If someone told you that they would simplify your teaching, would that just make you exuberant and jump for joy? Aren’t teachers usually looking for ways to simplify and refine what they are doing? Sometimes it is in the name of saving time, but other times it is serious, ethical, purposeful teaching that is just simpler than before. By simplifying, we get back to the basics of teaching. Whether it be reading, writing, math, or themes (yes, I really listed that), teachers need to get back to the simplicity of the subject matter. While pressures are mounting for performance testing and standards-based assessments, isn’t it true that we are getting further away from making our students citizens and making them standardized performers?
In the book Writing Essentials by Regie Routman, she provides real-life examples of how to simplify our teaching of writing so that our students start to enjoy it and see purpose in it. By taking the focus away from procedures, processes, genres, and strict standards, we can give students the desire to learn writing and think of themselves as great writers. Students need to start out with efficacy about their writing. It seems that most teachers have negative experiences or thoughts about writing and that is apparent in how they approach teaching writing as well as writing in general. When teachers start to write together, as a team, and start to enjoy writing, they pass that love onto their students. The core beliefs of teachers have to know that they themselves are writers and that they will be great teachers of writers.
If you are reading this as a teacher, it does not matter what grade level you teach- writing skills and strategies are the same across all the grade levels. Writing is writing. It should come to no surprise that good readers make good writers and vice versa. Our writers need real world applications for their writing. They need motivation and purpose for being a writer. When they have intense motivation to get their purpose or message across, they will perform to the high expectations. They may not go through the entire writing process or perform well on every piece of genre text you teach, but when they are passionate about being a writer and are encouraged to be a great writer, they will most generally rise to those expectations.
Simplify your teaching of writing- look at what writers do, why they do it, and how they do it. Teach explicitly and purposefully to your students and most importantly, foster the students need for encouragement and motivation.
Some questions to ponder about this chapter:
• What are my Top 5 Things I do to Ensure Students become Excellent Writers?
• What does are my colleagues shared beliefs about writing and teaching writing?
• What makes a great “writing program”?
• What do I do as a writer?
• How do I indirectly influence my students as writers?
I think it is important that we create an environment where students feel safe taking risks. Students need to feel that they won't be laughed at or made fun of for the mistakes that are sure to be made. By allowing the students to see that we all make mistakes (some days more than others) and that it is okay. When students do put themselves out there we need to make sure to celebrated whatever the outcome. Something can always be found to celebrate. It might be something as simple as having a great title eventhough the story needs some work. Celebrate the title as a starting point. Confidence will be gained and risks will be easier to face.
ReplyDeleteWhen I was writing my application to graduate school I was a nervous wreck. I don't enjoy writing important pieces especially at graduate level or even really at any level. I know that I do not go through the writing process as far as making a graphic organzier for my brainstorming. I just think and then start writing. I revise and edit as I am writing, I don't do them seperately. I countinue to read and reread what I have read and then come back another day to read it some more and make changes.
ReplyDeleteI do like to write short e-mails and text messages.
As I was thinking about your last question, how do we influence our students as writers, I thought that when I am in front of my students writing it is very raw. They see me fumbling with words and crossing out all the time. Hopefully that gives them the idea that it is okay to have a very sloppy copy and not have it be perfect. I also will stop writing and say I don't know anything else to write right now, maybe tomorrow.
What do I do as a writer? What a question. This chapter did make me think about what I do as a writer. Yeah, knowing how to write a good paper comes in handy, but Routman said that most of the writing adults do is with short pieces. Is there a way to teach both and be able to show the kiddos the benefits of all types of writing?
ReplyDeleteJessica