Robert Probst (proponent to use literature as an invitation into dialogue) contributes to the anthology I am reading with his ideas to help our students “set the stage” to discuss language. First, our students must feel “safe”. He suggests using ice-breaker activities to open the door for discussion and understanding of others’ ideas. He reminds us that simple conversation or recitation is not authentic discussion/discourse of language.
We expect our students to know how to talk about their reading and writing (and therefore, their learning), but we typically do not do a good job teaching explicitly about “talk” as a way of learning, resolving issues, investigating issues, finding answers.
Debate is not enough. Debate forces competitiveness, and has a loser and a winner. Do you want a student in your class to feel like the “loser”? Some examples of authentic discourse: storytelling, agenda setting, problem solving, brainstorming, and decision making.
Other ways to teach the uses of language:
1 – While reading, writing, and talking – pause and reflect periodically
2 – Have students use sticky notes to write questions when reading text. Active thinking during active reading.
3 – Forced free-writing (after reading a supplied text)
4 – Model and practice quality questions
5 – Ask your own questions (as the teacher) to push the analysis further, deepen the discourse (keep it organized, flowing, all perspectives are respected and given the opportunity to be shared)
MOVE TOWARD INDEPENDENCE — continued evaluation of these conversations so we can continually improve! Point out what works well in the discussions. Focus on specific skills, mannerisms, and tone.
This section mirrors Dr. Ash’s class perfectly! We have been discussing language, feeling “safe”, inquiry and discourse, teacher acting as facilitator.
Again, it serves as a terrific reminder to utilize the one skill our students enter the classroom with – TALK. Let’s take them at their current ability level and show them skills to improve their TALK.
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