Compano speaks of the necessity of teacher’s practicing “deliberate mindfulness” (p. 20) when speaking with students. That is, to not give generic and unthoughtful responses to students’ stories. When this happens in classrooms, students feel as though their voices are unheard and then feel invalidated and as though their thoughts are unnecessary for classroom instruction. It’s important for students to realize that they have knowledge they can contribute to the classroom as well.
In order for students to feel they are worthy contributors, it is necessary that teachers provide what Compano refers to as a “second classroom,” (p. 40). “It includes the relationships that they build and nurture with one another as they share their life stories.” Providing a safe space in which students feel as though their stories and experiences are a vital part of one another’s learning. Also, when students are actively participating by sharing their stories they also become more invested and motivated in their work. For example, when Carmen wrote about her father, she said she had never written so much in school. This is because she was writing about a topic that she knew well and also cared for.
Ways in which teachers can nurture the second classroom are by encouraging students to write about their experiences and then also share them with one another. By giving students the space, time, and encouragement to write about their stories, they are able to reflect and come to an understanding of their worlds. I believe it is equally as important for students to share their stories with one another in order to foster a classroom community through both empathy in getting to know one another as individuals but also so that they begin to perceive one another as contributors to their learning experiences in school. Teachers should actively model this practice by moving away from the teacher “initiate, response, evaluate” format that is typically followed in elementary schools. By doing so, students will not rely so much on teacher reaction to their thoughts.
I agree with you that teachers need to step out of the role of a typical teacher who holds all the answers and keys to unlock the doors of learning. When we allow students to engage in conversation with one another rather than being the go-between I believe it would make the conversations grander, invite more students to share, and create a classroom culture that values what students bring with them to their school lives.
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