Conversations in the Classroom

As I think more about assessment in conversations and observations, I recognize that I need to cultivate more intentional time and space for conversation together. Decentering myself as the teacher and allowing students to share their ideas and thoughts with one another may be as important for myself as it is for them.

Using photos and illustrations is a great tool to supplement classroom discussions, to use as assessment, or to layer learning experiences. There’s a variety of pictures available online to evoke conversation, such as ones published in the news or art. For example, if you are looking for ways to support and engage students in thinking about global citizenship and sustainability in the science curriculum, you may choose to use advertisements or piece of artwork that provoke thought about climate justice. You might choose to share an illustration with the class at the beginning of your unit to open conversations or you might use it as a tool to introduce vocabulary and ideas that they might need for the unit. The health curriculum has many expectations in different grades and strands that open conversations about identity, mental health, bullying, etc. Choosing to analyse an artist’s work depicting mental health struggles would be a great conversation starter if you are teaching about mental health and wellness in health classes.

Promoting discussions between students and facilitating a safe space for sharing in the classroom is a must. In these sessions, students are to do the majority of the talking and the educator guides with questions and in conversation. Starting with deciding on norms or shared agreements is necessary when engaging in courageous conversations. When you are unpacking these ideas with the students, ensure to offer space to gather student input. It takes time! So be aware that forefronting the time to set these in place together with some practice and preparation for difficult conversations will give you a better opportunity to continue the conversations even when topics are challenging. As educators, we are listening to students’ thoughts and ideas gathering assessment and meeting students where they are at in their understanding. What I love most about facilitating conversation is that students can all enter the space of discussions to learn with and from one another, focussing on their brilliance instead of waiting for me to give them the ‘right’ answer.

These are just a few reflections that I have been exploring conversations in the classroom. As a strategy to help build my understanding and to provide space for student voice, I find conversation to be a vital part of my teaching practice and for developing my own critical thinking skills. Give it a try and see how it goes! It might surprise you to hear the brilliant voices of your students!