In a typical English classroom, Mr. Wilcox encounters a conundrum: his students remain silent after reading a moving poem, ‘Walking Away’, by Cecil Day-Lewis. He attempts to engage them using a classic cold call technique, addressing individual students with a question about the significance of the word “wrenched”. However, despite the well-structured approach, students Ally, Jasmine, and others remain quiet. Frustrated, Mr. Wilcox resorts to the traditional ‘hands-up’ method, eventually sparking a discussion.
While cold calling is often praised in other classroom settings, it can be less effective in English classes. English, unlike many other subjects, is a discipline that thrives on emotional and intellectual reactions to literary works. Cold calling may inadvertently force students to respond, assuming they should always have something to say, regardless of their immediate reaction.
When a student fails to respond, this doesn’t necessarily indicate a lack of understanding or poor instruction. Instead, it might indicate that the text hasn’t yet resonated with the student in a meaningful way. Cold calling, in this context, can stumble.
However, it’s essential to note that cold calling isn’t inherently incompatible with English teaching. It can be a useful tool for plot-based questions or recall activities. The challenge lies in its application when eliciting a student’s initial emotional response to a work of literature. In such scenarios, a ‘hands-up’ approach might be more effective.
English teachers should not shy away from the ‘hands-up’ approach, but nor should they abandon cold calling. With careful preparation, cold calling can be transformed into an invitation for response rather than a tool for assessment. To make this work effectively, students need time to formulate their thoughts.
Various strategies can help students prepare for cold calling. For instance, students could be asked to write down their initial thoughts before being questioned or sharing them with a partner. A simple yet effective routine I incorporate in my lessons is the use of the ‘dot’. As I read a text with the class, I ask them to place a dot in the margin next to anything they find interesting, confusing, or simply appealing. This provides a tangible reminder for students to engage with aspects of the text that resonate with them.
In conclusion, while cold calling and the ‘hands-up’ approach have their place in the English classroom, they must be used thoughtfully and with an understanding of their limitations. By preparing students and transforming cold calling into an invitation for response, we can foster a more productive and engaging learning environment in our English classes.
