The Librarian without a Voice 😷

Earlier this week, I succumbed to the “ick”. That is the technical term that I, without one day of medical training, have given the virus going around. The ick is not quite the flu virus but something different from a cold. For me, it felt between a head cold with cough and springtime allergies. I never felt sick or tired. I just would have coughing fits and a runny now. The worse symptom of all was a weak voice.

So there I was at school Thursday morning with a pocketful of Ricola cough drops. I thought I was doing well until I opened my mouth to welcome students entering the school.   The sound I emitted was not quite a squeak but certainly not a voice I’ve heard before. Throughout the morning I sounded as if I were once again experiencing the vocal change of my early teen years.

I learned a few things about my instruction on Thursday.

  1. Students want teachers to level with them and speak with them not to them.

I was honest about my voice and told my students that if I spoke quietly, all was good. I reminded them of the procedures and expectations then asked for their help. They all spoke quietly and regrouped immediately when asked.

  1. PBIS works!

For those who do not know, PBIS stands for Positive Behavioral Interventions and Support. My school has taught and practiced the procedures and expectations. After winter break, we retaught and practiced again. I admit that I have spoken negatively about the focus on the extrinsic rewards earning PBIS tickets (ours are called Gator bites). But when it comes to being a community following expectations, PBIS works amazingly. My students knew when to raise their hands, how to move safely throughout the library, and most importantly, how to show respect for each other, themselves, and me.

  1. My lessons do not work well without me leading them.

This is a tough lesson to learn. I want students to be at the center of their instruction. That is the reason for instituting the 20Time project. Yet, this project is new to my students and me. This week, we were at the pivotal step of selecting projects and determining timelines and strategies. I tried to plan around my speaking by typing directions and guiding questions for students to discuss in groups. This worked well but I could tell my students kept waiting for me to lead the discussion. I have not instituted enough student led discussions for them to yet have ownership. I need to do so for their sake and mine. I resisted the urge to interrupt and take over the conversations. Instead, I put another Ricola in my mouth and pointed to the timer and guiding questions for discussions. After a few minutes of awkward conversations, little by little table groups began having true discussions.

The day wasn’t pretty and I certainly did not teach my best lessons. But I got through it. All teachers have experienced this day before. It’s what we do with the lessons learned that matters. I learned that while my voice is back, next week, I plan to point to the timer and guiding questions again as students start their work. I want to step back and give my students ownership of their projects. Although weakly voiced, I think the best thing I said on Thursday was this: “I can’t answer that question or give you advice. Students, what do you think? I’m afraid if I say anything it will be exactly what the project should be or what I think it should be. And that will be what he does. It’s his project. What ideas do you have for him? He needs to hear from you, not me.”