How do relationships affect civil discourse? (Part 1)

Episode 3: How do relationships affect civil discourse? (Part 1) 

By Patti Wiseman-Adams
TWIG Contributor 

    The third conversation of Tuesday With TWIG, the Teaching Writers Inquiry Group, came together via Zoom to discuss a topic that became evident as a natural progression in January's discussion on civil discourse in the classroom. February's topic, "How do relationships affect civil discourse?" did not disappoint. Participants dipped their collective toes into the water. 

    The presenters, Jody and Maddie, began with the Writing Into the Day ritual. The participants were provided with a Conversation Continuum Note Catcher which encouraged us to begin thinking about the types of conversations that we experience daily and place those on a continuum that included destructive, artificial, and productive types.

Conversation Continuum

Participants then shared big ideas from conversations that had been placed on the continuum. As educators, not only are our conversations with diverse audiences, we found that defining the conversations on the continuum made us really consider the substance to warrant a destructive, artificial, or productive rating. 

Key ideas presented led us to revelations about conversations and how civil discourse may be affected. 

• Trust and safety were a major reoccurring theme regardless of the type of conversations or participants. 
• The unspoken conversations in classrooms can be destructive and artificial.
• When someone chooses to remain silent in class, it may be a conscious choice not to avoid a whole class relationship.
• Writing can tap into those unspoken conversations to encourage productive dialogue. 
• When relationships have been fractured, educators and students need strategies to repair those relationships.
• Students may not yet have the depth to repair trust; adults struggle with this just as much.

When bringing this conversation back to the relationships developed within our classroom, we realized that we cannot forget the relationship with the families of our students. Frontloading difficult topics with families prior to classroom discussions or inquiry projects may establish parental support. Meribeth reminded us that parents appreciated when educators affirm positive parenting. This builds the school and home relationship. 

Near the end of our conversation, Nic mentioned his takeaway from this conversation. He offered this gem: "Conversation is connected to every other conversation that our students have experienced previously on the given topic." Do I hear the mic dropping? Oh, you heard it too? Such a simple tidbit, but I for one had forgotten this. Not only do students bring all conversations with them, but not all of those conversations were also productive or even intentional. TWIG will definitely discuss this next time. 

Our next Tuesday with TWIG meets February 23, 2021, from 4:00-5:00 pm. Our website has a link in which you can join us.

www.twig.fun