Trading ‘Please focus’ for ‘How are you?’: A listening strategy that’s helping some teachers improve the classroom experience
To her relief, Elissa Levy’s ninth graders remembered how to make friends when they returned this September to East Harlem’s High School for Climate Justice.
But after spending prolonged time out of the classroom during the pandemic, they seem to have forgotten how to “do” other parts of school, the physics teacher said.
Many are about four or five years behind academically, as opposed to the past when her students were about two to three years behind. Some have been cutting class, hiding in bathrooms and stairwells during the day. Those who show up have been spending class time dancing to TikTok videos, doodling on furniture, and generally acting out.
Levy is trying everything in her toolkit to help them feel engaged in coursework again. One thing that’s helped is a practice known as cogenerative dialogues, or cogens, for short, in which teachers hold formal conversations with groups of students with an explicit goal: to create a plan of action aimed at improving learning and classroom community.
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