Class Meets: Student voice

Giving my students a voice has been one of my goals this year. Talking circles (such as Brags and Drags) have always been a part of my classroom since I began my career many a few years ago. This year, I decided to add another element to my classroom, and we use "campfire" time to have class meetings.

This is the cover that a student designed for our meeting binder. The quote says "Sometimes you have to see people as a crayon. They might not be your favourite colour, buy you need them to complete the picture."

How awesome.

In the binder, students record any issues that have come up in the classroom and school. When we get together as a class, we then bring up any of the issues that have been recorded, plus others that have arisen.

Two or three mornings a week, I call for a campfire. Students circle up their chairs, making sure everyone is a part of the circle. They are so efficient at this now that it takes under a minute. We begin by passing a speaking object (a feather or a talking stick - which recognizes our Ojibway talking circle roots). The meeting begins with students sharing compliments about others. The only rule for compliments is that it isn't to be something superficial (e.g. "I like Mary's shirt"). Athletic accomplishments, acts of kindness, perseverance... all get recognized here by their peers.

After we do a round of compliments, then we bring up issues. At the beginning of the year, it was like pulling teeth to get people to speak up about problems. They often just simmered in the background. Now, it is much easier to get them to talk. Whoever has an issue shares the problem with the group. If the issue is with a specific student or group of students, then those individuals are required to speak next, and give "their side".  After that, others in the class get to speak up and share their perspective on the conflict, and we get to the next steps.

More often than not, the issue is quickly resolved, there is an apology, and we move on. Sometimes, however, there is a class-wide debate on resolution. Only once or twice this year have I had to step in and give a consequence - and it was only when the issue was big enough to require a referral to the Principal.

Has the class meet solved everything? Of course not - when you have 26 adolescents sharing a small space, there will always be conflict. However, it has greatly diminished the "bystander" effect in class, and given students a forum to speak up and have a voice. They are learning to manage themselves as group much better.

Now, when our Principal needs to address something with my class, she checks to see when our next "class meet" is taking place and she comes and joins our circle. It's amazing to see the dialogue taking place and eliminates the talking-at-students, which adolescents all seem to tune out anyway. I must admit, though, each class meeting I am on tenter-hooks to see if I am going to have to speak to the issue of my workspace. Somehow, my never-used desk has become a storage facility for piles of papers...

Student learning spaces...from cave to mountaintop

 

Overhead in my class: "Let's find a watering hole and get to work on this."

Introducing learning spaces to my class was far simpler than I could have ever imagined. In the past, I have always had many conversations and created anchor charts with my class about rules for meeting in small groups, large groups, presentations and assessments.

This year, I introduced these terms, and had a student create artwork to depict them, along with the norms for each. I framed the posters, to show that they are important (and beautiful!). Framing lends credibility and importance to items posted in the classroom. I don't know why, exactly, but it just makes everything more special.

Now, since the posting of our norms, it is as simple as saying the word, and it happens. Furniture gets moved, bodies get organized, learning begins.

The Cave (independent work, assessment, reflection)

• not disturbing others


• being on task


• working quietly

*Currently, this looks like students in our reading nook, corners of the room on the floor, at computer workstations and desks

 

The Watering Hole (collaborative group work)

• working as a team


• listening to others


• everyone contributes

*Currently, this looks like groups of desks shoved together and bodies crowded around. We have 2 standing desks that groups will crowd around as well

The Campfire (whole class in a circle, talking circles, Brags and Drags, Class Meets)

• respecting classmates


• responding to questions


• active listening


• don't speak when someone else is speaking

*Currently, this is a circle of chairs with desks shoved aside to make space

 

The Mountain Top (presentations)

• respectful audience


• asking questions


• giving feedback

*Currently, this involves students moving chairs and facing either the smart board on one wall or the long chalkboard on another wall (BANSHO math)

Currently, I am still dreaming of creating a proper 21st century learning space. When we work in our school library, which has lots of space, carpet, two projector areas, group tables and individual work stations, it is so easy to implement each of the above formations. It looks like a Ministry of Education video with the students at work, engaged and learning.

In the classroom, with our 20th century desks, chairs and cold, tiled floors, it isn't as smooth for transitions, nor as comfortable. Also, I have noticed that it isn't as quiet. There is something about trying to have large adolescent bodies meet around groups of desks that seems to make the noise level sky-rocket.

But when our 20th century-designed classroom catches up with us, we will be ready!

 

Campfires aka Talking Circles aka Brags & Drags

In my classroom, we have begun to use the cave, watering hole, campfire and mountain top. It has set up instant norms for classroom expectations when working under a variety of situations.  To be honest, it took about 2 minutes for my students to buy in.  Here's why:

[youtube=http://youtu.be/2nPUBNLGpKo]

NCIS in the classroom: a great teaching tool!

We make a campfire to act as our talking circle. We used to simply call it our talking circle or sharing circle, which is a custom firmly rooted in the Ojibway culture. Now I just need to call out "campfire" and everyone knows what to do.They  pull their chairs into an inclusive circle. Everyone has to be a part of the circle. Everyone has to be respectful and let the holder of the feather speak uninterrupted. Everyone has the right to pass.

We use the campfire/talking circle in two ways. The first way is through Brags & Drags. I have always had a sharing circle in my classroom, since my very first year of teaching (Grade 1) on the Wikwemikong Unceded Indian Reserve, nearly 18 years ago.

My sharing circle has evolved somewhat, as it is sometimes hard to elicit a response from Junior and Intermediate aged students. An ETFO PD presenter a few years ago, whose name I have unfortunately forgotten, told us about his Brags and Drags that he had students share.  By focusing the conversation topic on something good that has been happening to you (brags), and something that isn't so great (drags), students are much more likely to respond.

How to do "Brags&Drags"

1. Campfire!


2. One person begins, holding the talking stick, sharing feather, whatever you decide to use.


3. They share up to 2 things (1 brag, 1 drag, 2 brags, 2 drags) OR they can choose to pass


4. Opportunity for questions when they finish ( we max it at 2 questions for sake of time)


5. Pass the speaking object to the next person - only the person holding the object may speak unless they are finished and open up the floor for questions (it just takes too long to pass it around for every question).


6. One issue that comes up is that some students retell every detail from an event and you could end up spending WAY too much time in the circle. We limit it to the main idea.


7. What are they learning? How to ask good questions, active listening skills, speaking skills, main idea of an event, empathy, how to be part of a community...so much more.

Because of Brags & Drags and our sharing circles over the years, I have learned many, many things from my students, and gotten to know them on a level that I don't think I would have otherwise.  I know when things are bothering kids (tough times at home), or why they are so tired (all night gaming), or even why they are so giddy and over-excited (winning a hockey game, upcoming sleepover). My students also get to know me, and when I've been up with a sick child at home they seem more compassionate and understanding toward me.

Brags & Drags are probably my most valuable teaching tool. At the beginning of the school year we have them at the start of every day. It builds a strong sense of community, of empathy, and builds bonds in a short amount of time.  Once the year gets underway we limit it to Monday and Friday mornings, just so that we can use other days of the week for meetings of a different sort (which is my second use of campfires/sharing circles, and will be a future post). Visitors to the classroom are always asked to join us in the circle, and hopefully they even share a brag and drag from their lives.

In the past I have heard criticism that my talking circle is a waste of valuable teaching time. However, when that same educator later came to me and ask what was going on with student X or student Y, they had a major shift and began to understand the purpose of my circles, because I always knew the answer. Kids need to talk, and they need people to listen.

For me, Brags & Drags extend beyond the classroom. As a parent, they are a surefire way to actually get an answer to the question "what did you do at school today" from my own kids, as opposed to "nuthin". It is a great way to start a meaningful conversation at the dinner table, on a car trip, at bedtime...

So today, my brag is that I've managed to eke out some time to blog. And my drag...it's a school night...