Current Beliefs Regarding the Question
There should be student talk on a regular basis in order for a child’s voice to be heard in the classroom. When a student articulates an idea, it gives them an additional opportunity to understand, organize, and clarify their thoughts. It is challenging to find time for every child to speak to the entire class, but it is instrumental to that one child taking ownership of his/her education.
It is important to recognize those students who are shy and tend to avoid speaking in groups. There is a balance between putting a student “on the spot” and taking small steps to making them feel comfortable in front of the whole group. Teachers need to be aware of students who overuse the “pass” option and go days/weeks/months or a whole year avoiding speaking in front of the class. It will benefit the students in the long-run to have them speak in a large setting early so they can develop that skill as they grow.
Public speaking is a skill that can help contribute to youth development because it inspires confidence. There are many strategies teachers can include student talk in lessons. Examples include reciting poetry, performing drama, journal sharing, fishbowl, reading aloud in small groups, and engaging in dialogue. Each of these strategies serves a different purpose but can apply to all ages. In class we have discussed “think, pair, share” as a helpful way to get students to think independently, then confer with a partner, and then share with the whole group. Other strategies for encouraging students to speak up were modeled week after week in Seminar courses this semester – any small group conversation is a good way to flush through ideas before moving into whole group discussion. A member of my affinity group shared another technique to encourage students to speak – “no one speaks twice until everyone speaks once.” This can be effective, especially for older students, but I think it is a great concept for certain lessons for all ages. My classroom mentor had students recite their favorite nursery rhymes to the class on Halloween. One student stood in the front with the rest of the class sitting on the carpet, but not even half the students did it because they either did not want to or they were not prepared. She told the students we would come back to it in two weeks, but we never did.
Drawing on my own educational and personal experiences, I see the notion of having a voice as empowering. When I speak in a group, I feel proud of myself and it helps engage me in the lesson. If students are expected to speak up during every lesson, participation will come naturally. There is also something to be said about students finding the confidence to speak in a group at a young age, so it will less stressful when they are older. When there is pressure, everything always seems harder, so I see it as important to start young and encourage every child to contribute vocally to the group in some way. I know I find it difficult because it is not natural for me, and I cannot help but wonder if my group speaking confidence level would be higher if I had been encouraged to speak up at an early age.
I consider public sharing is a skill that can support a child all the way through this professional career. This is a life skill that individuals can really benefit from through life. I found myself talking through my mini-lessons, almost teaching them, to my grade partner in order to make sure I am comfortable and confident with the material. It can give students the confidence to stand up for themselves, see a change they feel passionate about, contribute to discussion, and know that their voice has power, meaning, and is important.
It is important to recognize those students who are shy and tend to avoid speaking in groups. There is a balance between putting a student “on the spot” and taking small steps to making them feel comfortable in front of the whole group. Teachers need to be aware of students who overuse the “pass” option and go days/weeks/months or a whole year avoiding speaking in front of the class. It will benefit the students in the long-run to have them speak in a large setting early so they can develop that skill as they grow.
Public speaking is a skill that can help contribute to youth development because it inspires confidence. There are many strategies teachers can include student talk in lessons. Examples include reciting poetry, performing drama, journal sharing, fishbowl, reading aloud in small groups, and engaging in dialogue. Each of these strategies serves a different purpose but can apply to all ages. In class we have discussed “think, pair, share” as a helpful way to get students to think independently, then confer with a partner, and then share with the whole group. Other strategies for encouraging students to speak up were modeled week after week in Seminar courses this semester – any small group conversation is a good way to flush through ideas before moving into whole group discussion. A member of my affinity group shared another technique to encourage students to speak – “no one speaks twice until everyone speaks once.” This can be effective, especially for older students, but I think it is a great concept for certain lessons for all ages. My classroom mentor had students recite their favorite nursery rhymes to the class on Halloween. One student stood in the front with the rest of the class sitting on the carpet, but not even half the students did it because they either did not want to or they were not prepared. She told the students we would come back to it in two weeks, but we never did.
Drawing on my own educational and personal experiences, I see the notion of having a voice as empowering. When I speak in a group, I feel proud of myself and it helps engage me in the lesson. If students are expected to speak up during every lesson, participation will come naturally. There is also something to be said about students finding the confidence to speak in a group at a young age, so it will less stressful when they are older. When there is pressure, everything always seems harder, so I see it as important to start young and encourage every child to contribute vocally to the group in some way. I know I find it difficult because it is not natural for me, and I cannot help but wonder if my group speaking confidence level would be higher if I had been encouraged to speak up at an early age.
I consider public sharing is a skill that can support a child all the way through this professional career. This is a life skill that individuals can really benefit from through life. I found myself talking through my mini-lessons, almost teaching them, to my grade partner in order to make sure I am comfortable and confident with the material. It can give students the confidence to stand up for themselves, see a change they feel passionate about, contribute to discussion, and know that their voice has power, meaning, and is important.