I have had several conversations with teachers in the last couple of years regarding the struggle to get children to speak. Not so much with their peers, but more specifically to the teacher, in pair/share settings, group discussions, not to mention in complete sentences.
Research from years ago indicated that children from low SES had a 30 million word deficit by age three compared to children in a higher SES. I am metaphorically tiptoeing when I say that I have reservations about the study simply because there are many working-class families who communicate with their children as much as affluent families, and many professional families who communicate with their children less than children raised in poverty…then when you factor in culture it just makes me scratch my head about the study.
That being said, times have most assuredly changed. Parental communication has a new mountain to climb in the digital age. Studies are now focused on the amount of time spent everyone spends on digital media. Recently, I was eating dinner at a restaurant and noticed how every single member of the family Sitting at a nearby table was looking at his/her phone throughout the meal.
Family Media Plan- available in English and Spanish
The Family Dinner Project
It seems as if sitting down to a family meal and discussing the day’s events has long gone to the wayside. Cell phones are not the only culprit. Many parents are working multiple jobs to make ends meet, stress levels seem to be at an all-time high, and the peace and quiet found while the kiddos are glued to the television or video game might just be the thing that gets us through to another day without loosing our mind.
Conversations WITH children are critical in the development of social skills, intellectual abilities, higher order thinking, and verbal skills to name a few. Unfortunately, many of the conversations between adults and children have become directives: “Do your homework.” “Clean your room.” “Be quiet.” “Watch your little brother and sister.” So, when it is time to turn and discuss everything they know about butterflies with a partner in class…children do not have the skills to carry on a conversation. Instead it becomes an exchange of directives, “You talk.” “No, you talk.” And the learning comes to a screeching halt.
While many television programs are more interactive encouraging children to respond…it is not but a very short wait-time until the program provides the answer for the child. I have mixed feelings about this as an educator. While it may be educational and encouraging children to speak, anyone who has stood in front of a classroom echoing with the sound of crickets waiting for an answer from someone…anyone…may have a tenancy to cringe. {Student pondering…”Hmmm…if I wait just a second, the teacher will give us the answer.”}
Now I will be the first to admit, I am pretty impressed with some of the educational programs available. Having a four year-old grandson around gives me ample opportunity to preview the likes of “Blaze and the Monster Machines,” (STEM) “Wallykazam,” (literacy) and “Team Umizoomi” (math concepts). And before you start “hollerin'” at me about the controversial this, that, or the other, remember we were raised actually seeing the coyote hit the ground when falling from a cliff, watching a dumpy hunter stomp around singing, “Kill the wabbit!”, and believing women must be rescued (thank you Frozen for changing that!).
Nothing can take the place of spending time talking and listening to a child, and it is critical that parents are informed. We can do that via newsletters, parent conferences, and so on. But what do we do in the classroom?
Model-
Children must be taught how to do everything. We teach them how to walk in a line and enter a classroom, but there are so many things that we sometimes just assume they know how to do. How can they be successful if the procedure and expectation have not been modeled and taught? They can’t.
Pair/Share- Present the topic to be discussed by writing it on the board or providing a visual. Walk them through your thought process and how to jot those thoughts down on paper. Sit at a table with another teacher and model a conversation using your notes. Afterwards, the other teacher will summarize what you said and then he/she shares and so on. After the children have the idea of how to participate, provide a table chart with expectations and sentence stems for guidance and support. This will build confidence and children will be learning and growing in no time.
Review the procedures every time, so children are reminded. Active monitoring is crucial for success. If children are off task, just ask, “What are the procedures for working with a partner?” If a couple of kiddos are not following directions, ask them privately. Addressing them in front of the whole class is not only disrupting the children who are working, but embarrassment does not build a positive or productive relationship with your student.
Other Ideas-
Remember speaking in large groups is intimidating especially for ELLs and shy children. Breaking it down into pair/share and small groups is less stressful.
I can remember being frustrated as a child when other students threw up their hands to answer before I could fully process and come to my own conclusion. The teacher called on the waving hands and answers were given; I felt jilted of the opportunity to think. Please allow ample wait time for processing.
Go outside! Being out in nature is relaxing and not so confining.
Show and Tell is still a great activity. We did Show and Tell in my 7th grade ELA class (with specific guidelines like no live animals or items against school policy😳) to make students aware they are telling a story, and they really do have things to write about after all!
One year I had students tell me right off that I would never get “Anthony” to talk because he was too shy. Challenge accepted! After we got settled in to the school year for several weeks and my “Safe Zone” policy was fully in place, I pulled out a small stuffed animal and explained whoever held it would answer the question or share. After tossing it around to a few students, I lobbed it to “Anthony” and jaws dropped when he spoke!
Keep the topic interesting. If you are not excited about it…they won’t be either. I KNOW we all have parts of our curriculum that are not the most exciting (or our favorite) to teach. I would psych myself and the students up by telling them, “You are NOT going to BELIEVE what we get to learn today. I am SO excited, and you are going to have so much fun!!!” And make it fun! With the internet and Pinterest, there are more ideas than you can shake a stick at!!
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If you have been in education for any amount of time at all, you know that this type of thing occurs in waves. One year we are dealing with this, we get it conquered, and then there is another mountain to scale. That is just the nature of our business. Our business is children, and they are evolving in an ever-changing world. We just need to keep our eyes open, learn, adapt, and charge forward. Remember, we are all in this together!!
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Always for the children!!
Melissa
Melissa Dunbar 