Teaching Freedom of Speech in the Elementary Classroom

March 26, 2008

“Analytical Overview of”

Teaching Freedom of Speech in the Elementary Classroom

By Andrea Schoemaker

In “Teaching Freedom of Speech in the Elementary Classroom,” Charlotte C. Anderson explains that the teaching of the concept of freedom of speech can be compared to providing water to a ‘democratic plant.’ Children need to be taught at a young age that the First Amendment of the United States Constitution does provide a right but also a responsibility. The freedom of speech concept is complex but must be taught to children of all ages in classrooms. An elementary teacher has a great responsibility to convey the meaning of free speech through our values and grade-appropriate lessons which translate the concept of democracy. “Perspective consciousness” is an absolute underpinning of the First Amendment in education. It encourages students to see issues through the eyes of others and remain open to conflicting viewpoints. “Competencies” refer to children’s ability to empathize with others and consider the rights of others. Acceptance of cultural, societal vs. self needs, and the rejection of stereotyping and prejudice are paramount in free speech education. As students age and mature, the depth and scope of this First Amendment education can be broadened by classroom tasks which interest and encourage all students to internalize the fundamentals of freedom of speech in America.

It is not merely a change in opinion, but more an openness to conversations and probing one’s bases for opinions. Probing perspective allows a classroom teacher to analyze the cultural and gender cues present within his or her own classroom and hopefully engages children in meaningful and honest discussions about their personal perspectives on issues. A teacher who can help open up his class to varying perspectives while helping individuals to minimize their concentration on self is giving that student an ability to live well within our ever changing global economy. Respect for others and the ability to really listen is inherent in the First Amendment. Disagreement with accepted social mores has not been tolerated in homes whose culture considers girls and boys to have no opinions nor any right to express them. Expressing diverse perspectives would not be welcome or encouraged in these situations so children who grow up in such circumstances may have a harder time acclimating to a classroom which allows it. The teacher must consider both the boisterous child who comfortably volunteers a perspective but must not forget to use activities which may ask students to quietly listen and reflect upon others’ views. Once students become comfortable with and open exchange of ideas within the classroom, they will be much more apt to handle conflicts which may arise. They may need guidance to resolve those conflicts peacefully and within a community atmosphere.

Parental attitudes are much more engrained in children than even the children suspect allowing students to actually apply free speech concepts by accepting viewpoints other than their own makes those concepts much more real. The teacher must remain cognoscente of the huge and powerful role he or she possesses. The successful teacher develops his or her own perspective while respecting the views of his or her students through sound discussions and decisions. Some amazing class activities can occur when students are able to value policies they create themselves and understand the rationale behind their decisions. Many lessons can be used through the use of classroom “case studies, role playing, simulations, and debates.” One very creative activity involves the use of a “decision tree” which seems to force children to consider all ramifications of decisions both positive and negative.

Thus, the creation of mutually agreed upon classroom rules is a great learning experience for students. Extending those democratic decisions to playground, hallway, and cafeteria rules gives ownership to students and is a real lesson in the First Amendment in action. Students familiar with democratic adaptations of rules can even extend those lessons to their own homes or communities in negotiating reasonable home and community bylaws.

Anderson’s concept of making the First Amendment real to classrooms from kindergarten through high school is exciting and practical. I especially enjoyed her suggestion that students create classroom rules from the first day of school and on all occasions when additional directions are needed. It seems obvious that student created rules would be much more effective than those simply imposed upon them. The “decision tree” is a graphic that I would certainly like to incorporate into my classroom in the future. Doesn’t it seem obvious that students would respond to self created consequences and alternatives to a particular act? I also appreciated the passage that discusses authoritarian teachers and how the imposition of preconceived teacher beliefs needs to be carefully monitored. Even the most caring teacher can inadvertently offend a child with a thoughtless remark which goes against the cultural heritage or gender of that child. I don’t believe I can help children develop a real sense of freedom of speech and the First Amendment by dictating beliefs. Those need to be developed and internalized by each child as he or she continues education. The use of role playing, simulation, and debates in the classroom can invoke not only creativity and imagination, but also problem solving skills and interaction between classmates. In my classroom, I could see myself incorporating the self created classroom rules by asking the students for suggestions of rules. With those rules, I would then have them vote on their top three favorite rules and incorporate them into daily patterns within the classroom and activities. I do understand that a teacher must be very careful not to alienate parents with different cultural views. Our multi-cultural classrooms bring great opportunities for children to become open and accepting of other cultures. However, a teacher must remember that the parents of these children may not be open to the same opportunities. Perhaps an occasional night that parents come to class and are taught by their own children might be a good incorporation of the First Amendment into their homes.