Kids talking about abortion

Well that was a surprise. I was subbing in a Middle School leadership class the other day and the lesson left for me asked students to make posters about what they wished they could do to change the world. I had two students say 'stop abortion'.

I wasn't really prepared for this. Fortunately it was a school that I had subbed pretty frequently so I knew the students, but I didn't know them REALLY well.

Each student had the opportunity to get up and talk about their poster, why it was important to them, and what they could do in their life to help accomplish that.

I was scared, but it actually went really well. I allowed the students to lead the discussion, asking questions themselves and answering themselves. I acted as a referee, making sure kids were only talking one at a time, and that each discussion got a fair amount of time, but didn't get out of hand, over focused, or turn into an argument. There were a few times when I took the opportunity to inform based on fact, but mostly I kept out of it. I often restated what students said, clarifying and summarizing, and they then reaffirmed if what I said was what they meant.

It went really well in my opinion, and after school I asked one of the most opinionated girls who lead a discussion about ending abortion and asked how I did, and whether I let my personal bias through, and she said I hadn't and she thought I did a great job. I'm glad to hear that, and glad I've crossed that hurdle now. Students got a chance to voice their opinions and examine difficult issues, and I managed to keep my mouth shut!

Elements of discussion

I mentioned a few elements of the discussion elements of the Sci-Fi class. Though especially initially I found several things foreign, there aren't as many differences n the teaching styles as I expected. When the class isn't reading or watching a film, they are usually discussing, (although there has been some writing as well). The discussion is teacher guided and facilitated (usually by Scott) though the students take a very active role. The discussion questions supplied aren't just vehicles for the student understanding, but the teachers each answer the prompts themselves as well, and discuss their understanding, and the things that they are ore ignorant of.
There is a wide variety of levels of eloquency and thoughtfulness is huge. Some students levels of discussion are simple anecdotes that bear little to no relation to the subject at hand. Others bring of deep and meaningful points that are things I hadn't even thought about. I'm not used to that, it's very different from the middle school where students discussion level is more on the same level. Perhaps that has to do with the fact that in elementary school there is less opportunity for discussion then in other levels. But in High school the stratification is so much greater. It could also have to do with the fact that high schoolers look older. Many of them look to be adults, or at least look old enough that I associate them with peers more the middle schoolers. I also noted that in the discussions, the students are very respectful of each others opinions (for the most part) they participate in the discussions without shooting down each other ideas, a lot of interrupting or other disruptive behaviors.

On the first day the teachers made an important distinction, they said that grading for the class will be based on effort, which I think is really important to spell out for the kids from the begining, to know that they will be graded on their best effort, rather then only the quality of their work, or how 'right' it is. I think that making that clear will encourage kids to do their best work, and not let an idea that they can't do a good enough job keep them from trying, after all, if they are genuinely trying, they will get the A.