Saint-Didier primary school |
Cycle 1: "Talk time" |
|
|
Every morning, I welcome the children one by one, thus nurturing a rapport with each child while, at the same time, striving towards a broader but specific aim: in the collective area known as the class, everyone remains an individual, and nothing is diluted in the group, which remains "out of sight". Their heads are filled with recent events, especially from the previous day, happy moments or sad news difficult to bear. It is for this very reason that during the first period of the day, the children are extremely eager to show me a new object or to tell me about something of the utmost importance: a shiny new hair clip, a shoebox containing a treasure, an account of a visit to a castle… I show an interest in all the wonderful things that are presented to me. I listen to their adventures with genuine interest. I observe the child who leaves me to present the same story or same object to the other children. In this process of exchange, a real need for communication is evident, and the class should of course accommodate this need. |
|
|
To this end, the exchanges between child and adult, or even between two children, are not enough. There ought to be a specific context in which every child's need for communication is fulfilled. In my class, the period called "Talk Time" provides this context. "Talk Time" has been carefully thought out and it reflects my pedagogical intentions, which I would summarize as follows : 1- To offer to every child the possibility of talking during a specific time and in a specific space in which he/she feels safe (a non-threatening space, according to Jacques Lévine), without the inhibitory judgement of others. In this way, the children learn to control any fears they might have and to have the courage to express themselves. 2- To establish a time/space that serves as a receptacle for the 'slices of life' offered to the group. For the talker, it is no longer simply communicating to a group, but more like offering a gift. In return, the talker receives the group's appreciation, which enhances his/her self-esteem. 3- To promote or consolidate the mastery of language in a group situation – distinct from one-to-one situations – and in a specific language context. This process occurs not only through regular use of the language but also through the introduction of various terms and expressions that may otherwise be used incorrectly and indiscriminately by children. 4- To contribute to making the school a place that is connected to everyday life. A place where anyone can talk about their joys, wants and problems. This also serves the purpose of providing a place where anyone can ask for help or support, directly or indirectly. This is not different from what happens at home. To make the leap from pedagogical intentions to exact implementation of the talk context, I attempted to develop a step-by-step guide that can be easily mastered and that can motivate the children to want to actively participate. Here is the detailed description:
Notably, I only intervene to allow or promote the proper conduct of Talk Time, e.g. to make children realise how important it is to allow all audience members to have a good view of their object -- show to the right, then to the left--, or to question the children gently, without insisting, in order that they clarify the meaning of a picture or what they are saying. Similarly, I absolutely abide by one fundamental aspect: to never intervene because of something the children say or show. I never judge the value of each talk. Anything can be said; there is no selection of what could be interesting or not. The opposite attitude would be considered to be an unnecessary intrusion by experts in child psychology, and would be a major obstacle to communication. As such, the effects would be disastrous. Finally, through my observations during the whole year, the effects of Talk Time on the behaviour of the children have become clear. Children who expressed themselves confidently become better at clarifying their thoughts. Others who never dared to talk gradually do, at first timidly then with more confidence. All this has reinforced my confidence in this approach. However, it needs to be realised that change takes time. And above all, one needs to have absolute faith in the emancipating power of the exercise, which steers children in the right direction, towards effective communication with others, and away from withdrawal in themselves. Paul Psaltopoulos |
|
This
page has been translated from French by Andreas Theodorou. |
Discussion |
|
|
|