I’ve
always hated writing on demand. When I go to workshops
and professional development sessions, I get frustrated
when we are expected to reflect in writing about the
topic at hand. I stare at the blank page and cannot
connect my thoughts, my teaching practice, and my
life with what is supposed to be on it. I glance at
all the prolific writers around me filling up their
pages and I feel completely inadequate.
I
write best at odd times, usually when I don’t
have a pen in my hand—in the shower, in the
car, vacuuming. That’s when I get my ideas.
I run downstairs from the shower to my computer and
my mind goes blank again. I’ve debated getting
a voice-activated tape recorder, but I’m not
sure that it would help me. Sometimes, there’s
something about having the tools to write with that
gives me writer’s block.
It
leads me to wonder about how, in our classrooms, we
expect our students to write on our prescribed literacy
block schedule, in their assigned spots. I wonder
if, through this structure, we are not serving their
learning needs well. I try to think about what kinds
of writing opportunities would help me in a learning
situation. Here are a few ideas that may helpl your
reluctant writers.
Keeping
a writer’s notebook
Enabling students to keep a writer’s notebook
shows deep respect for our students. It tells them
that we trust them to write when they are moved to
write, that when they see something in the world that
interests them they will want to record it for safe-keeping,
perhaps to use later.
Journaling
My friend tells me that we need to exercise our writing
muscles by writing 10 minutes a day. She believes
that we get better at writing by writing, yet we don’t
want to burn ourselves out. By writing for only 10
minutes a day, I usually leave myself wanting to write
more, instead of exhausting myself. If there is one
more sentence or idea that you have (and won’t
lose) save that to help you get started next time.
Definitely a great trick!
Responding
to text
I love to write based on quotes from some of my favorite
books (usually books about how to create learning
communities in schools!) Students may have favorite
books, fiction or non-fiction. Have them write about
whether they agree or disagree with an author, how
a text is meaningful (or not) to them in their daily
lives, or what a piece of text makes them think of.
Make it purposeful by encouraging them to actually
send their responses to the author.
Comfortable
writing spots
Who really sits at a desk to write anymore? Let students
write all over the room, wherever they are comfortable.
If they need to write at a computer, try to make one
available for them. If they want to lounge on the
rug, let them. If they need to talk about their writing,
allow them to. If they need absolute quiet, let them
use earplugs, if they can’t use a nearby empty
classroom. Work with another teacher during independent
writing time so you can have one silent classroom
and one noisy one.
Help
students brainstorm writing ideas
Be available for your students to confer during writing
time, as well as other times throughout the day. When
they say something interesting, let them know that
it would be a fabulous writing topic. When they have
a problem, encourage them to write it out to determine
what next steps to take. Help them notice the writing
ideas and stories around them. Be their mirror (or
magnifying glass) when you notice something that they
seem interested in and give them some resources to
follow up on their interests and ideas.
Being
flexible and excited about when and how our students
write may be the most productive gift we can give
them.
Do you have a comment or question about this article? E-mail Judi.
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