome to ‘The SQ’ where I talk about the state of education from multiple angles. Here I compare mainstream, reform and radical approaches in education and also consider contextual socio-political factors that impact learning environments, both locally and globally. This week I’m talking TALK IN THE CLASSROOM!
Do teacher’s talk too much? The research suggests so. In this post I will be looking at some practical approaches to decreasing Teacher Talk Time and increasing Student Talk Time. Find out what Teacher Talk Time and Student Talk time are here.
We’ll start at smartclassroommanagement.com. A well-known and popular teacher support website run by Michael Linsin. You can find a link to his article about decreasing TTT here. (https://www.smartclassroommanagement.com/2011/04/16/improve-classroom-management-by-talking-less)
To summarise, Linsin explains that while it can be tempting – and feel necessary - to narrate and dictate every expectation of your student’s day, the reality is that the sound of your constant, unrelenting nattering might well become like a radio on in the background – a slightly inconvenient audio disturbance that your students can simply tune out.
Linsin advocates rethinking – no let’s say “remarketing” - your TTT kind of like how De Beers remarketed diamonds back in the day, so that everyone started believing they were suuuuuper valuable. Talk less, says, Linsin, and what you say will seem more important.
His tips on how to do this all rest on two very conventional cornerstones of schooling – teacher authority and teacher control. He advocates strongly that what teachers need most in their classroom is a watertight plan for every conceivable moment. If students know exactly what is expected of them at any given moment, the teacher is less likely to have to remind them every second moment of their expectations. If students are taught to see their teachers voice as something rare and valuable (like a diamond) they’ll pay attention to it.
But is this kind of rigid, inflexible approach to classroom management really the only way to decrease TTT? And just because you are talking less, is your student’s talk getting richer and is their learning experience deepening?
Approaches to getting students to talk more are a signature part of educational reform. Many of these strategies are based around principals of respecting children’s agencies and capabilities and trusting them to take a more active part in their learning. But these approaches still exist on a spectrum, with very conservative efforts on the one end and radical efforts on the other.
For example, it is undoubtedly a common practice in most mainstream classrooms to give children turns to speak. To answer and ask questions, demonstrate their knowledge or share stories with their class. All of this ‘counts’ as Student Talk Time but how much does it really contribute to student’s enrichment and development? I use strategies like this all the time in my class room, with hugely varying success. Read a snapshot here!
Further along the spectrum, you start seeing approaches that encourage students to talk to each other, rather than just to the teacher/ whole class. A well-known one is called “Think Pair Share.” A problem/ question is presented or arises naturally, children are asked to think about it in private, then share their thoughts with a partner and finally present their findings to the class. This kind of tactic gets more children engaged at once and helps to diffuse the teacher-as-total-authority atmosphere that can easily clog up the air in a TTT-heavy class. The website Teacher Vision has a well-explained article about the Think Pair Share strategy here. Collaborative learning strategies like this represent an important shift away from the ‘student as empty receptacle’ trope, which has been a mainstay of traditional Education for so long.
However, even more radical approaches exist and are gaining traction as research increasingly shows ‘student-led’ or ‘self-directed’ learning may well be the most powerful approach to education that there is. As the terms suggest, student-led or self-directed learning flies in the face of traditional hierarchical education models. The teacher is not seen as an overarching all-knowing authority and their role shifts to one of co-learner, facilitator or simply observer. The learner’s role also shifts to one that is inherently more respected, trusted and responsible.
Student-led and self-directed learning are big, BIG topics all on their own - and probably a thousand little subtopics too. I am planning to dig a whole lot deeper into these approaches in the coming weeks. But while we're still talking TALK, head over to The Visionary where I will look at 5 radical student-led approaches to increasing student talk in schools.
Thanks for reading!
A daunted but determined teacher irons out the creases of her brain.