It is important to create
space for student voices strategically, and we must not underestimate the depth and profundity of what we are asking of students when we ask them to share their work in public.
These processes are often scary and can be fraught, but when class norms include
space for student voices and responses to authentic student ideas, learning becomes a self - affirming process of risk taking, experimentation, and growth.
With young students, starting the class period with one quick thing — which students can share individually or with partners — can go a long way in creating a safe
space for student voices.
Recognizing that many students arrive on campus with few positive academic experiences and little confidence in their academic abilities, teachers are intentional about connecting classroom learning to students» lives and creating
spaces for student voice to be heard and reflected in the design and structure of classes and assignments.
Not exact matches
All
students and Ph.D. candidates should «know that there is
space for their needs, that there is
space for their
voice to be heard,» says Vassiliki Chatzipetrou, policy officer
for the European Council of Doctoral Candidates and Junior Researchers.
All
students and Ph.D. candidates should «know that there is
space for their needs, that there is
space for their
voice to be heard.»
To expand opportunities
for student voice, we need to create
spaces — either online or in schools — where
students can research a current topic that interests them.
As we create the
spaces for students to choose when to use their own
voices, they develop the courage to use all of what belongs to them already.
Check out these important strategies
for creating an inclusive learning
space that challenges
students with rigorous thinking and projects and supports
student voice and collaboration.
And that personal
space creates the conditions
for more authentic writing because it naturally fosters a
student's
voice, style, and thoughts.
Share
space in class conversations: I work not to prioritize my
voice over the
voices of my
students through established rhythms and routines —
for example, I ring a chime rather than raise my
voice above my
students»
voices when I need to interrupt conversations and bring us back together as a group.
Audio recording - where
students record their own
voices responding to prompts or an assignment - offers another
space for students to talk their way into learning, remembering, or clarifying.
From all kinds of seating and configurable furniture to
space - planning events that involve
student suggestions and community ideas
for inventions, libraries have become productive and comfortable places
for putting
student voices at the center.
There are three main areas of teaching that need to align in order
for students to feel empowered to discover and share their
voices: learning
spaces, teaching strategies, and assessments.
John Parker is Digital Learning Specialist at Buncombe County Schools in North Carolina where they have embarked on a journey that is designed to transform their school library media centers into flexible learning
spaces that are earmarked by designs that encourage choice and
voice for our
students.
After winning
student voice statewide, and in local school districts — giving youth a
space to be heard in their schools — CFJ
student leaders are already looking forward to the next step in achieving our vision
for California schools — making sure
student voices are valued.
Relationship Centered Schools value
student voice, invest in staff, and create
spaces for relationship building.
Allender pointed to a four - step protocol
for engaging
student voice in formal learning
spaces which included listening to
students, believing in and looking
for academic value in
students» cultural references, bridging
student culture and academic
voices, and finally, surfacing academic elements in
students» cultural references.
It grounds academic learning in respectful relationships, creating
space for all
students»
voices, and so brings meaning to democratic practices inside and outside the classroom.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness
for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent
voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions /
Space and place /
Space under threat /
Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients /
Students /
Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability
for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support
for self - harm / Support
for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /