Graphic Novels in the Classroom

It is vital as a teacher to remain open minded to alternative teaching methods that may differ from how we were taught; it is an easy default mode that we find ourselves getting in the habit of. Graphic novels are a great way to enrich a curriculum in order to reach those hard-to-connect-to kids and provide variety to the “average” student as well. I believe graphic novels are a good in-between spot that crosses from basic interests from pictures with complex ideas that come from novels. This “in-between spot” is where a lot of middle and high school students find themselves as they are still perceived and treated like children while they are transitioning into their adult minds and bodies. Graphic novels provide an outlet that captures student’s attention with the pictures and dialogue and help them forget that they are reading something important about WWII or complex that Shakespeare discusses. The images aids their imagination’s eye to be captured by the story and indulge on the complexity that challenges their growing minds.

                Although it is simple to see how a graphic novel is a good addition to a teacher’s curriculum in order can be to benefit their students, I still personally struggle to know when the right time is to add this in a lesson plan. I see problems arising if you were to only use it as a text instead of the original plain text as it may miss a lot of details and lack textual evidence for assignments. In addition to this, you may lose the interests of some students who are slightly more advanced as they may think this as “elementary.” However, if you were to do a lesson in one day, I could see how this would be a quick read for most students so you could move on to the activity quicker to reach the learning objective.

                Overall, graphic novels are a great alternative to regular texts in order to aid a lesson and provide a more creative outlet for most students. Although the more advanced students may find it as not challenging, the one’s that struggle with doing homework and/or joining in on discussions may find graphic novels a more interesting way to enjoy literature. 

Discussion as a Way of Teaching

Classroom discussions are imperative to a student’s learning. As an instructor, it is your job to proactively engage the students In meaningful discussions with each other and in a positive environment. If done correctly, your students will gain myriad of skills that entail awareness, tolerance, respectful listening, and mental agility. Classroom discussions encourage mature communication that we expect from young adults transitioning into adulthood.

In order to limit problems that often arise in classroom discussions, it is important to note main reasons as to why discussions fail. As a teacher, your rules and procedures needs to remain constant and this applies to rewards as well. This doesn’t necessarily mean always bring in bite sized candy to reward students on “correct answers;” however, a proper reward system in place prevents the possibility of favoritism or the appearance of you “picking-on” a student. A balanced and relaxed environment in the classroom is important to bring out effective discussion in students.

In addition, providing clear instructions as to what is expected of students and allowing a safe space for those who may not be comfortable expressing their minds in front of their peers. If you address this early, it takes some strain out of the classroom environment as most students are willing to help eachother if there is a general understanding. Something new I had learned recently is if you share a part of yourself such as, “I understand how hard speaking is in front of people, as I had to take years of communication classes to be able to do what I do now,” that exposes you in some light, it helps some people feel more comfortable as they feel exposed into doing something they don’t enjoy.

If you identify who your students are early and their comfort level with speaking, I feel that a proactive teacher will use these characteristics for the benefit of the group or classroom discussions. For example, the “Conversational Moves” activity talked about in the article could be used to allow someone who often doesn’t want to be involved, be helpful for their peers as they exhibit a body language that shows interest in a group-mate’s ideas. This helps encourage new skills without making students feel awkward or uncomfortable.