“Can we have naptime? I think we should have naptime.”
Ever since September, I’ve been meeting with a select group of students to receive feedback on my classroom instruction. Wooed free 7-11 donuts, five students spend every Monday’s lunch period sitting in a circle and telling me what’s working and what could use some improvement. Nap comment aside, the students take the time seriously and view our weekly meetings as important.
I was first introduced to the idea of meeting with students to discuss instruction in Ira Shor’s books Empowering Education and When Students Have Power. I loved the idea, but I wasn’t entirely sold. Shor’s books deal mainly with higher education, and I had a hard time visualizing what such a meeting would look like at the middle grades. It wasn’t until I read Christopher Emdin’s For White Folks Who Teach in the Hood that I realized I had to create a space for teacher-student dialogue. For Emdin, these “cogenerative dialogues” are an important and powerful step towards building emancipatory classrooms.
The idea is simple. Gather a representative selection of students from your classes. This means students of all ability levels, race, etc. I explained the process and then had interested students fill out a short Google Form. Then, you ask relatively simple questions with easy-to-implement answers. For instance, what are some ways we can do in the opening/closing minutes of class? What are some things I can do more of? Then, depending on everyone’s comfort level and the nature of the class, the questions ramp up. Instruction, discipline, text selection, etc. All topics are fair game. Students then rotate out of the group every six weeks or so. The idea is that students come to see themselves as co-creators of the educational space.
The first few weeks were spotty: kids didn’t show up consistently, I struggled with schedules, and discussions were more dead air than authentic exchange. But after a couple of months, we settled into a groove that’s persisted into the new year.
The C.A.B., or class advisory board (even after saying it for a month, ‘cogenerative dialogue’ felt forced and weird coming out of my mouth. Instead, I embraced my inner bureaucrat and created a sterile acronym-friendly moniker that fits me), hasn’t yet reached Emdin and Shor’s descriptions. The meetings remain fairly teacher-centered. As soon as the kids come in I pepper them with questions. We make sure everyone speaks, and I move the conversation along at a rapid pace, but my questions and presence drive the meetings.
The Limits of Student Feedback
For the last two weeks, I walked the lunch group through the previous week’s lessons. I created lesson summaries and asked them to tell me what worked and what didn’t work. In my mind, the students would be eager to “thin-slice” each lesson, offering me suggestions for better transitions, more engaging mentor texts, etc. Instead, they tended to remember single activities more than a lesson’s nuts and bolts. “This was fun because we got to move around,” or “This was boring because we’d already done it.”
In order to get around that, I ask every class for feedback on the day’s lesson twice a week. This usually takes the form of answering “What worked about today’s lesson? What would you improve?” on a sticky note and plastering it to the wall as they leave.
This week we talked about how to handle our end-of-quarter portfolios. Students responded with,
“You should give us quizzes so you know what we know.”
“Yea! And quizzes tell us what we know, too”
“If you let us pick our grades everyone will give themselves an A.”
Their answers, while certainly authentic to their experiences, reminded me of a quote from Paul Thomas. “Students remain uncritical of their behavior as students as opposed to learners or humans.” I don’t have discussions with my seventh graders about why I stopped use tests, grades, or quizzes for this reason. (It’s also one of the few aspects of my class that is not open to debate or wiggle room.)
Class Advisory Board has become an important part of my pedagogy. As administrators from central office continue their walkthroughs of the schools in my district, the authentic feedback I’m receiving from students who spend every day with me makes for an interesting contrast to the faceless forms following a 2-3 minute classroom visit. Students aren’t yet co-planning parts of a lesson a la Emdin, but it’s a start