What Teaching During the Pandemic Taught Me About Student Choice and Voice

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I have long been a proponent of seeking ways to allow for student choice and voice when it comes to writing. It was the topic of one of the first posts on this blog and something that I’ve returned to over the years (like here and here).

I think this interest in choice and voice has a lot to do with my own experiences as a student and how the effort that I put into writing tended to oscillate like a kite on a gusty day. Give me a topic where I had some room to write about things of interest in my own voice and my effort and writing would generally soar like it was caught in an updraft. More than once on these occasions I would ask my teachers if the page maximum was firm or more of a suggestion.

But give me a topic that I found stifling or disinteresting and my energy would deflate, plunging my effort downwards towards the earth. Often in these situations I found myself spending more time figuring out how much I had to do for this paper than on the paper itself.

I have seen similar situations in my classroom more times than I can count, and I tend to look at this issue using the Expectancy/Value Theory of Motivation (see below), which states that motivation generally comes from a combination of the value we assign to something multiplied by our belief concerning how likely we are to succeed.

Taken from The Motivate Lab at the University of Virginia

For many students, restrictive essay prompts and structures can feel pointless, and according to this theory, when something feels pointless, all of the careful instruction and scaffolding in the world likely won’t lead to dramatic student interest or investment (as anything multiplied by 0 is still 0).

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Why Teaching Students How to Listen to Each Other Is More Important Than Ever (and How to Do It)

Last week a friend of mine introduced me to an app called Radio Garden that allows you to listen to tens of thousands of local radio stations across the world. Since then my trips to the store, daycare, and the dentist have been filled with calypso from Barbados, Ghanian hip hop, and electronic tango straight from Buenos Aires. These are not necessarily genres that I normally listen to, but in scanning stations I have been purposefully non-purposeful, clicking on random stations and delighting in the happy accidents and new music that have followed.

Sam’s Radio from Ghana on Radio Garden (seen here) has been a huge hit with my whole family.

Coming across these beautiful genres of music from around the globe has reminded me of something I thought about a lot during this distanced year: How much we have to learn and gain from each other and yet how rarely we seriously invest in doing so. Instead our default tends to be sticking to our well-worn paths of information or spending the moments where do meaningfully interact with others largely waiting for our turn to speak.

I have found this to be especially true in education, where despite Speaking & Listening being a core standard for almost any school or state I know, the Listening part is given almost no attention at all–that is unless its listening to the adult (both the teacher and the texts) who is currently speaking.

The summer before the pandemic I discussed how when teachers begin to seriously listen to their students, that listening can become, in the words of Cornelius Minor, a superpower. Now, in this summer after the full pandemic year, I am convinced that the same is equally as true for students. Fifteen months of Zoom, hybrid, and distanced teaching have made clear just how much students get from hearing not only the voice of the teacher, but the voices of their fellow classmates as well.

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