Learning to Walk with “Chalk Talk”
by Edrick Macalaguim
During the beginning of this school year, I gave my students Inquiry Journals as a means to get them thinking critically about their lives in school, community, and family. About three to four times a week, I have my students journal about various topics, ranging from self-identity to community building. In preparation for the upcoming election and through an attempt to build self-identity, I gave the students two prompts asking them to reflect on their lives:
- What does being an American mean to you?
- What does your culture and race mean to you?
I wanted that writing experience to be as authentic as possible, so I made sure not to scaffold or prompt the kids in any way. I just wrote both questions on the board and asked my students to respond thoughtfully. For eight minutes my students struggled, some sat there with a blank frustrated look, while others gave up immediately. Either way, this type of reflective writing was difficult for them, especially since it was given to them in isolation. My students often need to hear others’ thoughts, before they can unlock their own. Even after I tried to give them a little direction, they continued to struggle, most not knowing how or where to start. This experience awakened me to issues that I failed to consider, and a handful of Fierce Wonderings emerged:
- Is this the first time my students have been asked to think about their lives in this way?
- How do my students identify themselves?
- What can I do to assist my students with building a strong self-identity before they move on to middle school?
- How do I promote a risk-free environment that invites students to free their minds to formulate new ideas?
I realized that my lack of supporting my children’s thinking had failed them. I decided that if I really valued this process, I needed to dedicate more thought in designing a series of activities and lessons to allow my students to unlock their thoughts and dig deeper to formulate authentic ideas and concepts about their lives. I decided to first start with the “Chalk Talk” protocol. I figured we needed to slow down and take baby steps, and this protocol creates an open forum for all voices to be heard. It was my hope that as others were writing their responses, the students who continued to struggle, might be able to find inspiration; maybe another student’s comments, might unlock something hidden inside.
Just like in all classes, there are usually a few students that if allowed, could dominate a potentially powerful conversation that should include all the students in the class. But because of those few strong willed, extroverted voices, most of the others are silenced and just yield their thoughts and keep to themselves. It was my hope, that by using this protocol, my quiet pensive voices would find a way through writing to be heard.
Initially, I was going to center my comments and questions around the upcoming election, but I decided to keep it simple; I tried to provoke my students thinking by giving them questions designed to separate them into several categories, boys vs. girls, sameness vs. differences, and children vs. adults. Here is what they responded to:
- Boys have an easier life than girls.
- Girls behave better than boys.
- It is important that you are only friends with students that are of the same culture and race as yours.
- Children aren’t old enough to make good decisions; they need adults to tell them what to do.
- What does your culture and race mean to you?
- If everyone in the world had the same culture and race, how would life be different?
After explaining the protocol, I had average expectations, but once I gave them the floor to respond to our empty walls, they quietly raced to the comment or question that spoke to them the most. I was absolutely amazed by their active participation, and amount that they had to say. Students that normally sit quietly through a discussion, and only speak when I encourage them to, were fighting over space to complete their thoughts and speak their minds.
A few of my quiet RSP students, found empty calm spaces, away from the masses, and freed their minds, and opened up to the rest of the class, in a way that was new and scary, but they risked themselves, so that they too could be heard.
After the exercise was over, I found the students continuing to search for answers. They wanted to question specific comments made by their peers; they begged for clarification. Some students asked when would we do this again, others asked if we could extend this into science and social studies. Because of their excitement, I decided to ask a few students to stay behind so that I could interview them. Their conversation follows at the end of this blog. I wished I had taped their first initial reaction to “Chalk Talk”, we could have stayed longer and discussed the protocol further, but the bell was ringing, and it was time to go home. After they left, I just sat there, proud of what they have accomplished and excited about the new potential of where I can guide these fearless explorers…
Interview:
