In conferences this week, I found myself repeating to students, “Don’t be afraid to speak up.”
I find this tendency to stay quiet in the classroom comes from a student feeling inadequate, or nervous that they don’t know the “right” answer. I explained that in class discussions, there is no “right” answer, and that we need everyone’s voice to be present in order to take part in our conversation. But upon reading their reflections, I found many had labeled themselves as poor writers when the course started. Thankfully, the students recognized their growth throughout the semester, but this initial self-classification can be dangerous. It can hold up a student’s confidence early in the writing process, before they even put pencil to page.
I recently read an NPR article, “Never Too Late: Creating a Climate for Adults to Learn New Skills,” which discusses creating a growth mindset in the classroom. This moves students beyond self-labelling based on perceived skill level towards considering initiative and effort as the materials for growth. It’s a simple concept, but worth repeating.
The article also discusses taking risks as a teacher. It’s easy to get caught in routines, and to (one day) claim we know what works and what doesn’t in the classroom. Even after half a semester, I can feel myself adopting a specific teaching style and persona, and enacting similar drills and discussion activities. But like my students, I need to continue trying new approaches and taking risks.