“Why does everything in English have to be a metaphor for something? Why can’t a fence be just a fence”  This question, proposed by a somewhat frustrated student, prompted the following discussion.

  Student 1 – Why does everything in English have to be a metaphor for                            something? Why can’t a fence be just a fence. 

  Student 2 – Because the fence represents the character’s feelings of being                      trapped.

  Student 1 – Or is it just a fence.

  Student 3 – I think it’s just a fence.

  Student 2 – It is definitely not just a fence.

 Student 4 – The fence is just a fence, but it also has a deeper meaning than you’ll ever know.

 Student 5 – Yeah, but do we really care about this deeper meaning of the fence?

 Student 6 – Yes of course. An A-range student always cares about the deeper meaning of objects.

 Student 7 – I’ll tell (teacher’s name) where he can put that deeper meaning of a fence!

 

I found this exchange incredibly encouraging. Here was a group of students actively thinking about their learning. They were not sitting in class dutifully absorbing material presented by a teacher; they were reflecting and evaluating.These students were engaged in thoughtful dialogue. They were asking questions and proposing answers. 

These seven students were laying the foundations for critical evaluation. 

I believe this is one of those ‘catch them doing something good’ moments that requires recognition and praise. We need to acknowledge the learning within exchanges such as this so our students can. 

So, congratulations girls and boys – you have witnessed, participated and jumped a figurative fence.

 

Welcome to a World of Expression

 

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