As educators we have all had interactions with students that impact us a great deal. One involving student voice was particularly impactful for me.
While working with a new high school math teacher I sat with a table of his algebra students as they discussed a challenging math task. Each student was asked to reflect on their ideas and connections to the problem. As the group I was sitting with did this, one student shared an idea that really connected to the problem but others in the group did not recognize it. I simply asked this student to repeat what he just said. When the student shared again the other students listened more attentively and realized the connection. As a result, the group had a great conversation and made sense of the problem. At the end of the class the teacher’s formative assessment was simply, “What did you learn today?” This student raised his hand and said, “I learned what it feels like to be smart in math class!” It hit me then how important it is for ALL our students to feel “smart”, heard and have their ideas valued in the classroom. This is what it means to belong in that space.
If it’s true that those that are doing most of the talking are doing most of the learning, how can we amplify the student voices that don’t typically get heard in our classrooms? How will amplifying those voices change the dynamics of our classroom?
The Matthew Effect describes what happens over time when some children enter into a positive feedback loop, whereby those who break the code with relative ease experience a positive effect and are able to learn what tasks they are given in schools with relative ease while those who don’t have the opportunity to get feedback do not experience this growth in learning.
Consider this analogy from a 2019 report in “Just Equations” on Race, Math and the Matthew Effect:
Two little girls join the soccer team. They have nearly identical athletic skills. Both are good runners, but Maria runs a half step faster than Gail. When the first soccer lesson begins, there’s one ball. They both run forward, and Maria gets to the ball first and kicks it. After they’ve done this 20 times, Maria has practiced kicking the ball 19 times, and Gail has had only one opportunity. A week later, Maria has learned a lot more about kicking the ball than Gail.
The slight difference in speed has widened into a much bigger difference in opportunity that, in turn, has widened the gap in kicking skills. After a while, Gail thinks she’s not good at soccer. She thinks Maria is good at soccer. Gail’s sense of soccer identity and belonging lead to diminished motivation and effort. Meanwhile, Maria’s excitement and motivation grow. There is no mystery as to why Maria will improve at a much faster rate than Gail. Her opportunities to learn in the moment, and over an increasing accumulation of moments, are greater—much greater.
It does not have to be this way.
Across the field, another soccer team is practicing, and that team will wind up winning the championship. That team is well coached. They have 20 little girls and 20 balls. All the girls kick the ball often and get feedback from the trajectory of the kicked ball. The coaches systematically give feedback to each girl, not just the girls standing near them, or the girl who attracts their attention.
In our classrooms, similar unnecessary differences in opportunity cause Matthew Effects. When the teacher poses a problem, some students raise their hands, saying “Ooh, ooh, ooh!” wanting to be called on. Time and again, they get the teachers’ attention, feedback, and encouragement. Meanwhile, many other students’ hands stay down as they build the mistaken identity that they cannot learn math. When teachers move too quickly, covering topic after topic, some students get left behind, not receiving feedback or instruction that makes sense to them. Day after day, the opportunity gap accumulates, and aspirations— especially STEM aspirations—erode, particularly for students of color and low-income students.
How can we make sure every student gets their “foot on the ball”? How can all of our students feel that they belong in our classrooms and “feel smart”?
If these questions have pique your interest, please check out these resources:
8 Ways to Empower Student Voice in Your Classroom Short article from ISTE
3 Strategies to Get Students Talking in Math Classrooms Short article from Edutopia
Simple Ways to Promote Student Voice in the Classroom Another brief article from Edutopia
Never Say Anything a Kid Can Say an article by Steve Reinhart. This is an oldie but goodie!
If you would like to add a shout out to a colleague, please do so here.
To Matt Faurot, Tara Termes, Katie Lyons (CMS):
“An amazing all school WEB assembly!”
“These three are doing an AMAZING job running the WEB program. The assembly they ran was fantastic and they made it happen. We have not had a school wide assembly since Covid began. Tara, Katie and Matt are really a fantastic team!” -Melissa Morris
To Chelsea Jennings (MVHS):
“Chelsea is doing so much. She has spearheaded the Bend LaPine Schools Newcomer program with such grace and professionalism. Her students know that she loves them and is always there. Her commitment to excellence challenges me to a be a better person. I also am so thankful for her steady, calm demeanor; she’s talked me off the ledge many times and I am so grateful to have her working with me as a partner in serving our ELL population!” -Nicole Contreras
To Lindsay Nickerson (CHS):
“Lindsay puts her creativity and joy into her classes and she gives them so many amazing experiences! Her classroom is warm, welcoming, fun and engaging.” -Bekki Tucker
To Jackie Greewood, Matt Johnson and The Summit Math Team (SHS):
“Jackie planned and facilitated a studio experience along with Matt Johnson for the Summit Math Team where the focus was on Ambitious Math Teaching, that is homing in on what keeps our students engaged, including anticipating teacher moves that will keep student on task and talking about the reasoning of their math ideas. A full day of learning and reflecting with each other!” -Linda Adams
To Amy Romero, Leigh Ann Medina, Sharon Sieveking and the entire Mountain View Math Team (MVHS):
“Leigh Ann and Sharon co-planned an amazing geometry lesson on writing proofs. EVERY SINGLE STUDENT WAS ENGAGED! They introduced the subject by comparing two column proofs to playing UNO. Using ideas from TDG’s Ambitious Math work Amy facilitated the full day PD with her team seamlessly. We did the math as teachers, anticipated student struggles and teacher moves that would keep the learning happening. Thank you Mountain View Math Team for a great day of PD!” -Linda Adams
