Creating an atmosphere of conversation and written reflection in the most balanced way possible allowed me to have my most effective classroom experience this semester. By first allowing the students to reflect on the readings and their personal reactions, not their in-depth discoveries and analyses, we were able to have conversations about the topics of sexuality and bullying. The students brought in their personal lives; one student mentioned her brother, who fell under the heteronormative definitions of masculinity, but who was also gay.
This personal experience created an atmosphere of open discussion and one where we were able to cite that real-life example, along with other students’ personal examples, to move towards a deeper discussion of gender identity, sexuality, and the reasons that bullying occurs and certain people are targeted.
After that class period, I felt rejuvenated, and I felt like the students were inspired to go and begin writing. Their papers were far more analytical, thoughtful, and personal. By creating a space where the personal could collide with the theoretical, we were able to focus more on the organization of their writing. The students were not so much worried about the content anymore; now they could move into their papers with a confidence that gave them room for a better understanding and a closer look at the composition itself.
Striking that balance of personal, analytical, and stylistic writing and conversation can be challenging, but I think it is the best way for students to grow as writers and thinkers.