When we finally reconvene in schools, every student will have their own coronavirus story to tell. I think it’s an important part of our role as teachers during these uncertain times to ensure students’ voices are heard. 

Whole-class discussions on Covid-19 - with all of its complexities, sensitivities and unknowns - are unavoidable. Harnessing high-quality classroom talk has, therefore, never been a more important consideration.

Teachers need to be familiar with the latest guidance and also key terminology in use. I think it will be beneficial for staff to be cohesive in their approach, too. Utilising a common and consistent vernacular may, after all, be helpful for students navigating their way through a wealth of new vocabulary. Of course, I’m not saying that teachers need to suddenly become experts in Covid-19, but I think we need to know enough to be able to confidently address questions and misconceptions.#

What else do we need to consider? 

1. Beyond oracy

All too often, oracy is diluted to a standalone task for students to complete, a task to be assessed. There has never been a better time, in my opinion, to fully embrace the principles of Robin Alexander’s dialogic teaching, in which high-quality talk is a staple of all classroom interactions, at all times. Let’s cultivate classroom environments in which high-quality talk is utilised as a tool by teachers to improve students’ cognitive, emotional, academic and social development.

2. Teacher-led talk

I think it’s also important for discussions on the topic of Covid-19 to be mostly teacher-led. We need to model how we expect students to engage in difficult discussions through not shying away from academic and precise vocabulary. 

Carefully summarising, rephrasing and reframing salient points will help to shape collective understanding. Asking open-ended questions, probing ‘why’ and simply including plural pronouns such as “we” and “us” will also help to foster a culture of inclusivity. 

David Didau’s assertion in The Secret of Literacy that “the way we speak changes the way we think” is particularly apt. I think improving the quality of students’ discourse around challenging and complex topics is beneficial - empowering, even - for students. 

And this is especially true for students from economically deprived backgrounds whose access to structured, high-quality talk at home may have been limited.

3. Establish boundaries

Most importantly, prior to engaging in dialogue about any potentially emotive topic, I think it’s important to revisit or establish agreed-upon boundaries, which academic Neil Mercer argues can greatly enhance the overall quality of classroom talk. 

The Thinking Together website offers some useful suggestions and resources. 

Ultimately, though, mutual respect and trust must be at the very heart of any rules devised. Establishing boundaries is essentially establishing the kind of classroom culture in which dialogic teaching can thrive. Quite simply, dialogic teaching is synonymous with a supportive, respectful and positive classroom climate.

Suzanne Jabarian is an English teacher and lead practitioner at Olchfa school in Swansea. She tweets @SuzieJabarian