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Stories From the Classroom-Stopping Blurters

Posted by: Victoria Olivadoti at Mar 17, 2017
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My students have taught me more than I think I have taught them.

I had tried several different strategies in my bag of tricks to get students to be respectful of one another and wait their turn to share ideas. Most of them worked for a short time, but would not have a lasting affect on the repeat blurters.

Last week, I finally found a strategy (by accident) that has had the longest lasting affect than any others I have tried in the past. 

A student was sharing her idea during a classroom discussion. She could barely get her idea out before ir stimulated several other comments. The expression on her face told me she was very frustrated, so I asked her, "Sweetie, how did it feel when you were trying to share your idea and your classmates started talking over you?"

Her response opened up further conversation. "I felt like no one wanted to hear what I had to said."

I asked the class if they had ever had others talk over them or cut them off. Every student in the class had friends or parents cut them off while sharing ideas. So, I asked the class, "How did it feel when you had something really important to share and the person you were talking to wouldn't let you finish?" 

The following were their responses:  

"I felt like I didn't exist."  

"I felt like the other person didn't care what I had to say."

"I felt like I wasn't important."

"I felt frustrated when I was trying to share my ideas."

"I felt like they didn't think what I had to say was important."

"I felt like my idea were wrong and their's were right, and they wouldn't even give me a chance to tell them what I was thinking. It was like they didn't care about my idea and only cared about being right."

I was amazed at how well these 8 and 9 year olds could articulate their feelings.                                                                                       
I followed up with another questions, "Do you think the people that cut you off do it to make you feel this way?" "Why?"                         
The students realized that those who consistently cut others off didn't realize how it made the others feel when they were interrupting them.                                                                                     
I had no idea how powerful this dialogue was going to be. From that point on, we have had five class discussions and a group assignment. In each case, the students have been great listeners who allow their classmates to complete their thoughts before sharing their own ideas.      
                                                                       
Yesterday, the students worked in groups of three and were asked to construct a paragraph in response to a social studies question.      
The paragraphs were great and definitely the result of a collaborative effort. The best part of all wasn't the amazing paragraphs they constructed, it was the comments afterwards.
"I felt like they were open to my ideas."
"I got to share my idea and my friends helped me see why I wasn't correct."                                                                                               
Every child felt heard. I'm holidng my fingers crossed that this will continue. I'll keep you updated.                                                                                               
It only took forty-four years to find this strategy. 
It is June and I can say that the children have not forgotten the discussion we had in October. There are still a few who get very excited and forget, but on the whole this has definitely been one of those strategies I will write in my journal as a must do next year. 
Tags  self-advocacy, stress in children, student stressors, study skills, success traits, teaching strategies, test taking, time management

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