Posts Tagged ‘changing our mind’

CCO public domain image by Karolina Grabowska

So I’ve been thinking about my graded discussions for a long time. I have written about assigning jobs, about giving people partners to look out for, about smaller groups. All of this has really been about finding ways for students to engage meaningfully in discussion.

I have told students over and over, in as many ways as I can think to tell them, about the value of participating in discussions. First, it is a way to try out ideas. It is a chance to articulate an idea that you might want to use later and get some feedback on it before you commit it to paper. In addition, engaging in discussion is a chance to listen, to know classmates as thinkers who may think differently than you do. Finally, truly engaging in discussion is a chance to change. It is a chance to let the ideas of others change our ideas, to come into a conversation with one idea and leave with a different one. It is a chance to evolve and adapt.

Is this final potential of conversation to change us that is the most elusive in the classroom, in my opinion. Who is routinely aware of each idea she has at the beginning of class and who takes the time to carefully compare these beginning ideas to the ones she has as she heads out the door? Not me most days. However every once in awhile the stars and planets align just right and we have an aha moment on the most unlikely of days.

This happened in my class on April 13th. It was a Thursday (with Friday off); it was a beautiful day, and we were meeting last period. These things do not generally come together to create wonderful class periods. In preparation for our discussion, I had given the students the question for discussion in advance, and they were to think about that for homework. The topic was, of course, related to things we had been discussing over the course of reading of the novel (Two Boys Kissing by David Levithan).

As I mentioned, it was a beautiful day, so we went outside. We sat in the grass and students started talking. At one point a student asked, “do you think there is any storyline that was unnecessary for the book?” (The book has a number of storylines, and at times the students were annoyed by having to keep track of them.) This topic appealed to the other students, and many volunteered a storyline they would cut. However, for each storyline that was put on the chopping block, there was another voice arguing it was critical and needed to be saved.  This pattern continued as each storyline was proposed for removal and then rejected. At some point, a student said “Wait, I want to change my answer. I don’t think any of the stories can go. I think the book needs them all.”

And the earth split open, and there was beautiful music, and unicorns appeared.

I have to say this was one of the most exciting moments of these discussions for me. To have the students talk themselves through an idea, debate both sides of several options, and then have someone actually bring all the particulars together and clearly state I’m going to change my ideas based on what I’ve heard everyone say;  I think differently now?! This was exactly when I knew people were listening to each other and truly engaging in the kind of discussion that I want to have.

I tried not to jump up and down and do cartwheels right there. Since I was wearing a skirt, cartwheels were definitely out of the question. I did pause the conversation briefly to celebrate and to point out that this is why we have these focussed conversations. This is why we delve deeply into a particular idea over an extended period of time. We want to be sure that we have really exhausted our understanding and are confident with where we have landed.

The student who initially voiced her change of opinion is an excellent synthesizer in discussion. She was able not just to hear her classmates defend each story, but to understand that putting it all together meant something bigger. Not only do we have this very public moment of recognizing that we changed our minds based on discussion, based on engaging with other people and ideas, but most of the students also came away with a deeper appreciation for the book and its intentional structure. 

And then, the bell rang, and it was the weekend.