Teenagers have an opinion about everything it would sometimes seem. A teacher who is unjustly tough on them, why the training session at the football club is more important than their homework, how their timetable could be better organised and well, how Susan is wearing something that she just shouldn’t wear.
However trying to squeeze an opinion out of a pupil about matters of lesson content is sometimes a lot harder than you might think. It is quite a central part in much of the teaching that I do. Cultural education involves a great deal of subjective evaluation, you are allowed to have an opinion, and I positively encourage it.
And yet, within a large part of secondary education we neglect this important ability of giving our opinion and being rewarded for how well we articulate it. Instead we focus on testing that proves we know something or understand how to use it. I understand of course why and how this situation arises as we aim to test and measure academic abilities and understanding, this in an educationland that is constantly driven to record and classify pupil performance. But in this rush towards producing hard documentation the value of encouraging young people to give their own view and interpretation often gets completely snowed under.
In my own work as a teacher I often find asking pupils to step outside of this system is sometimes surprisingly difficult. There is often a nervousness to open up and simply to say what they think, even when we are on quite familiar ground to them, like giving an opinion about a film that we have watched in class. There is the constant “what does the teacher want me to say?” question lurking in the background. In a sense what is most often important to me is that they stop waiting for me to ask them questions and start asking themselves questions and discovering how to develop and manoeuvre a line of thought into interesting areas where they can present their own ideas and articulate them.
To help reach this point I’m noticing that my lesson material is increasingly built upon collections of short, open questions that help them to discover for themselves what sort of questions are useful to ask and which ones take them into areas that help them to formulate and justify their own opinions. The questions are often quite generic, but that’s perhaps the point, they have to discover for themselves which ones are more relevant and fruitful when trying to explain a standpoint. Ultimately I hope that the pupils will have the ability and confidence to ask their own questions, an ability that will serve them well as they move from being teenagers to young adults.
Incidentally, if there actually a Susan in one of my classes with interesting fashion sense, it might well be interesting one day to try and write a similar list of generic questions to analyse her choice in clothes. That way we might discover more about the basis for such strong and judgmental opinions in this area!