Bringing In All Voices: Building Student Confidence Through Quaker Shares

By Author: Kathleen
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Because my goal is to develop talk about writing, I try to get students to read excerpts of their writing loudly as soon as possible. I want them to practice listening to the sounds of their own words, as well as the words of their peers. Speaking aloud in class can be intimidating for some students, however. A colleague of mine recently shared an interaction she had with one of her students, who Breitling Replica told her that he had always been considered the "quiet" student in his classes. For him, to speak in class meant breaking a silence and changing a public identity he had created (and that his peers expected of him). This represented a powerful obstacle to building talk about his writing.

Even for students who are comfortable talking in class, it can feel risky to read aloud a piece of unpolished (or even polished) writing. Megan summed it up: "I was not exactly eager to read my poem out loud for fear of ridicule or complete humiliation." Kim concurred, describing reading her poetry aloud as "TERRIFYING! I specifically chose one of my shortest poems ...
... . . . because I just wanted it to be over." These comments demonstrate that before we can build authentic conversations about writing, we must first help students overcome their fears of speaking aloud and sharing.

A Quaker Share can help students begin to break their silences and overcome these fears. Within a Quaker Share, students simply read aloud a few of their own words, hearing what their voices sound like in the space of our classroom; different students read from their work as they wish until the Quaker Share ends. When we first begin this practice, I tell students that there will be no verbal response to their writing, and I even ask them not to applaud or congratulate. I want to help students know exactly what to expect: that their writing will occupy a few moments of "air time," and then we will hear from someone else. In this way, I hope to help limit students' fears about peer reactions (What if no one claps or if there is an awkward pause?).

Before we begin the Quaker Share, I give the students' time to select at least a line or two that they can share with the group; even just a few words will do. When we begin, we do not raise hands (where I would be directing the flow of sharing), but rather practice listening for a space in which to share. I want our group to begin to respond to cues from each other, rather than maintain a constant focus on me. At the end, I often ask students to write or talk about their experiences.

Kim, who had found reading aloud to be "terrifying," reflected, "I did, however, love listening to everyone's work. Also, it Omega Replica Watches helped to know that every-one was more or less nervous. I liked how we went whenever we felt like going. ... I hate going in a circle because then you don't get a choice. I volunteer when I have a sudden boost of confidence."

It is my hope that helping students practice reading aloud in low-stakes settings such as Quaker Shares will increase their confidence for entering more conversations about their writing.