A few times a year, Kathy Eanes has one of those days English teachers dream about.
The Walsingham Academy teacher sees her students raise questions, draw conclusions and persuade each other to consider other ideas through civil discourse during her Socratic Seminars, student-led group discussions on literary works. It’s also a chance to read books outside the curriculum, which is a fun break for both teacher and students.
On March 22, I visited Eanes’ classroom for an engaging and thoughtful discussion of Truman Capote’s 1966 book “In Cold Blood.” Capote’s work was the first of its kind, a nonfiction crime book told through the narrative structure of a novel. It was a departure, both in method and tone, from his previous works.
“In Cold Blood” covers the investigation of the murders of four members of the Clutter family of Holcomb, Kan. and the eventual murder trial against Dick Hickock and Perry Smith. The book was successfully adapted into a 1967 film, and the story of Capote’s research in Kansas was adapted into two separate films in 2005, called “Capote” and “Infamous.”
For Socratic Seminars, Eanes’ students arrange their chairs in a circle and, using a list of questions as a guide, discuss the themes, what worked, what didn’t, literary methods and more.
The seminars are modeled after Socrates’ belief in the value of discussion, encouraged by asking open-ended questions. The method teaches not only critical thinking and articulation, but cooperation and civil discourse. Providence Classical School employs the Socratic method to great effect; I wrote about its classroom discussions here.
At Walsingham, the Socratic Seminars aren’t treated as a roll-your-eyes classroom activity students have to endure. No opinion is wrong and everyone’s insights matter, so the discussion is lively and engaging. It felt more like a really good book club than a class. All they need is couches and a cheese tray, and I’ll start coming back for every discussion!
Students analyzed the literary techniques Capote employed to make his murder mystery a page-turner, talking about how his telling differed from traditional newspaper reporting. I was impressed to hear one student note how Capote’s use of short sentences and semicolons built a sense of urgency as he described the last day in the lives of the Clutter family, well-known and beloved in their small town.
Discussions using the Socratic method evolve quickly, and in the course of an hour, the students had discussed traits of psychopathy, empathy for the victims and the killers, and how the smallest details take on significance after death. Heady stuff for juniors in high school!
If the in-depth discussion is a thrill for Eanes, it’s also fun for the students. Madeline Batemen, a self-described “science nerd,” found the book fascinating and conducted more research independently, reading up how the subsequent years affected the residents of Holcomb and Capote. All of her research came up in the discussion, and further emphasized how the format encourages exploration.
WCA Students Put on Their Dancing Shoes
Williamsburg Christian Academy students could be the next Fred Astaire, Ginger Rogers, Gene Kelly and Cyd Charisse.
The fourth- and fifth-graders have spent two Mondays this month learning ballroom dancing from Matt and Janette Higginbotham of the Youth Ballroom Dance Movement.
The guest instructors taught the nervous students the waltz, foxtrot and tango in physical education class. Although students were skeptical of the activity at first, Public Relations Director Cindy Colley reports they loosened up and had fun.
The academy will host its next informational tour at 2 p.m. April 18. To attend, call 220-1978, extension 113 or click here.
