Literacy Matters - Vol 21 - Winter 2021

When I was in tenth grade, I remember a classmate coming over to me in the hallway wanting to pick a fight. I was not sure what provoked her, but she did not want to talk. I remember her throwing her book bag on the ground and a circle of students forming around us. A teacher stepped in, and we were ushered to the principal’s office. I remember how no one seemed to know what started the altercation, but everyone wanted to share their opinions. As I sat in the principal’s office, waiting for them to call my parents, I remember feeling lost and alone. I did not know what caused my classmate to be so upset as I barely knew her. I did not understand why all of the witnesses did not share what they saw. It was not a good experience, and yet, it happened often. I wonder, have any of you been accused of doing something you did not do? Have you experienced or witnessed a situation where there were different perspectives? It is essential to understand this was not the first time Mrs. Miller shared a testimony, as it takes time to build classroom safety and comfort. Mrs. Miller started this process with more simple connections to events and character actions and feelings, making connections with situations occurring locally or globally. This type of dialogue aims to build teacher-student and peer connections that demonstrate to students their opinions matter, and they are valued and encouraged. Therefore, by this point in the year, students were comfortable with these conversations and demonstrated this by continuing with their connections and stories. One young man shared how he was accused of stealing from a teacher last year. Another shared how he had witnessed police called to break up a fight in his neighborhood. A soft- spoken young woman commented on how she gets followed in a store when browsing. Another typically optimistic young woman talked about how she sometimes feels alone. It is okay not all students shared, nor were all stories related to the original. Later, in their literature circle, students engaged with each of the eighteen perspectives while asking questions about motives, beliefs, and actions. They also asked questions such as, “What would I do?” challenging themselves to investigate possible reasons for each character’s point-of-view, often relating to their own experiences and lives. Not only did this type of engagement motivate students to read more and dig deeper into the novel, but students located supplemental texts for more information. Further, they supported peers by addressing difficult vocabulary and clarifying confusing parts. Mrs. Miller overheard one group’s discussion about Tyrell and Jennica’s abuse. One student shared her experience with an abusive boyfriend. Her classmates attentively listened and asked questions, when appropriate, inviting her to elaborate on feelings and experiences. During this discussion, others in the group shared how they had experienced or witnessed emotional abuse, forming a new sense of community within this small group. Although they did not have answers to solve their problems, they left that class period with a new sense of camaraderie and support. They understood they did not have the answers to solve their classmates’ problems, but that through discussion, the situation is acknowledged and not silenced. Mrs. Miller did not want to make

are fictional, abuse is a reality for some of our students, with many feeling trapped or rationalizing abusive behavior. Classroom Instruction Understanding our students have unique backgrounds and experiences means recognizing students will interpret and relate to texts differently. Students, including those with histories of trauma, learn through collaboration (Crosby et al., 2018). To demonstrate how to embed various instructional strategies that promote discussions and connections to personal traumatic experiences, we return to Mrs. Miller’s fictional ELA classroom. It is important to note that Mrs. Miller began this process by being vulnerable and always being first to share before inviting students into the process. Some students want to share and connect from the outset, but others take longer. It is vital not to push students as they will respond when they feel safe. Before beginning classroom discussions of trauma, it is also essential to clarify to students that in certain circumstances, such as child abuse, teachers must report these instances to authorities. Mrs. Miller uses literature circles to allow students to choose what they read during independent reading time. Literature circles are small groups that gather to discuss a student-selected piece of literature (Daniels, 2002). Student-led discussion promotes students to “identify, reflect on, interrogate, and resolve dilemmas they face in their daily classroom lives enhance academic growth and build strong classroom communities” (Mills & Jennings, 2011, p. 590) through discussion and inquiry. The teacher is the facilitator as students collaboratively share their interpretations, connections, and questions, promoting student accountability and agency (Daniels, 2002; Fisher et al., 2020). Teachers often circulate between groups, conducting mini-lessons related to required content standards and student comprehension, or engaging in critical discourse with students (Coleman-King & Groenke, 2019). Before starting literature circles, Mrs. Miller chose 8-10 books, including How It Went Down, with various themes and plots, reading through each to determine potential traumatic experience connections. She then conducted a brief book talk for each book, although she could also use book trailers if they are available. Students had five minutes to peruse and preview each book, then notating their thoughts and comments on a book pass handout. Mrs. Miller then created literature circle groups based on student choices. To introduce How it Went Down in a way that piqued students’ interests while allowing them to bear witness to her experiences, Mrs. Miller used Dutro’s (2019) three tenets of pedagogies of testimony and critical witnessing. The first is that Testimony and Witness are reciprocal. The second states Critical Witness requires action and advocacy, pushing against deficit mindsets, actively understanding oppression and inequities for many students, and advocating toward social justice and action. The final tenet explores the need for Testimony and Critical Witness to be woven throughout the day and within instructional practices. By modeling her vulnerability when sharing a testimony, Mrs. Miller encourages students to connect with her, the text, and other students:

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