Greyson Sale

IMBALANCE. In SPA’s class discussions, the excessive participation of some individuals makes it harder for others to contribute. Often, when “strong voices” don’t leave room for others in discussions, some students give up trying to participate and zone out.

From Harkness discussions to a normal day in the classroom, balance is key when considering participation and participation is the key to successful learning at SPA.

Everybody deserves to have an equal opportunity to be heard in the classroom setting. Overall, SPA provides many chances for verbal participation in class. Student-centered Harkness discussions in history class, similar large group style discussions in other subjects, and the emphasis on productive and respectful discourse through the Courageous Conversations compass are just a few examples of SPA’s focus on group participation. In Harkness discussions, history teachers often stress the importance of not talking too much and aiming for balance among students.

However, these efforts often feel as if they are to no avail. Many students have expressed their irritation at the imbalances of classroom discussion, where “strong voices” disproportionately contribute, making it difficult for others to share their thoughts. All too often, it is the same people contributing to discussions and activities and the same people being left out. This is a student-centered issue. Although it is two-sided, and those who struggle to contribute and participate should work towards improvement, there has been a noticeable trend, stretching across grade levels, where many believe that some students need to take a step back.

It is the responsibility of those who feel comfortable sharing to make room for others. Admittedly, this can be challenging. When the stress and desire to contribute enough is at the forefront of students’ minds, especially in situations where conversation and participation are graded, enough can easily become too much. However, taking a step back makes room for others and creates a more inclusive, equitable and productive classroom experience for everyone. Additionally, when sharing small-group discussions with the larger class, try not to always be the one sharing. This can be an easy opportunity for those who have trouble figuring out how to participate to contribute in a meaningful way.

The whole point of group and class discussions is to use one another’s thoughts, ideas and opinions to build a greater collective understanding of a topic and foster productive discourse. Therefore, when more voices are contributing, and there is a balanced distribution, the classroom will have a much more diversified discussion, allowing new conclusions to be reached and steering the conversation in new directions that would have not otherwise existed. Everyone benefits from greater, more balanced class participation.

So, think about where one falls on the spectrum when it comes to class participation. Is there a tendency to talk a lot? Or is it a challenge figuring out when to chime in? For those who have a tendency to overcontribute, be conscious about leaving space for others to participate; it will enrich the experience for everybody.