To assist you in identifying and challenging adultism in schools, I’m adapting this list of common phrases educators have been conditioned to and may use to try to silence oppressed students, especially when students challenge them.
The quotations below are often used by educators against students; however, you can to hear similar strategic dismissals and silencing of the accounts and concerns among students and of parents and community members in education, too. Students of color, working class and poor students, queer and LGBTQI students, fat students, disabled students, and other marginalized students frequently hear these things more than other students. Silencing student voice happens a lot of different ways.
These strategies, and others that may have been missed, can be found in any order. Students’ experiences of educators trying to silence them commonly go something like this:
Educators assert authority over students
Educators question student knowledge/judgment
Educators delegitimize student responses
Educators delegitimize students
Educators enforce dominant point of view
Educators shut down debate or conversation
Strategy: Educators assert their authority over students.
StudentVoicesNUA™ is a program of the National Urban Alliance. It provides students with opportunities to co-create with teachers innovative curriculum-related projects using 21st century technology, to increase their involvement in professional development, to mediate literacy and learning strategies for parents, and to participate in leadership discussions and decision-making. An exciting part of StudentVoicesNUA™ is having students co-teach instructional units with their teachers.
StudentVoicesNUA™ have included student-produced publications, radio shows and videos; lessons plans co-created and presented by students; debating and public speaking; electronic field trips; student-led convocations; and podcasts.
For more than a decade, SoundOut has been sharing some of the very best ways students say they learn in schools. There are specific ways students know they become engaged in class and through Meaningful Student Involvement. Following is a list of different approaches we include. Each is explored on its webpage, along with resources and more. Share your thoughts in the comments section below!
The SoundOut Student Voice Curriculumis a collection of twenty-seven session plans, a facilitator’s guide, a student handbook and an evaluation guide designed to teach high school students about how they can become partners in changing schools. Units include students as planners, teachers, evaluators, decision-makers and advocates for education.
The SoundOut Skill Building Lesson Plans features more than 20 workshop outlines designed to help learning groups explore different aspects of Meaningful Student Involvement and Student/Adult Partnerships. All exercises are hands-on, interactive, and focused on taking action. The workshops are designed for learners of all ages, including student-only and adult-only groups.
Taking action, making change, experiencing new adventures… these are awesome reasons to get out and do something. But the richness of the experience, the learning from the experience, these are equally important if we are going to transform society through action. Reflection is integral to learning, because it helps us build self-awareness, strengthen personal and team growth, and improves our action for the next time.
In age, race, gender, and culturally diverse groups of participants, reflection activities should mirror the differences in the group. These activities may do that, or spur your own creative thinking to create new ones. There are many different ways that people experience and learn from the same situations.
Keep in mind these different learning styles:
Linguistic Learners – Like to read, write and tell stories
Interpersonal Learners – Like to have lots of friends, join and talk in groups
Intra-personal Learners – Like to work alone and pursue own interests
Spatial Learners – Like to draw, create, daydream and see pictures
Musical Learners – Like to sing, hum tunes, listen and respond to music
Bodily/ Kinesthetic Learners – Like to move, touch, talk and use body language
Logical/ Mathematic Learners – Like to do experiments, figure things out, asks questions and look for patterns and relationship
REFLECTION ACTIVITIES THAT BUILD STUDENT VOICE
Emotional Go-Around – Participants are asked to show with a word, their body, or a facial expression how they feel right at the moment. Let people show their reaction, one at a time, and then have participants explain their reaction. This activity can give the facilitator a sense of the group mood and gives the participants a chance to express how they feel at that moment.
Show and Tell – Individually or in pairs, have participants describe items they have collected or used throughout their action, including their reactions and emotions regarding the item or the activity it was used in.
Human Sculpture – In a large open space, divide your group into two halves. Each half creates a sculpture around a word or phrase (e.g. peace, activism, empowerment) with few props. Then each group displays its ‘art’ for the other group. The watching group can interpret the sculpture, without disruption, for two minutes. When they are finished, the sculpture group can explain its work.
Engagement Skits – Split the participants into groups of three or four and ask each group to portray their service experience through a skit. Give each group 10 minutes to plan what they will do and up to five minutes to share their skit with the rest of the group. After each group’s presentation, have the whole group process reactions, give suggestions for effective future projects, and give positive feedback to the actor/actresses. This activity could take 30 minutes to an hour to complete.
Visualization – Take participants on an imaginary tour of their experience. Ask them to find a comfortable position (lay on the floor, rest your head on the table, lounge in a chair) and close eyes. Play relaxing music at a low volume. Ask participants to become aware of their breathing, ask them to leave their present thoughts and clear their minds. Once the participants appear to have relaxed, ask them to begin remembering their service experience. To assist them in remembering their experience mention common events, allow participants to remember how they felt before they did their experience, what their expectations were, what happened in their preparation, how they felt during their service experience. To stimulate their thinking you might mention some of what you remembered. Slowly bring them back to the present. Ask them to become aware of their surroundings, again concentrating on their breathing, and open their eyes when they are ready. Ensure that a quiet tone is maintained. Continue to play music, and ask participants to share their recollections with another person and finally have people make comments to the whole group.
Group Banners – Using a large pieces of banner paper and markers, ask participants to get into pairs and depict their experiences using a combination of words and pictures. Give them about 10-15 minutes. When completed ask each pair to share their banner with the whole group. Use their banners as a jumping off point for processing the experience.
All Tied Up – Have the group stand in a circle. Holding the end of a ball of string, hand the ball off to a participant. Ask them to reflect on a particular question (e.g. what was something new you learned today?). Once they have answered the question ask them to hold onto their piece of the string and to pass the ball onto someone else. Continue the process until everyone has reflected on the question, and has a section of string in their hands. When completed, you should have something that looks like a web. When they are all done talking, make some points about the interconnectedness of people, how they are all part of the solution, for if one person had not contributed to their service projects the outcome would have been different, etc.
Imagining the Future – Ask participants to imagine that the year is 2020, and everyone in the group has come back together for a reunion. As a group, reflect on all of the changes that have happened because of the action you have finished, and the difference that work has made on your life.
Graffiti Museum – Glue a wide variety of magazine pictures on construction paper, and post them down a hallway wall. Have participants look through all of the pictures, and chose one that represents their impression of the previous event (e.g. an activity, the day, or the whole weekend). Gathering in a circle, have participants quietly circulate the pictures, and write why they do or do not relate with the picture.
Service Journals – Ask participants to keep a journal of their conference experience through regular (after each activity) entries. Provide framework for the journals (e.g. who will read it, what should they write about, how it will be used). Variations on the Activity: Journaling includes team journaling, and circle journals. You can also provide particular questions to respond to, and use hot topics from activities to reflect on. You may ask participants to reflect on conference topics, including quotations and readings from authors, music groups, etc.
Stream of Consciousness – After lying down, relaxing and allowing their minds to wander, encourage participants to begin free word association around their experience. Guide participants through the process by offering refocusing words, but allow them to say what comes to their minds, without censor or restriction.
Collage of Words – Using a large sheet of paper, have participants write words that described their experience. Provide plenty of creative material (e.g. markers, crayons, colored pencils) and a large sheet of paper on a smooth surface. Give them twenty minutes, and have them explain their work when they’re finished. Explain how without everyone’s contributions, the work would not be as rich and varied as it is.
Action Interviews – Encourage participants to see their projects through the public’s view by conducting media-style interviews with one another. Remember to cover all the bases: who, what, when, where, why and how, or go Oprah and ask the hard-hitting questions!
Rap and Rhyme Responses – Divide participants into small teams, and give them 10 minutes to write a rap or rhyme about their experience. The teams must incorporate all of their members into the production.
Group Poem Writing – Like a circle journal, this will bring your group together in a reflection on their service. Circulate a piece of paper around your group with the title across the top “For Love of Engagement”, encouraging each participant to write a line in response to the previous until everyone has written. When finished, have a volunteer read the work to the entire group, and then discuss it.
Time Capsule – As participants are being introduced to your event, have them put memorabilia and initial attitudes related to their action on paper to start the time capsule. This could include a short project description, an agenda for your event or activity, or anything else relevant to what is going on. Have participants write down how they are feeling at the start of the event, how they feel at different points of their actions (e.g. what they expected at the beginning, how they felt before their action, what they feel/felt (before, during or after) their project as a whole.) Put everything into a “capsule” that will be opened and read aloud and discussed (perhaps anonymously) at the end of the event.
Compile Questions Left Unanswered – In pairs, ask participants to write down any question they feel is unanswered from the activity you just completed. Encourage them to ask anything, and then report their questions to the large group. Refrain discussion until all the questions are read, but then allow for an open exchange between participants.
Introduction: Activity for 8-40 students and/or adults
Goal: When this session is complete, participants should be able to…
Simulate the challenges of planning a project
Have a group examine how they function under pressure
Time: 40 minutes
Materials: Long rope
Space: Outdoors, with some variation in terrain
Considerations: This activity has the potential to cause great strife within a group as it involves functioning—or, more accurately, dysfunctional, under both pressure and physical strain. You will want to debrief the activity carefully if strife is evident. Also be prepared for possible anger directed at you as a facilitator. With all that said, this activity is an excellent metaphor for how a project comes together and the difficulties encountered.
Explain to the group that this activity involves screeching together in tight quarters. Anyone who feels uncomfortable participating (due to claustrophobia, twisted ankle, whatever) can coach from the sidelines.
Ask the group to stand in a circle. Tell participants to take a big step forward, then another, then another. Keep ding this until there is no circle. Instead, you should have one big mass of loosely packed people.
Take the rope and wrap it around the group. Make sure ahead of time that the rope is cleared of tangles and will wrap without you having to clear it.
Pace out for them (briskly walk through, explaining as you go) a short but mildly challenging course that should involve at least having to navigate a couple steps or a one-to-two foot wall, going around a tree or bush and maybe under a pole, all depending on the terrain you have to work with.
Explain that their task is two-part: To travel through the course while finding out something new about a person they are standing near. Any questions? Ready? Go!
Pay attention to what they do and how they do it. What kinds of roles do people take on? What sort of conflict arises? What attitudes and emotions are surfacing?
When the group is finished, let them celebrate their success (or anger, or frustration), then debrief?
How did it go? What happened? What was it like? [ask for reactions from people in the front, middle, back]?
How did people feel? [Again, ask for reactions from the front, middle, and back.]
What worked? What didn’t work?
NOTE: Call any specific behaviors to attention and ask what was going on.
Did you have a plan? Was everyone included in the plan?
How many people were able to find out something new about someone near them?
At this point you should have received enough input form the group to make a couple points. Generally, the people in the front of the group just take off and then get frustrated because the people behind the aren’t moving fast enough. The people tin the middle will notice the people in the front are going and decide that they had better start moving, too (although they aren’t really sure what’s going on). Meanwhile, the people in the back have the rope digging into them and are calling for people to slow down (calls which usually go unheeded). Ask if anyone has had the experience of being in a group where they were in the “back or in the “middle.” What’s it like? Also. If not many people were able to find out something new about someone near the, ask why. Often a group will lose track of part of what it se out to do when things start getting crazy.The dynamics of this activity are rich. Make sure you have enough time to debrief and use whatever happens in the group to shape the questions you ask.
What would you do differently if you were to do this again?Usually people will say, “plan!” Make the point that in a group that’s often the first thing to be avoided. Ask them to think about how they will make sure that people in the “front” hear what people in the ‘back” are saying. Remind them that participation of the whole group is needed. Keeping this activity in mind, how can they ensure their whole group is involved as they work together?