Interesting. I sat in my Ed Tech class today and I do not think I said more than two or three words. I was listening to the info on the 4 theories Jane presented. I listened to comments and questions from some others in the class. I formed some thoughts, some opinions, some possible theories of my own. I completed or started to complete the scavenger hunt with my neighbor, I looked out the window at the great colors beginning to appear on the trees. I watched a butterfly flutter by......twice at different times. Almost like it wanted to join the conversation inside.. I heard some "joke" comments, a few questions, a "from the heart" story. But I was quiet most of the time. As I was driving home, I thought about how I learn in a group. It goes way back. I am by nature rather quiet. I listen well, sometimes daydream, but still maintain most of what I hear. If someone talks too much, I will begin to tune out. If someone does not ask me for an opinion, I may not offer it. If I offer something but do not get chosen, I will not insist I be heard. I'm flexible in that way. And maybe what I had to say really wasn't that important...or was just something to make me want to participate even though it added little substance to the topic.
So I thought about how I learn and how I think my students learn. And I pictured myself being a student in my current classroom (or myself in a past classroom) as an elementary student. What was it like for me then, or what is it like now for them. Two parallel spaces happening years apart, but still the same. Assume a student is quiet by nature. He/she will be drowned out by someone who is not. The quiet student will be listening....to the teacher, to the other students, and then making decisions on IF and WHEN they themselves will participate...or will not participate. Or will they just "tune out"? So what would the teacher assume? Quiet students may be listening, but not understanding? Quiet students will not do as well as outspoken or witty students? Quiet students may have a learning disability that is yet to be uncovered? Or will the teacher think....maybe the others talk too much? Maybe others are dominating the conversation and taking the class into their own hands. Or maybe the teacher may feel he/she is not facilitating the discussion well enough to allow for other learning personalities the time to prepare an entrance or a space to be involved..........Much like a roundabout...many cars entering, only the pushiest drivers cruise through at breakneck speeds while the "quiet drivers" wait for their space to go. Or maybe not everyone has to say something everytime? Is that okay too? Do I do this in my class? Do I let or provide enough opportunities for the quiet students to speak even though they may feel outnumbered or even "less-learned" than the talkative students...who can say a lot but mean less?
