For years we heard that teachers were the “sage on the stage” lecturing students as the primary mode of instruction. As we learned more about pedagogy, we began to hear that teachers were the “guide to the side” collaborating with students as a primary mode of instruction. In the expression-driven classroom, the teacher takes on the role of facilitator, one who is intentional about orchestrating classroom voice.
In the book, Amplify Student Voices: Equitable Practices to Build Confidence in the Classroom then. In the book, authors AnnMarie Baines, Diana Medina, and Caitlin Healy share the following four teaching practices of classroom facilitators (pp. 63-73):
- Facilitating relationships. The key to an expression-driven classroom is relationships. Student-to-student relationships and student-to-teacher relationships are essential for creating a safe space where student voice is encouraged.
- Facilitating the fundamentals. Students need to learn the fundamentals of content and speaking in order to be successful in an expression-driven classroom. Teachers must carefully plan and implement them in class, so that students learn and grow.
- Facilitating choice. Students need to express themselves in a variety of different formats. Teachers need to create opportunities for such expression and help students choose which format is appropriate based upon student strengths.
- Facilitating growth. Students need a plan for growth. Teachers can help them identify growth needs and work with them to develop a plan for improvement.
As you prepare for next week, think of ways you can serve as a facilitator for your students. You and your students will be glad you did!
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