Helping 1st-6th Graders Express Their Ideas

Written by Rebecca Temple Isbell

During the elementary school years, children become inhibited about expressing their thoughts. This lack of response should not be viewed as an indicator that fewer ideas or less thinking is going on but rather, they have become more aware of the responses of others. This hesitation demonstrates their growing concern about what others will think of their ideas, especially their peers. They have learned that some of their ideas will not be appreciated or valued by either their teachers or friends. Their concern about the responses to their ideas will make them fearful of sharing their thoughts. But, being able to express ideas verbally and with others is a very important skill that needs to be nurtured and developed during these years. There are a number of approaches that will assist you in helping your children feel more comfortable and willing to share their ideas, even with their peers.

Build Trust
When children are in your classroom, they should recognize that this is a place where each child will be respected no matter what is shared. How will they draw this conclusion? They will know by the way they are greeted when entering your space. When you call their names and inquire about them, it is clear that you are interested in them. Over time, they learn by experiences with you and your interactions with them. Do you make eye contact and really listen to what they say? Do you respond with comments that let them know you hear what they say? Simple words and phrases can help, “Yes, I hear what you are saying.” “Hmm, I hadn’t thought of that.” During their time with you, children learn what others can say in this environment. For example, you might prevent negative responses by saying, “In this classroom, one rule is that you don’t criticize others’ ideas!” Explain that everyone in the class has good ideas and you want all of the children to share their thoughts. Remember that it takes time to build a supportive environment that will positively impact all of the children and affect their behaviors.

Ask Questions
Learn to ask questions that have several possible responses, rather than those that have only one correct answer. Ask, “What would you do in this situation?” or “Has this ever happened to you? When?” or “Can you think of other things that we might do?” These open-ended questions allow children to answer in different ways with each response accepted. Comment on how many different ways this question could be answered. After their responses, you might add your thoughts but not until they have had the opportunity to share their solutions. Work toward getting all children to contribute a response; don’t pressure or embarrass a child who is drawing a blank. In most classes, one or two very verbal children can dominate the conversations. Strive to include all children, especially the quieter ones, in the conversations. You may need to limit the talkative child by saying, “We are listening to Sarah now.” Sometimes, a shy child will not answer in a group but will share thoughts with you privately or with another child. Remember, this is an early step in getting this child involved in communicating his or her thoughts. Treasure it and recognize it as a way of moving toward more active participation.

Give Time
Giving children time to respond to your questions or to come up with a plan of action is important. Often, teachers don’t like silence when a question is asked. That long pause is seen as negative. Teachers tend to jump in and give the answer. Most children, especially creative thinkers, need time to review their options and come up with the one they want to share. If the teacher answers questions too quickly, children learn to not respond because their answers are not necessary. Try to pause and wait patiently until an answer or suggestion is given. Then, support the idea. It is fine to have moments of silence that allow children to think about their answers.

Work in Small Groups
Most children will talk more when working on a project in small groups. Speaking is far less threatening in a small group than in a large group with many people listening. Think of ways to divide the large group into smaller working groups and assign each group a specific task. When sufficient time has been given for group work, regroup and let the groups share what they have done. On chart paper, write what each group concluded and add the names of every person in the group. This helps each child see that he was a contributing member to the discussion. Small groups are a great way to organize activities in the classroom while encouraging collaboration.

Give Choices
Children build confidence by making choices and determining what they do. We want children to be competent decision-makers. In your classroom, children are trusted to think and choose things that interest them. In this setting, children gain confidence and are more willing to try new things or express their ideas. Although the teacher directs a significant part of the classroom, there are also many opportunities for children to make decisions and influence what happens. Ask: “What art materials will you use to create your picture? Where would you like to sit? Who will you work with on a project? How can you show your family what you learned today?” Children learn to make good choices by having many opportunities to practice making decisions.

Plan Refection Time
In our busy world, there is little time to reflect on what we have done or how things have progressed. Today’s children need time to talk together, to discuss issues, and to determine what has been accomplished. At the end of your time together, take a moment to talk about what has happened. What questions do they have or what did they find out? These gathering times build a sense of community and help establish a place with people who care and support each child.

For children to express their thoughts and ideas, you must demonstrate that what they say is important to you. If you support and value their comments, questions, and efforts, they will recognize that they can participate without fear or criticism when they are with you. This positive and supportive environment will help them build confidence and the ability to express their thinking.

Rebecca Temple Isbell, Ed.D. is director of the Center of Excellence in Early Childhood and Professor at East Tennessee State University, Johnson City, TN.

 

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