The past five posts have focused on effective feedback to and from colleagues. Today’s post will focus on the critical importance of gathering feedback from our students, specifically on the process of Cogenerative Dialogues (Cogens). Students are the experts on their experience, and on what works best for their learning processes. Teacher planning and revising should begin with listening to the voice, experiences, and interests of our students, especially the students who have been formerly marginalized. As we center their voices, a sense of belonging strengthens; students feel safe, seen, heard, and loved.
In For White Folks Who Teach in the Hood… and the Rest of Y’all Too, Christopher Emdin describes the Cogen process. He defines Cogens as “structure dialogues about the inner workings of the social field participants cohabit.” Because we know that students have unique perspectives and ideas, we solicit their feedback and act on their ideas.
Select four students who can provide diverse perspectives. Explain to them the purpose and invite them to join you for a weekly conversation. Make sure they know the Cogen is voluntary and not graded, and that joining is a leadership privilege.
Meet in a room where the conversation can’t be overheard by classmates or teachers. It is suggested to provide a snack. Consider handing out a certificate stating you appreciate their advice, signed by the principal. Sit in a circle to show equal power and go over the expectations (all voices will be heard, this is an open dialogue, one person speaks at a time, the teacher will focus on improvement, we will all be responsible for following rules and calling out when they aren’t being followed). Use humor when possible and strive to help the group connect when they meet. Some groups give themselves a special name
Actively listen to their feedback and ideas, and avoid defending or giving detail to the choices/strategies for which they are critiquing. Focus on empowering them with their voices. The first session is likely to focus on an easily answered issue. Ask students to suggest something you can do in the first or last five minutes of a lesson, a practice you use that you should use more often, and/or a practice all of you can do in the next class to increase engagement. Agree on a nonverbal signal you will give students during class, so that they know you are attempting the strategy.
Meet regularly with the initial group of four students, at least three times. When students feel comfortable and understand the process, ask one of the four to invite one new student to join. The new student becomes part of the group and the veteran student takes on a new leadership role in the classroom. Celebrate the work of the veteran student who is leaving the group and let them know their voice is still valued.
In his book, Emdin also describes coteaching. After at least three meetings, you might invite two or more participants from the Cogen to teach a lesson and show you some moves. Explain the purpose; coteaching fosters a sense of empowerment and community, gives voice to students, and helps the teacher learn. Because the planning takes extra time, offer extra credit to the students or offer an exemption from an upcoming assignment. Provide volunteers with a topic and resources and let them know they can add resources they feel will benefit the class. Let them know that teaching takes careful preparation, so they can coplan the lesson during the next Cogen. At that time, give a brief overview of the lesson, help them refine and rehearse, and have them take the lesson as homework to further develop the lesson. While the lesson is being taught, if something is inaccurate, don’t correct students on the spot. Because you will be a student during the lesson, address it from the student perspective through a question. Emdin’s example is: “Thanks for calling on me. Just wanted to ask a quick question….Is his distance zero or his displacement? The book I’m looking at says displacement. You may want to clarify.” Right after the lesson celebrate the work and provide a quick review to affirm what students accomplished. Provide feedback from you and possibly classmates. Give time for the coteachers to reflect on the experience.
Asking for, listening to, and acting on feedback from students is an essential strategy in order to improve the experiences we facilitate for learning. We can no longer do things the way they have always been done in schools. We need to do better. By centering the voices of our most silenced students, we empower them, we build relationship and connection, and we grow.
Resource:
For White Folks Who Teach in the Hood… and the Rest of Y’all Too, Emdin