Saturday 5 May 2018

The Power of Student Voice - Reflections on hosting a living library.

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At Milton District High School, much importance is given to student voice.  We want to hear what our students are thinking and we value their opinions.  In fact, we often poll students and encourage student committees to lead us in moving the school forward in a variety of ways.

When it comes to teacher professional learning, students have a lot to offer.  Teachers often 'sit and get' their learning from their colleagues, and are not often given the opportunity to learn from their students directly.   This year my team and I  hosted a living library at our February PD day.  A living library works like a a regular library, but instead of checking out a book to read, you sit with a human being and hear their story instead.  Conversations ensue, questions are asked, learning takes place, an most importantly, empathy grows.  That is the power of story - it nurtures empathy - which is a gift that we all need to give for all other gifts to be relevant.

 As Special Education Resource Teachers one of our most important jobs focuses around advocating for students.  Not only are we advocating for student needs, we teach kids about themselves as learners and in the process build self advocacy skills.  Our philosophy is an understanding that we have students for four years.  From the time they enter grade nine, we walk beside them and build advocacy skills along the way. By the time they graduate, we have students who understand their learning needs, know what tools and strategies that work for them, and they are ready to leave us because they are equipped with a tool kit that allows them to independently and efficiently problem solve in the world.

The living library is an excellent vehicle to empower students to share their learning stories face to face with teachers.  It is the ultimate demonstration of self advocacy.  It is a powerful learning experience for everyone involved, and one that forged deep relationships and better understanding between our students who learn differently and our teachers.   

We invited 2 students with learning differences, 2 students who are on the spectrum, two students who are English Language Learners, and three parents whose children attend MDHS who also have learning differences.  Before the day of the living library, we set out 5 questions for kids to answer.  We met with them twice and helped them prepare their answers.  We prepped them on how the library would look and work so they knew what to expect the day of.  We gave parents the same questions and allowed them time to prepare their answers in advance.   The format for the library had to be altered slightly because we have a large staff - 80 members.  We split the staff into four groups alphabetically, had two students in 4 separate rooms paired with a facilitator (a SERT) who read the questions and supported the students as they answered.  As you can imagine, the students were exceptionally brave in being  publicly vulnerable - especially in front of people who are responsible for grading their school work!    The parents also had their own room and facilitator.  The staff rotated through each room in 15 -  20 minute intervals - which means, each student/parent group shared their story 4 times.

The result was overwhelmingly positive.  Emotions were strong as teachers heard our students' stories, tears were shed on both sides - from the students as they told their most vulnerable story, and from the teachers who's empathy flourished in connecting and understanding as they "walked a mile "in their student's shoes.   Our  students  and parents were empowered, likely for the first time in their vulnerability.  The living library provided a platform for them to be heard - an opportunity that many students may never fully experience.  Parents provided the other side of the coin that described  struggles and challenges fought against and overcame- the trials and tribulations of navigating a school system with a child who learns differently.  They told of their needs going forward, and shared connections with teachers on a level beyond the teacher-student relationship to one of human experience... the connection that parents have between each other that implicitly understands that every parent only wants the best for their children.

The MDHS staff was moved in their understanding of their students.  Here's what they had to say when asked :
Explain your experience with the living library today:

  • "I loved making the very personal connection of learning differences to specific people. Makes me think twice about my actions, thoughts and words."
  • "So poignant to understand the people behind the IEPs and the family members' struggles."
  • "Having the opportunity to listen to students and parents share their stories is so meaningful and really does hit home."


What stood out most about today's session?

  • "Listening to students with LD explaining how they feel in the classroom at particular times, as well as listening to parents and their struggles and/or hopes for their child."
  • "The personal connections. The messages from the kids."
  • "The emotional response, difficult but really great to see the impact on kids"
What strategy would you consider implementing (in your classroom) this semester?

  • "Having more time with students to talk to them about their experiences in order to understand more the "whole student"."
  • "I will resist the temptation to get caught up at my computer during quiet work time, and will make an even GREATER effort to walk around and ensure everyone is on track. Her explanation of how kids will only ask for help or clarification in very certain circumstances really struck a chord with me and reminded me how important that is. But mostly, today's session just reminded me that I have to be EVEN more kind, EVEN more patient, EVEN more compassionate, especially with the kids who are struggling."
  • "Working with students to get them to advocate for the strategies that best work for them to ensure their individual learning, success and growth."
NOTE:  We shared a video version of one student's story with administrators at a Family of Schools meeting.  Administrators wanted to know what they need to know about Academic Level Students.  So... we showed them :-)


If you are interested in running a living library at your school, please feel free to connect with me.  I'd be happy to assist in any way I can.  You can email me at cronins@hdsb.ca

Here is a sample of the questions we asked and one student's response.  









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