Turning Theory into Practice: Giving Students a Voice!

 “The Human Voice is the most perfect instrument of all” –Arvo Pärt

The project theme for my Writing Theory and Practice course this semester has been the theory and ideas behind voice. From finding you voice as an identity, to applying voice to pedagogical practice: the power of voice is limitless. With that said, my contribution to the class project is turning theory into practice. Using the practical work as a Reading Coach for 2nd grade students, I was able to come up with a simple, fun, and constructive way to help my students to take control of their learning and to find their voice in the young world of academia!

Learning goals book: month of december

With the help from two of my students, they were the first two to test out these new personally designed books I made for an ongoing practice to help my students. These books are called Learning Goals Books. These books serve as another medium of communication between my students and me. In my current (and last year) classroom settings, the class ratio of teachers to students was 3:24. Even with that being the case, to target every students with specific needs (ESL, IEPs, and cultural difference, just to name a few) can make instruction time quite hard in an ELA class. Going off of my own observation, writing and speaking seems to be two of the main issues plaguing my students. Building a sound foundation for rhetoric and composition is essential for our young scholars to be successful in the rest of their academic journey. This book was produce by research that I gained as a current grad student, practical experience as a Reading Coach, and the creativity of the artist in me to help give my students their voice.

Cover of the book

These two students were very excited to be the ones to test out the books! Below is an audio recording of our interaction with introducing the books. To the right is my young scholar friends holding their books that they designed!

Recording #1

Opening the books: Sticky notes to ms. p!

This is where the communication begins! Just before we dive into the sticky notes, you can hear in the audio the excitement and fun that my students had getting and decorating their new books. As shown above are the “sticky notes” that my students will use to communicate with me. Listen to the audio below for more in depth instructional time.

Recording #2

SHARING OUR EXCITEMENT ABOUT LEARNING!

This next audio is just us sharing our sticky note response to the question; I am excited about learning:

Recording #3

The following recording is the second prompt on the sticky note that asks the following: I still need help with___. This portion of the sticky note is where the students take control over what they want to target and gain more skills about.

Recording #4

FEED BACK TIME!

The next audio is us mapping out how we are going obtain these goals! It was so cute watching my students fumble over their words because they did not know how to exactly say what they wanted. I was able to understand what they were trying to convey.

Recording #5
last remarks/back of book

This last recording is concluding remarks with reassuring the schedule of their books, how they will be used, and the reward for meeting their goals! I am very excited ot see what the last week of December brings for us!

Recording #6

continuing study

I am very excited and pleased that the books turned out this way. As I continually stated, this project will continue on for the rest of the school year to see where it takes the students. This tool is mainly used towards my “targeted students” that I see are having trouble with certain things throughout the school year. There will be a different set of students each month, depending on their needs and areas that need improvement. Please checkout my last blog post: https://learningthroughthearts.home.blog/2019/12/07/turing-theory-into-practice-giving-students-a-voice/ to see the research behind my little books! Thank you for stopping by and checking out my project, Namaste.