Helping Students Find Their Voice When I attended college, some of my favorite classes were those in which I felt empowered in how I pursued my studies. When my professors provided options, valued my opinion, and shifted the responsibilities for learning over to me, my level of engagement increased dramatically. That college student is now a middle school math teacher with her own room full of students, and I believe wholeheartedly in the importance of fostering student voice in my classroom. Student Voice describes how students provide input into what happens in their school and their classroom. One of my goals as a math teacher is to help my students see themselves, their ideas, and their thoughts reflected in the required curriculum. Student voice does not mean student takeover. To the contrary, the idea of students having a voice in what they learn, when they learn it, and how they learn it leads to collaborative opportunities to increase engagement and facilitate deeper student learning. Even though my classroom is primarily built upon structures that foster independence, it’s still a shift for me to scale back the responsibility for student learning from me as their teacher and place it with them as the learners. Over the years, I’ve made deliberate decisions about how to approach the content and ensure that it’s delivered through a student-centered lens. I’ve reflected about each decision and considered how the shift to a classroom culture that values and supports student voice has impacted the overall learning of my students. While I don’t have any hard and fast rules, there are some guidelines that I follow to help ensure that student voice is at the forefront of my instructional decisions. 1. Create Classroom Norms Together Norms and rules are not the same things. Rules help to establish the practices and procedures that allow tasks to be completed in classrooms. Norms provide teachers and students with shared agreements about how best to support one another and learn from and with one another, and they help create a culture of and for learning.Developing norms with my students has allowed them to have a voice in the structure of our classroom, which helps to contribute to a positive classroom culture. As I began to infuse student ideas and suggestions into our classroom expectations, I began to see the value in co-creating these norms rather than creating them independent of my students. Collaboratively creating norms helped me better understand what my students valued and what was important to them. During the creation of our class norms, it was apparent that students appreciated the chance to give their opinions and thrived on the opportunity to hear what their peers thought as well. These norms continue to provide the structure upon which our classroom culture was established. We review the norms periodically and add things when needed. Occasionally we adjust our norms in order to better meet the changing nature of our classroom. To this end, our classroom culture depends on the students upholding the norms that we create together. When students interact with each other during collaborative problem solving, it’s an understood norm that each student will have a responsibility for contributing to the discussions during the group work. Further, my students understand that every voice in the group is important and will be valued. I do get students who, from time to time, deviate from the norm. But because I’ve established with my students the expected behaviors, they are quick to reset the conversation and get back to the business at hand. Norms don’t need to be elaborate. I’ve found that establishing a number of expectations regarding how students treat one another in class provides students with the opportunity to see and hear their voice reflected in our classroom practices. When I establish norms with my students, we focus on what language is and isn’t acceptable during classroom collaboration and discussion and the responsibility that each student has in contributing to their own learning and the learning of others. For example, my students understand that they are expected to be their own best advocates and ask questions accordingly. Their questions help me differentiate my instruction and enable me to reflect on my practices in order to better meet their needs. I expect my students to communicate with me and with one another, especially when things get challenging. It’s also equally important that students learn to trust me and to trust their classmates. Our norms reflect my students’ deep desire to learn from one another and their willingness to take responsibility for their own learning. Rules might govern student procedures in my classroom, but norms help to facilitate a classroom culture conducive to student responsibility and student learning. 2. Foster Feedback and Flexibility Perhaps no other educator tool has the potential to elicit change and facilitate student responsibility more than feedback between teacher and student and between the students themselves. In our classroom, feedback is given carefully and always through the lens of improvement. We focus on what students are doing well and address specific steps students can take to continue to improve. If there is a specific goal a student is working toward, students feel comfortable enough to ask for suggestions from their peers to help them reach that goal. Feedback becomes the structure through which students become more involved in their own learning and the learning of others. In my classroom, it is not uncommon to hear students reflecting on the lesson and sharing their thoughts about the curriculum, objective, and math concepts learned. We talk about the culture in class that must be present for my students to grasp challenging concepts. Recently, when my students were working together to defend the strategies they used to solve a problem, several students thought it would be best if the groups were smaller than the 28 students in our classroom. Their theory was that the smaller groups would let each student ask questions about the strategies that were shared and not be rushed to hear everyone’s strategies. This was another example of the way in which my students began to take more ownership for their learning. Hearing that my students valued the opportunity to learn from their peers reinforced the continued inclusion of student suggestions in my instruction. We tried it, and the kids were right. The smaller groups did help to facilitate better discussion and more engaged student-to-student conversations. The feedback I shared with them about the difference that this small shift made for student learning allowed students to feel comfortable making suggestions at other times as well. 3. Embrace Student Voice to Drive Engagement I knew that I was on the right path when students began showing up in my classroom during lunchtime. These students were looking for extra help or support. But their true motives were revealed to me when they began to talk about why they liked our math class, how they felt important and believed that I genuinely cared about them. I noticed the shift to “our math class” around the same time I noticed an increase in lunchtime visitors. My students were deeply involved in their own learning. They knew their voice not only mattered but was truly valued. In turn, my connection with students has never been better. Student voice and student engagement are not, however, synonymous. While the first can lead to the latter, it’s rarely a straight path. To fully embrace the idea of student voice, teachers must be willing to do the work to ensure its continued existence in their classroom. Just because my students offer their thoughts doesn’t mean they are deeply engaged in learning. As I learn more about how to inject student voice into my instructional practices, I continue to seek out additional resources and ideas, such as those found on sites such as SoundOut and Teaching Channel. 4. Improve the Classroom Experience with Their Voice The small things that I did over the years to establish a culture of student voice continue to pay dividends for my students and for me. I’ve continued to refine my practices to include student- developed assessments, choice seating, and more personalized approaches to student learning. I truly hope that by working collaboratively with my students, I am helping to provide them with opportunities to own their learning not only in my classroom but elsewhere as well. As a school-based team, my colleagues and I have talked about opportunities to include more student-selected choices in our instruction. We’ve reviewed upcoming lessons and created learning menus for students to work with. Students will have the chance to choose from a variety of options related to the math problems they will solve or the data they will use to construct their own questions. Collectively, our team continues to discuss additional ways to foster student independence and responsibility through the inclusion of student voice and student choice. It’s my hope that the norms established in my math class are those that students can use to enhance their experiences in other settings as well. Ultimately, I want my former students to look back at their time in our classroom and feel that they not only made progress academically but also socially and emotionally. To this end, the continued inclusion of student voice in my daily instruction will serve to reach this goal.