C9: Agency Requires Our Unique Voice

by Lu Gerlach

Your voice is the one thing that connects us to the rest of the human race.  When we don’t have the power to express our voice, it’s devastating. ​​

When I began my PYP journey, I moved to Cologne, Germany to work in a dual language international school.  One of the things I quickly learned by living in a foreign country was that language defines your social interactions with others.  When you don’t have the words to express your needs, you cease to exist.  My first year, I struggled greatly, because I missed the social interactions in the grocery store line, starting a conversation with neighbors, and interacting with the culture.  

With time, it became easier to communicate my basic needs in restaurants, grocery stores, and the check out line.  I finally figured out what tschüss (bye) meant after I purchased something or entschuldigung (excuse me) when someone bumped into me on the tram.  It was during these times, I realized that my world revolved around my voice...my identity.  

This is how our students feel when they enter into our classrooms with bright ideas on how they learn best and they are quickly told it will be done according to the teacher’s voice, not their own.  Instantly, their ideas, passions, and unique voice are extinguished.  Imagine the difficulty as you add language acquisition on top.  No wonder so many English language learners strive to be invisible.

My experiences changed me as an educator.  I became more in-tune to the variety of ways my students demonstrated their voice through the questions they asked and projects they suggested.  I re-defined my role as the facilitator of the learning, no sole creator.  This is a mindshift and a choice. 

It comes down to one simple question, “Can my student’s wonderings drive the content I’m teaching?  

Our response to the question will reflect how our students engage in the learning in our classrooms.  Engagement follows in these steps: 

Voice is a big part of getting students engaged in the learning process.  This is the easiest way to extract ideas from our students through class discussions, partner projects, reflections, wonder walls, and so much more. 

Now, let us examine the phases of voice and where you currently are in showcasing voice in your classroom.  We will borrow the Agency Continuum from our stages of inquiry:  teacher-driven, modeled, guided, and student-driven.  As we unpack the stages of voice, consider where you are in the continuum and goal.  

Make a goal on the Agency Continuum chart found on our blog and resources page. Be sure to state the specific goal and why this is an area of focus to ensure accountability.  Here's an example. 

​The Voice Continuum has several stages that we can pass through in order to support agency.  Consider where you currently are and where you’d like to be this year.  ​

​Have you figured out where your teaching practice lies on the Voice Continuum?  It’s okay to be at Expression, because we all need to begin somewhere.  The most important part is that we recognize that we need to allow for more voice to be expressed and valued in our classrooms. ​

Here are some possible ways to encourage voice:

Everyone's Voice is Heard

Oftentimes, the loudest voices in the classroom overtake the quieter ones in the room.  How do you balance this out?  What will you randomize the participation in your class, so all can be heard? ​

A Variety of Ways to Express Voice

Many times, teachers present the concept of voice through writing.  How will you expand the concept of voice using:  visual art, performance art, music, images, vlogs, blogs, podcasts, videos, etc.? ​

Make Relevant Connections

As you strive to make learning relevant for your students, how can you create a memorable, emotional response?   What conditions need to be established in order for your message to be received correctly?  How will you make relevant connections that inspire voice? ​

Group Discussions

Discussing big ideas in a group can help students to find their voice.  What will you use to inspire deeper conversations?  How will roles be shared in the group?  How will you guide the group discussions? ​

Extra Time

​Most of the time, learning engagements are rushed due to time constraints.  How will you ensure there is enough time for all participants to demonstrate their voice?  How will this be measured?  How will students be held accountable with the extra time provided?
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Now comes the hardest part.  You will need to decide on 1-2 strategies to implement in your classroom to increase more VOICE in your classroom.  What will you choose?