Final Thoughts

In my book, Speaking of Success, fellow contributor Jack Canfield speaks to a view of change expressed in a formula,  E + R = O.  If the event (E) is seen as something we cannot control or predict, then how can we influence our response (R) in such a way as to influence the outcome (O)?    

One inspirational speaker and thought leader, Dr. Wayne Dyer, indicates, “Change the way you look at things, the things you look at, change.”

Observing an inner circle conversation often invites the metaphoric image of a beach ball of ideas bouncing from one student to the next.  It is like watching the play of one idea bouncing off another while digging below the surface meaning. Concern for the right answer becomes replaced by incidents of lost in thought which ceases to restrict creative thinking, evaluative problem-solving and relationship building. The logical flow of analysis and support of ideas with the text and real life experiences within a Socratic circle encourage students to be creative themselves.

As in the words of one student when asked about Socratic experiences with fellow students in the classroom, “They’ve made me someone I’m proud of.” Confidence, pride, purpose – sounds like changing the way you looks at things, the things (including one’s perspective of self) you look at change, don’t you think?  Bigger question for you as teacher – is this the exception, or the rule?

Asking students following a Socratic Circle conversation “How did your thinking change?” may invite you into their experience as you prompt them to summarize.

In the beginning, what motivated you to originally become a teacher?  Want to see that purpose further manifested in your classrooms? Instead of blaming the events (E), change your responses (R) to change the outcomes, the experience.  You deserve that apple, and then some.

Getting students prepared

  For students who appear unprepared for dialogue or complain text is too difficult, use Socratic questioning, such as “Let’s take a look at the first sentence in this piece of text.  Why do you think the author chose to begin with such a disturbing and vivid image?” [or] “Can anyone say in a sentence or two the main idea of the passage?”  Continue until students devise their own line of questioning and their own topics for discussion.  Using open-ended, low-risk questioning, students can be motivated and encouraged to share, and dialogue ensues.

  Example from Copeland:  “As we get started with this circle, I’ll offer you a starting point for your conversation.  Obviously, the message [the author] is conveying here is firmly grounded in metaphor.  What do you see in your mind when you read these paragraphs? What images is [the author] painting for you?  With that, inside circle, you have about 10 minutes to discuss.  Go.”  [Each inner circle typically begins with a low-risk, open-ended question asked by the teacher or discussion leader.  This type of question helps get the conversation moving and overcome the initial resistance to dialogue.  It serves as a focal point until students identify their own topics and avenues of discussion they would like to explore.]

 Student preparation before dialogue incorporates methods readers use to document the mental work of a reader.  A sample of five suggested annotations appear on top of every Socratic text form (Copeland, 2005, p. 50):

·        Circle and look up any vocabulary words you do not know;

·        Underline key phrases;

·        Keep track of the story or idea as it unfolds;

·        Note word patterns and repetitions, anything that strikes you as confusing or important;

·        Write down questions in margins.

  From reading passively to reading actively, this prompts students to have a conversation with the text.

  Questions become a warehouse of ideas in a Socratic circle.  The ensuing dialogue connects new learning to prior knowledge.  Prior to reading A.E. Housman’s To an Athlete Dying Young, ask students, “Think back over your lives to a situation or relationship that ended in a less than satisfactory manner.”

 If students are not prepared, one option is to cancel the activity for the day, reinforcing in students minds that adequate preparation is essential.  Enough students usually respond the next day prepared and ready to participate.  Attempting to force dialogue when adequate preparation has not taken place is counterproductive and reinforces to students that Socratic circles are nothing but glorified bull sessions.

Next: Final Thoughts