Students exchange ideas in a science classroom.
Credit: Allison Shelley / EDUimages
Teaching is often pegged as being an exhausting profession.
When I first became a teacher, I was constantly exhausted by the end of the day. As a budding teacher, I had a mentor who always brought up thought-provoking questions, allowed me to struggle in order to grow, and guided me as an effective mentor should.
Now, as a veteran teacher myself, one thing he told me really stuck with me: At the end of the day, the kids should be exhausted, not you.
When I first heard this, I didn’t really understand the significance of it. As time passed, and my teaching style evolved, I realized how right he was. Being a teacher means having a passion for the content and the kids. This can create a slippery slope of wanting to be the perfect teacher — the one showcased on social media and paraded by their district. But striving to be the perfect teacher can sometimes overshadow the real purpose of teaching: allowing the students to grow and shine.
As a first-year teacher, I felt like I needed to talk the entire period in order to be most effective. The truth is, the less I talked, the more students were encouraged to talk. When students are talking, the learning becomes more meaningful. Getting students to talk, research, write and share their ideas is going to exhaust them in the best way possible. The period will fly and opinions will be formed, changed and formed again. Getting students to talk, debate topics and see others’ perspectives is how meaningful and authentic learning occurs.
But, had you told me that during my first year of teaching, I would have brushed you off and claimed that it wouldn’t be feasible in a science classroom. Now, as a veteran teacher, I am happy to say that it works wonderfully in a science classroom, and I’m willing to bet it would work in any classroom or content area. I’ve created a few steps that you can explore to encourage student discourse.
- Start small. In the first week of school, I always play a 10-minute game of “would you rather?” Students all stand up, much to their dismay, and I present them with two choices.These choices are silly, gross and downright stupefying. Students opting for choice 1 go to the right of the room, choice 2 go to the left. Then, I call on a few students to explain their choice. This silly game just created a small foundation in the classroom, one built on openness and encouraging discussion.
- Be consistent. Each topic we learn, no matter what the content area, has room for debate. One topic I like to bring up is whether humans should create and maintain animal sanctuaries. At first glance, the topic doesn’t seem that controversial. However, once you take into account who pays for the services, the land used for them or the importance of keeping wild animals wild, the conversation naturally flows. By the end of the class, the students are hooked and want the conversation to continue. Each week, students read articles of high rigor to support or refute their stance. This creates the buy-in teachers are always looking for.
- Allow all voices to be heard. When you create a classroom environment of open discussion, you have to be prepared for disagreement. Setting the stage for all voices to be heard, as long as they’re respectful, is vital to making a safe learning environment. Set the expectations, keep them consistent and allow all students to share their opinions on the topic. Encouraging them to make arguments based on evidence from the text or visual aids will take the learning even deeper.
Students are used to sitting in a classroom, filling out the worksheet, and moving on throughout their day. There is a huge difference between compliance and engagement. It is beautiful to take the same content, make it engaging and get students thinking hard. Students, no matter where they are academically or socially, have opinions. Sharing their views while using evidence will open doors and expand their understanding of the world around them. So, by the end of the day, are you exhausted or are your students?
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Kati Begen is a high school biology educator and credential coach in Fresno. She is currently working on her doctorate in curriculum and assessment at Southern Wesleyan University. More articles by Kati Begen.
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