In my ongoing efforts to give my students more voice and choice in our classroom, I decided last summer that I would hand over the bulletin boards to them. I wasn’t sure my students even noticed what was on our walls, and I was pretty sure that I didn’t know what they needed to see that might impact their learning. But the start of the year came and we hit the ground running with our NaNoWriMo work. My bulletin boards continued to be filled with traditional classroom stuff: reminders of rules and procedures, inspirational quotes, book posters, comics that reflected fun with language, and occasionally some student work.
Over winter break I decided that the start of a new semester in January would be a good time to address this. Our classroom was now an established community, so it might be easier to talk about what we need on the walls: How could the walls support our learning? What could students add to the walls to make the room more their own while also inspiring them and their classmates?
I thought I would go in over the break and take everything off the walls, but then I decided it would be worth taking the time to have my students first notice what was there and try to figure out why I chose it and how it might affect our environment.
Then I opened my plan book and realized that I had a tight schedule in January that included lessons introducing literary analysis and the start of a novel that the class would read together. How could I squeeze in the bulletin board remodel? But then I noticed that the work I wanted my students to do with our current walls (what do you notice? how does it affect us?) could be tied to the very literary analysis lessons we needed to do. So this is my plan for Monday:
- First I will introduce analysis in simple terms:
- what do you notice?
- why does it matter?
- Then I will demonstrate this thinking with a couple items from our classroom walls:
- “I notice a poster of a runner going over a hurdle, and the words, ‘Hard work beats talent when talent doesn’t work hard.'”
- “This matters because it helps athletes connect the work they do in a sport to the work they have to do in school. This also matters because it reminds us that we have to keep working hard, even if we are already talented at the work we need to do.”
- Students will then spend time reading the walls of our classroom and taking notes on what they notice and why it might matter to our environment and our learning.
- We will come back together to share out what we’ve discovered and talk about what they would like to see on the walls.
The next step is still a little hazy for me. I don’t think I should have all 32 students decorating the walls at the same time, and I have another class of 32 students who will also need to participate. My plan is to divide the semester up into 2 or 3-week time periods and assign small groups to be in charge of certain areas of the classroom. To get them thinking about their contributions (while also practicing analysis), they will take pictures of their wall, add it to their Google Sites portfolio, and write a paragraph about what they added, why they chose it, and how it might positively affect our environment.
This is a brand new idea for me and I have no idea how it will be received and what my students will choose to put on the walls. But they didn’t let me down when I gave them ownership over other aspects of their learning (like writing their own novels, publishing their own magazines, choosing their own digital projects, or producing the school’s daily news show), so I am confident that they will surprise and impress me with (and I will learn a lot from) their bulletin boards.
I’ll share again in a couple weeks when our first student-designed bulletin boards are up! In the meantime, has anyone out there given students ownership over classroom walls? I’d love to hear your story.