On Student Voice and How All Means All
If I asked most of my students, they would consider me a great teacher for them. They would tell you how safe they feel in our classroom, how they feel respected, how they feel like what we do is worth their time. It is easy feeling like a great teacher if those are the only voices you pay attention to. But if you were to speak to a few, perhaps the ones who would need some extra goading, perhaps those who choose to remain mostly silent throughout our time together, a different story would emerge. They still hate English, they still hate reading and writing, they find little value in what we do, and some, probably, also see little value in me.
I don’t think I am alone in that. Our schools are filled with both kids who flourish and those who don’t. Those who see the value added to their lives in what we do and those who don’t. Those whose days consist of success and those who have limited success. But whose voices are being heard in our conversations? Whose voices are shared in assemblies? Whose voices are shared when we invite incoming families in to discuss what a school experience consists of with us?
And what happens when we don’t monitor whose voices get the most space within our school? When we once again select the few kids that we know will speak up, speak eloquently, and will stick to the message that we know reflects us best? It means that we create a false sense of accomplishment, as if student voice is something we can checkoff, as if everything we do is exactly right and all we need to do is just stay the course.
I worry about the echo-chamber we sometimes create, whether inadvertently or purposefully. How many of us purport to support student voice but then only give the biggest space to those we know will shine a positive light. How we assume that a child must view their schooling as favorable as long as their scores, grades, percentages show them as successful. How we squelch the voices of those who may have less than stellar experiences to share. How we dismiss their voices as simply kids carrying a grudge, or not understanding, or simply just being in a tough spot. How easily we dismiss their experiences rather than recognizing them for the incredible learning opportunity they are. A chance to dive into what we still need to work on, a chance to create a partnership with those whose experiences are not successful despite our carefully laid plans and best intentions.
When I ask others to make space for students to reclaim their voices, I don’t just mean those whose voices echo our own sentiments. I don’t just mean those who will present us in the best of lights. All means all and that includes those who will tell us the unguarded truth even when the truth hurts. This is why in all of my presentations there is truth that hurts, statements that made me grow, that felt like failures when I first was given them. It is important to model to others what real feedback looks like, to acknowledge that at times we will fail our students. That at times we will not be the teacher, or the school, or the district that they needed us to be and we now have to figure out how we can do better, with them. Because that is what the truth does; it gives us a chance to grow. To become something more than we were before, but we cannot do that if we only make space for those voices who will tell us all of the good we are doing without mentioning the bad. If we only select a few to represent the many without giving everyone a proper chance to speak up, to be heard, to shape their experience.
So survey all of the kids. Give space to all of the kids. When students are invited to speak at your training events, at your staff meetings, at your school board meetings, invite a broad range of perspective. Sure, invite those kids in where the system is clearly working, but also invite those who tell us through their behavior that it’s not. Who perhaps may be doing well but who really do not love it. Monitor who you give space to so that all experiences can be represented because if you don’t then it is really just a sham representation. And then ask meaningful questions, not just those where students will provide you with sound-bytes that will do little to move the conversation along.
Ask them if they feel respected.
Ask them if they feel valued.
Ask them if they feel represented.
Ask them if what we do matters.
Ask them how by working together we can make it better.
And then listen to their voices, all of them, and instead of dismissing their words take them for what they are; the biggest gift to do better, to be better. An invitation to create an education that matters to all, not just some, and who can say no to that?
If you are wondering where I will be in the coming year or would like to have me speak, please see this page. If you like what you read here, consider reading my book, Passionate Readers – The Art of Reaching and Engaging Every Child. This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block. If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book Passionate Learners – How to Engage and Empower Your Students.
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