“But that is not what I was thinking” is a response I get once learners realise that the classroom is a safe space. In this space, it is safe to have opinions different from your teacher’s. Power dynamics in classrooms do exist whether we realise it or not. What we consider the norm or acceptable will always permeate our opinions and the feedback that we give. But does that make it a safe space for self-discovery? How does this affect marginalised children? Or those who have were told all their lives to conform to specific standards? If we are truly dedicated to children experience what agency looks like, they need to have the voice to go with it. They need to have a voice that is theirs, one that shows who they are and one that they have formulated for themselves.
So what if we flipped it? What if, instead of the teacher leading the feedback session, what if the student led it?
What if the learner stated what kind of feedback they need?
What if they had the power to say,” no, that isn’t where I would like to take this discussion?”
What if they were learners could say they weren’t looking for feedback then?
There is still room for the teacher to instruct and direct when we need to, but often we dominate the conversation and have set ways for success. What if there are other ways success could look?
