Whether during an assembly, a presentation, lesson, or a reading session, side chatter is distracting. As educators that hope to empower our students, it is our responsibility to value all voices, teach students to do the same, and hold high expectations for ourselves and others. As an individual needs coordinator and instructional leader at Uncommon Schools, I had the opportunity to learn the See it, Name it, Do it approach to Giving Effective Feedback from Paul Bambrick-Santoyo and Shradha Patel. This approach is not just used for teacher training but in the classroom to close learning gaps. I have adapted it to zoom in on side conversations.
It is easy to get distracted. As educators, there is an endless task list of things to do to meet deadlines, expectations, and (maybe one day) get ahead. With a packed agenda, it’s tempting to engage in side conversation with colleagues (or students) during an assembly, get the week's grading done during professional development, or reply to emails during a pop-corn read aloud. By modeling active listening and prioritizing the speaker, we set a powerful example that has a positive impact on student learning (Hattie, 2009). Let students witness what it looks like to value voices in the gym, auditorium, and classroom.
When you notice groups, classes, or individuals are actively listening, name it with positive praise. “I really like and appreciate how engaged and principled you were when Miriam was speaking. You were looking at her in silence and you clearly communicated that you valued what she had to say. This is what an IB [International Baccalaureate] global citizen does.” By using language that incorporates your school's core values or learner profile, you are acknowledging and bringing awareness to the behavior that creates safe spaces for all.
When groups or classes are not actively listening, address it. Feedback should be specific, immediate, and actionable (Bambrick-Santoyo, 2016). “We need to pause and reflect. Miriam is speaking and I am certain that our intent does not match the impact of our actions. We are principled listeners that value others’ voices. Take 30 seconds to think, become self-aware, and make any necessary changes that will communicate respect and a sense of community.”
When individuals are not actively listening, use the tiered behavior system if your school has one in place. This is only effective if you are actively listening, monitoring, and aware of all students in the room. This isn’t impossible to do when you have agreed upon expectations, clear instructions and narrated the positive. Redirecting individuals silently or within close proximity is communicating to the student that you are encouraging them to become self-aware of their behavior within this community setting.
It's not our job to embarrass kids, demean kids, or make them feel bad for not meeting expectations. It is our job to teach kids and young adults how to navigate and be successful in the classroom, community, and world. Take a restorative practice approach and address students’ behavior with empathy, rather than a purely corrective tone. This fosters a sense of community and accountability (Zehr, 2002). Providing opportunities to practice skills-whether it be in writing, reading, drawing, playing, or engaging in discourse- helps students learn how to do what you are trying to them to do. This approach also applies to behavioral expectations, which is sometimes overlooked as we, sometimes, assume students have learned these skills from previous experiences. Regular opportunities to practice behavior helps students internalize the behavior and creates a sense of agency and responsibility (Miller and Rollnic, 2013).
Co-create classroom norms and agreements that align with your school's core values. Be seen modeling what you value, name the positive, and give students an opportunity to practice what it means to value voices in the classroom. Your safe space is where inquiry, and research, and risks are taking place; that is worth everyone's full attention.
References
Bambrick-Santoyo, P. (2016). Get Better Faster: A 90-Day Plan for Coaching New Teachers. Jossey-Bass.
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. Jossey-Bass.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping People Change. The Guilford Press.
Zehr, H. (2002). The Little Book of Restorative Justice. Good Books.
Don Merritt is a leader in individual needs coordination, teaching, instruction, and access for all students. He is currently the secondary learning support teacher and multilingual-bilingual coordinator at Cedar International School in the British Virgin Islands. He’s also an avid runner, dog-dad, and advocate for safe spaces for all through Diversity, Equity, and Inclusion initiatives.
