Empathy in the Classroom

Those who know me know I can get up on my stump about why reading matters. When I walk down the row of an airplane these days and see ninety-five percent of adults watching movies and playing games, I feel worried about the world. When we read, we expand our worldview. We experience life in ways we never have before. We see relationships we don't have, cultures we don't share, problems we might never have considered. We grow as people. We understand others better. I truly believe that reading helps students to develop empathy and understanding for others. And that is what this post (and the free resource linked in just a moment) is all about. 

The Ultimate Guide to ELA Discussions

I have a teacher friend who once downloaded a sound clip of crickets chirping to play when he threw out a question and was waiting for a response from his students. We’ve all been there. Sometimes class discussion flows and sometimes it doesn’t. But there are things we can do to help it along.  

Let’s start with types of discussions. Sometimes, if a group isn’t responding to one discussion format, they may get more out of another. There are so many! It’s nice to work with a variety to keep things interesting for students, but it’s also good when they can get used to a routine. See what works best in your classroom. 

Part I: Three Types of Discussion

My personal favorite is called the Harkness discussion. This format originated at Phillips Exeter Academy as a new strategy to promote student-centered discussion. Students sit in a circle and the teacher acts as a discussion guide but rarely participates. I learned about Harkness my first year as a teacher, cobbling together information about it from articles, and launched an experiment in each of my classes to use it for one month and see what happened. I would help students to be well prepared for discussion, arrange the desks in a circle, invite someone to sit on the side as a discussion observer and take notes on our discussion dynamics, and then invite anyone who wanted to to start the discussion. Then I would industriously take notes on what my students said and try to stay out of the conversation unless it veered dangerously off topic. When there was a long silence and every eye in the room fell on me, I would just continue writing in my notebook, avoiding their eyes and NOT rescuing them. Eventually someone would jump back in and the conversation would continue. At the end of the class our observer would report back to us on our dynamics, and I would ask for one recommendation for improvement. At first it usually had to do with awkward pauses or the fact that not everyone had participated. But as time went on, the recommendations became more complex, relating to text references, gender dynamics, interdisciplinary connections, interruptions, and more. At the end of the month, I felt all my classes – honors and regular – had made significant progress in their ability to take ownership of their dynamics and conversations.

But I wanted to learn more about Harkness. That summer I attended the Humanities Institute at Phillips Exeter, spending a week learning about how best to teach using Harkness and participating in Harkness discussions so I would understand the dynamics from the inside. Not only did I come out of the workshop a better teacher, but I met my future husband at the Harkness table.  No wonder I like this discussion method so much! If you’re interested in Harkness, check out this post giving a few more details about how to get started. 

Another great discussion option is Literature Circles. The first time I did literature circles I had two books I just couldn’t choose between in my curriculum. I wanted to read The Sun Also Rises and The Great Gatsby with my juniors, and there wasn’t time! So I came in one morning and pitched them both. “Read Gatsby!” I said, “You’ll be taken on a romantic adventure through the roaring 20s.” “Read The Sun Also Rises,” I said. “You’ll wander through the streets and parties of Pamplona with travelers and bullfighters, guided by Hemingway’s gorgeous words.” I made recruitment posters for each book. In each of my classes, about half the students chose each text. If one group was a bit too large, I would try to persuade one or two students of the benefits of the other book.  I created groups and handed out the books. I told the students they’d have opportunities each day to meet in their groups and discuss the reading, and that they’d be doing a multigenre presentation at the end of the unit to share their novel with the other half of the class. Then I gave them time to create a reading schedule and choose roles.

Many teachers who use literature circles use discussion roles as a way to help formalize the discussion structure. Each day every student (or most, if the group is large) in the circle is assigned a different role. So on one day a student might be leader, on another day the person in charge of bringing in several questions to start the discussion, etc. There are a range of roles, and you can add any that you think would be helpful for your own students. If you are doing literature circles this way, you will want to print descriptions of the roles to share with your classes. Once my students all had reading schedules and roles to prepare for, the month pretty much took care of itself. Sometimes we would meet as a whole class to work on writing activities or other pursuits, but a large chunk of every day was spent in literature circle groups. I would rotate from group to group to listen in and be sure things were on track. I’d also collect the notes students had taken to prepare for their roles and give them credit for completing this important prep.

At the end of the month students began to prepare for their presentations, getting creative with ideas to share the themes and feel of their novels with their classmates. Not only did the presentations include great information, but we also ate Spanish food and watched a Great Gatsby fashion show.  If you’re interested in doing literature circles, simply make sure you have group sets of whatever novels you’d like to share with your students, a rundown on the roles you’d like them to use and the days you’ll be meeting in groups, and a handout describing the type of presentations you’d like to see at the end. Then enjoy the change in the style, flow and creativity of your classroom!

Harkness and Literature Circles are, clearly, pretty major commitments. This next form of discussion can easily be introduced and tried for one day. It’s called a Fishbowl Discussion.  For a fishbowl discussion, you arrange the classroom so that a group of students can sit in an inner circle and a group of students can sit around them in a wider circle. Students in the outer circle are not allowed to participate in the discussion, but are invited to take notes and write down questions and ideas. Then, after five or ten minutes, you ask the circles to switch. What I like about this strategy is that every student will have a chance to be part of a smaller, more intimate discussion and hopefully express her opinion. At the same time, every student will have an opportunity to listen carefully to his peers, taking notes and learning from others. Students who have been stuck outside the discussion are often eager to express their opinions by the time they finally get to participate.

So there you have it, three forms of discussion worth attempting. Harkness, Literature Circles, and Fishbowl discussions are all completely different ways of approaching the text aloud, and chances are, at least one of them will work well in your classroom.

Part II: Discussion Prep

This next section is about discussion prep. I never like to jump into a discussion without a bit of warm-up. Students’ minds are everywhere but on the text when they first enter the classroom. In the passing period they may have been cramming for a science test, fighting with a significant other, texting friends, checking facebook, worrying about college applications… you get the idea. Expecting them to immediately make thoughtful contributions to discussion is unrealistic. That’s why I like to start discussions with a five or ten minute warm-up.

Here are five of my favorites.

#1 The Question Pass: To do a question pass, ask every student in the room to write down a question about the reading at the top of a page in their notebook. Ask them to avoid yes or no questions. Then ask everyone to pass their notebook to the person next to them. Give the class one minute to respond to the question. Then do another pass. After four or five passes, let students return the notebooks and then read their answers. Begin the discussion by asking for a volunteer to read their question. At this point at least four people have thought through everyone’s question, so no one should be caught by surprise. I find the discussion usually flows pretty well after this warm-up. If the discussion is being led by the students, they have plenty of questions to ask. If you are leading, you can always call on someone to read their question when a subject has run dry.

#2 Journal Entry: Come up with a question that connects your students’ lives to the material you are discussing. For example, if you’re reading The Scarlet Letter, you might ask: What do you think would be harder, taking the blame for something you and someone else did together, or watching someone you care about take the blame for you? Let students write for a while. Then begin the discussion with the question students have already considered.

#3 Partner Activity: Asking students to review the reading by completing a short and fun partner activity gets the ball rolling quickly. I have a lot of handouts I use for this purpose – you can make ones that are not particularly specific to the reading so you can use them again. For example, ask the partners to create a soundtrack of three songs perfect for a movie version of the reading. Or to pretend they are covering the action for the New York Times and need to write ten tweets that describe the events in the reading. Or to imagine they are writing a blog post form the perspective of one of the characters about the reading. It’s pretty easy to brainstorm these quick activities, and they help students review the reading in a fast fun way. To further reinforce the warm-up you can have the partnerships share with each other for a few minutes before heading into the full group discussion.

#4 Acting: Have students get together with three or four other students. Ask them to create a 60 second version of the reading from the night before. They should write a (very short) script and decide who will be which character. Then they can practice it a couple of times. Randomly choose a few groups to perform for the class before you start your discussion.

#5 Question Contest: Ask students, alone or in pairs to take five minutes and write as many discussion questions down as they can.  Offer a prize for the student  (or students) who comes up with the most.  I did this once with a homemade brownie as the prize and boy did the questions flow! From there it’s easy to start the discussion with someone’s favorite question.

So there you have it, five quick ways to help students warm up for discussion. No doubt you’ll think of many more! 

Part III: Grading Discussions 

Our final section is about grading discussion, no one’s favorite task. Discussion participation is a relatively intangible thing, though we know when a student is doing a good job with it. Still, it’s hard to create a paper trail to show a student when they are NOT doing a good job with it. To quote Yenta in A Fiddler on the Roof, "am I right or am I right???!"

So here are a few ways I’ve used or heard of over the years to streamline the process. Maybe one of them will be just what you’re looking for!

One of my favorite creative ways to grade a discussion is to do a class challenge.  The purpose of the challenge is to encourage all students to participate. In every class I’ve ever taught, there are discussion dominators and students who rarely if every participate. It’s one of the reasons I like to use the Harkness method, so students become more aware of their own discussion dynamics and begin to improve them. I usually do the challenge when we’ve been doing Harkness for a while, and the students have had a chance to adjust to the system. Then I let them know that I will be giving everyone in the class a bonus grade of 100% for the day (I use points – so they get a free 10/10 in my gradebook) if everyone speaks at least one time during the discussion. Sounds easy, right? This provides quite an incentive for dominating students to quiet down and quiet students to try to find the courage to speak up. I try hard to make sure everyone has a chance to warm up by writing down questions or ideas for the discussion, so students who struggle with language or get really nervous in front of their peers can just read something from their notebooks. I also reinforce to students that they will not get a bad grade if they do not meet the challenge, and I will offer it again soon. It’s not easy! But it can be very eye opening for everyone when they realize quiet students have good contributions to make and that the dominating group doesn’t actually have to dominate.

Another easy way to grade discussion is to make it  your “round up or down” factor. Let students know that if they are right on the edge between B+ and A-, C and C+, etc. you will be thinking back to their classroom contributions to help you make the decision which way their grade will round. This will matter a lot to some students, and it doesn’t require you to create a participation grading scheme to use every single day.

If you really want students to care about their discussion grade, you can always use a chart system. Create a chart with everyone’s name and a series of columns where you can write in the date of the discussion. Use symbols like check, check minus, or check plus to jot down the level of their participation on any given day. Put a zero for students who clearly did not prepare or participate. You can either be jotting these down during a discussion if it is student-driven, like Harkness, or while students are doing a closing activity. You can even quickly do it as they walk out the door, though that is always more complicated if you are getting ready to welcome another class.

At the end of the quarter you can look back on your chart and give As to majority check plusses, Bs to majority checks, and Cs to majority check minuses.  Combos of zeros and check minuses will probably funnel to the D or F range. The exact system will just depend on what works for you.

I hope this post gave you some ideas for improving your class discussions. Since you made it all the way through this long post, I bet you are the kind of teacher who is always looking for ways to make a difference in your students lives by teaching creatively. You should join my new Facebook group, Creative High School English. I can't wait to see you there!


Teaching 1984 Now

This week I saw one of my colleagues carrying around a copy of 1984

"Oooh," I said. "Are you teaching 1984?" My mind instantly raced back to the days when I taught Orwell at my school in Bulgaria, learning so much every day about my students and their families' actual recent history with communism. 

"Yeah," he said. "I've never been so excited to teach it." 

And for good reason. You've no doubt noticed Orwell skyrocketing to the top of the bestseller lists in this country as we all deal with the surge in fake news and the suddenly blurry (or is it?) question of what is and is not true. Newspeak has never felt more relevant in this country. If you are teaching Orwell, my guess is you'll have highly engaged students. 

I first taught Orwell in Sofia, Bulgaria. The first year I lived there I didn't quite understand just how fresh my students' history with communism was. Sure I had seen the missile sculptures at the playground by my apartment in Mladost. I passed the stray dogs everywhere in the city who had descended from pets let loose when families simply could not afford to feed them in the Communist era. But I hadn't quite processed it all. My Orwell unit came and went and it was not particularly amazing.

By my second year I had talked at parent-teacher conferences with the translator for the former Communist party leader. Her daughter was in my 10th grade English class. By the second year I understood that to teach 1984 in Sofia without discussing recent history and family experiences was like teaching cooking without a kitchen.

A photo I took of an art installation downtown, 
next to one of Sofia's many remaining Communist sculptures

My students had explosive opinions to share about Orwell's depiction of communism. We began to explore the concept of propaganda very closely, both the party propaganda showcased by Orwell, and the idea that 1984 itself was in some ways anti-Communist propaganda. Some students were nearly in tears as they argued that communism simply wasn't that bad. Another very quietly shared that the party had "disappeared" her grandfather.

If you are teaching 1984 in the United States today, I believe your discussions will be just as rich and important as they were for me in Bulgaria. The novel's concepts of truth, propaganda, and individuality cry out for connection to the modern world as never before here. I was intrigued to see this article in The Atlantic sharing one teacher's perspective on "Teaching 1984 in 2016."

One way to help students connect modern day issues to the major points of 1984 is to do a collage connecting Orwell's themes with modern media. I have students choose key quotations and then find images from newspapers, magazines, or the internet to help illustrate these quotations.

1984 collages done now can include a great deal of thought-provoking connections between our modern world and Orwell's terrified fantasy. You could even let students create a connecting blog or multimedia presentation so they could include related video and audio content.

Another connecting activity I love for 1984  is to do a comparison of two commercials that have used 1984 as the foundation of their product pitch. Apple actually introduced their computers for the first time with a commercial inspired by 1984, showing how their computers would be different, which of course has continued to be a huge theme for them ever since.

Amusingly, Motorola later did a similar commercial, except that the 1984-esque world they used was actually a world in which everyone was using Apple products. So a Motorola product was the new opportunity to be different. I've created an activity based on these commercials if you'd like to use it, or you can invent your own.

Here are the commercials. You'll hardly believe them.

Try some student-led discussions on 1984 too. Let students sit in a circle. You could try Harkness discussions or a Fishbowl discussion. Perhaps let students warm up with an activity in which they connect a modern news article of your choosing to the text. Then open up the discussion. If you have a quiet class or a class that is very entrenched in their roles (with some dominating, some distracted, etc.) you might consider trying out discussion role cards to help change up your dynamics. This is one of my favorite ways to help a class examine and improve their own dynamics.

If you've never taught 1984, I do believe this is the right moment to add it to your curriculum. Students need to be thinking about Orwell's themes in an era when fake news is suddenly everywhere and different people seem to believe different ideas can be the truth at the same time.

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My Brown Book, Round Two

I took another dive into my brown leather journal tonight, reminding me of the soaring joys and terrible setbacks of my first year of teaching. I spent so much time writing notes in this journal that year, so that I would remember what inspired me. But in the end, it was the process of searching for and writing this inspiration down as I needed it throughout the year that helped mold me as a teacher. I haven't really consulted the book since, but when I look at it now, I can see that it still holds the core of my beliefs as  teacher. Here are the three quotations from its pages that jumped out to me tonight. 


Jump Start your Class Library

I often hear teachers ask what books they should borrow, buy or just recommend to their students. After many years following along with my students' tastes and trying to put the right book in every hand, I have built a list of superstars. These are wonderful books to have in your classroom. I loaned them out as part of my outside reading program, but you could also just make them available to interested readers if you aren't doing outside reading (I'll be trying to convince you to start though, in another blog post before long!). 

You may have money from your school available for classroom expenses, in which case you can order some of these books each year and slowly build your library. I usually just spent my own money (rrgh, but I couldn't help myself) and picked them up at Goodwill or used from Powell's. You can look for stray books on old classroom shelves, invite students to bring in their old favorites to share, shop rummage sales, eBay or library sales. It's always the right time to start building an amazing bookshelf for your amazing readers! 

I'm just going to put the list here, and assure you that these have been vetted by my students. But if you'd like to see their actual reviews, check out some of their reading blogs from past years here and here

The List.
Go Ask Alice, Anonymous
The Chronicles of Narnia, C.S. Lewis
The Da Vinci Code, Dan Brown
The Outsiders, by S.E. Hinton
The Perks of Being a Wallflower, by Steven Chbosky
The Alchemist, Paulo Coelho
The Count of Monte Cristo, Alexandre Dumas
Alice’s Adventures in Wonderland, Lewis Carroll
The Hound of the Baskervilles, Arthur Conan Doyle
Animal Farm, George Orwell
Into the Wild, Jon Krakauer
Slam, Nick Hornby
The Kite Runner, Khaled Hosseini
The Shining, Stephen King
Breakfast at Tiffany’s, Truman Capote
The Curious Incident of the Dog in the Night TimeMark Haddon
Chocolat, Joanne Harris
Nine Stories, J.D. Salinger
Tuesdays with Morrie,  Mitch Albom
A Tree Grows in Brooklyn, Betty Smith
The Devil Wears Prada, Lauren Weisberger
Speak, by Laurie Halse Anderson
Percy Jackson and the Lightning Thief, Rick Riordan
The Book Thief, Markus Zucak
The Time Traveler’s Wife, Audrey Niffenegger
Born to Run, Christopher McDougall
The History of Love, Nicole Krauss
Perks of Being a Wallflower, Stephen Chbosky
Sisterhood of the Traveling Pants, Ann Brashares
Foundation Series, Isaac Asimov
Ender’s Game Series, Orson Scott Card
Golden Compass Series, Phillip Pullman
Harry Potter Series, J.K. Rowling
The Hobbit Series, J.R.R. Tolkien
Eragon Series, Christopher Paolini
Memoirs of a Geisha, Arthur Golden
Anne of Green Gables, L.M. Montgomery
Little Women, Louisa May Alcott
The Secret Garden, Frances Hodges Burnett
Hitchhiker’s Guide to the Galaxy, Douglas Adams
Maus, Art Spiegelman
Persepolis, Marjane Sartropi
The Fountainhead, Ayn Rand
My Life in France, Julia Child
Divergent, Veronica Roth

Uglies, by Scott Westerfield

I hope you start collecting soon! Get your next recommendations from our amazing community in the Creative High School English Facebook group. Can't wait to see you there. 

The Defining Moment of my Career (yep, it was my first day of teaching)

I guess I was lucky to define my career on the very first day of my very first job. If only it hadn't started with so much sobbing on the floor. 

I felt so prepared. I had been up since six, putting on my first ever professional outfit and looking over the minute-by-minute schedule on my clipboard. Yes, a clipboard. I can't lie to you. 

During my first period I was so nervous I hardly even noticed how my students reacted to my well-rehearsed spiel introducing myself, introducing the course, and letting them know what the requirements would be. During the second period I was uncomfortably aware that they did not seem particularly engaged. During the third period my external lecture was accompanied by a simultaneous internal narrative. "What am I doing?! This is going so badly! They hate this! What can I do now? I have nothing else prepared! ...I can't believe I can think one stream of thoughts while saying another!" If I had been in a comic strip, the black cloud above my head would have been reaching epic proportions. 

Valentine's Day in ELA

Do you celebrate Valentine's Day with your ELA students? There are so many ways to bring bits of holiday spirit into the classroom, no matter what the age and level of your students. When I was in college some friends and I banded together to form a "Holiday Theme Group" and throw parties, supported by the college, for holidays throughout the year. If college students showed up to make chocolates at Christmas,  eat spaghetti during National Pasta Week, attend an Orange Blossom Festival, and pet other people's animals on National Dogwalker Day, you can bet your teenagers can still enjoy a few Valentine's Day festivities! 

5 Ways to Lift your Teaching Spirits

Since hearing about "neuroplasticity" a few months ago I have been trying to rewrite my brain to love winter. Every time I am about to say "I hate the cold!" or "We should move to Hawaii," I say "What a beautiful, soft gray day," or "lucky we have such cozy hats and scarves!" It's kind of working. But still. February. My inlaws have a "Phooey on February" dinner party every year at this time, and I love the idea. How wonderful to find a way to celebrate in the midst of what I would gently call a lull in the joys of the yearly calendar. 

With that in mind, I've been thinking about fun ways to lift the classroom mood in this gray month. These are things I've tried throughout my career to bring joy into my teaching, and I'm excited to share them with you.
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