Reading and writing float on a sea of talk.
—James Britton
More Than Magical
Two students greeted me in the front office. “Hello, it’s nice to meet you,” I said.
They both smiled, and one said, “We’re here to take you to our classroom.”
“Excellent,” I said. “Let’s go.”
As we headed out of the office, I asked, “Will you tell me about your school? I know it’s new.”
It was a simple request that caused both students to nod, smile, and relax. They began telling me about the gym and then the cafeteria. We paused to admire artwork, and they told me about the “fork” in the hallway giving us two options to get to their classroom. They decided to take the shortcut like their teacher prefers.
When we entered their classroom, rich learning was happening. I know because there was a buzz of conversations. This is different from chatter and talking. A buzz is a hum, and it is beautiful. I’ve been trying to find the word for it for a few weeks now, but I keep falling short.
The word that boomerangs back to me is magical. I’ve been resistant to this word because it has an elusive quality and makes us think things happen because of luck or good fortune rather than intention and skill.
There were students finishing the cover of their books, urgently working at a tall table with art supplies. Others drew me into a conversation about the butterfly chrysalis in the tank near the window. “We’re not sure when the butterfly will emerge,” someone said so low I could barely hear the words, but the reverence was not lost on me. It was mesmerizing to see a life cycle unfold in front of our noses. Some students were reading books together and others were tucked alone—completely immersed in a book—in a quiet corner of the classroom. I joined some writers near the turtle tank.
“I like to watch his feet when he moves,” one student whispered to me, pointing to the turtle. “Just watch,” he said.
Mandy Robek, the teacher, sat on the carpet and helped students add book binding to their published books. Although many students were finishing the publishing process, they did not form a line. They gathered around Mandy. There was conversation—or, perhaps more accurately, there were many conversations.
They discussed the practical decisions involved in binding their books, as well as writing ideas for their next books. Mandy asked about the writing process, and students made plans to read their books to each other. Books were bound and students left the carpet, moving on to their next work as learners.
I stepped back to the edge of the classroom, near the turtle tank, to take in the whole scene. Over the course of my career, I’ve had the privilege of being in thousands of classrooms. I know there is powerful learning when I lean in and have conversations about chrysalises and publishing choices, and I know there is much to be learned by stepping back and absorbing the whole of what is happening.
I watched Mandy. She was at ease. She smiled and responded and laughed and redirected. (We were not in utopia; there were still difficult behaviors and distractions.)
I’m was awe of the conversation and collaboration. I searched for a word to describe what it felts like to be part of this classroom. Magical floated around my mind, and I know more than magic was happening here.
I realized I had entered a community of learners. They emerged on a sea of talk. The magic I’ve been trying to name is talk—the greeting in the office, the shortcut Mrs. Robek prefers, the chrysalis that may emerge, the decision behind the title of the story, the toes of a turtle…it was rich conversation and authentic response that made this classroom more than magical.
In the late seventies, James Britton said, “Reading and writing float on a sea of talk.” Today in a world where structure is valued and certainty is craved, these words hold true. Educators like Mandy who seek the tide and nourish a sea of talk are the ones who see learning happen in such a beautiful and raw way that it feels magical. Don’t be fooled. It’s not sleight of hand or a gimmick. When talk is nourished, rich learning happens.
This week we focus on student talk—plus more, as always.
Shine on,
Ruth Ayres
Editor in Chief
Ruth Ayres suggests three ways to help students intentionally listen during conversations such as a turn-and-talk.
Do you have young readers and writers in your class who constantly talk to themselves? Stella Villalba helps a teacher decode the value of this self-talk for first grader Kayla, using it as a springboard for more learning.
Matt Renwick worked with a speech therapist after having a stroke. Through this process, he realized powerful teaching points to help students become stronger public speakers.
Join over 200 colleagues already signed up for Coach-to-Coach, a supportive and inspiring network just for instructional coaches. Meet virtually once a month to keep your professional goals fresh and stay accountable for your next steps as a coach. This free community is inspired by Choice Literacy articles each month and led by Ruth Ayres. The next meeting is Monday, October 21.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Tammy Mulligan shares how vertical whiteboards are a powerful tool to support collaboration and make student thinking visible.
We spend our days prompting whole groups, small groups, and individual learners. We’ve all been in situations where we may not have known what to say. Melissa Quimby offers advice on how to be educators who use language brimming with curiosity and encouragement.
Gretchen Schroeder is committed to having conversations about race and racism with her high school students. Sometimes it’s difficult to engage students, so Gretchen used drama games as a means to think about concepts metaphorically, then ground them within the text, and, finally, have students apply them to their own lives and the world.
In this video, Hayley Whitaker confers with a kindergartner and shows him the connections between talking, drawing, and text.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Mary Brower offers ideas to set the stage for professional learning to reduce stress and anxiety for participants.
Ruth Ayres and Becca Burk share ways to strengthen our teamwork and help lower the stress levels of adults in the school when students exhibit dysregulated behaviors. This is the second installment of a two-part series.
Jennifer Schwanke realizes it is never easy to talk in front of adults. She explains how she helps teachers accept the challenge of speaking to colleagues in professional development settings.
Quote It:
The deepest principle in human nature is the craving to be appreciated.
―William James
That’s all for this week!