This is evident through writing block in several ways. First, through the discussion of writers who can speak from their own experiences. Our students are able to engage in discussions about the strategies that they are trying and how they are going through both mini-lessons and peer conferences. When students know the strategies that they are using and are able to articulate them to the teacher and to their peers, that is powerful (Anderson, p. 147). There is power in knowing what you are doing, why you are doing it, and how that practice affects your writing. Peer editing and conferences also creates a sense of independence in writer's workshop. These provide a space for students to come together with one another and talk about their work, their strategies, and share their ideas. I think that the thing that I have learned most from writing block this year is the power of sharing ideas. My students love to share what they are writing with one another and with me as frequently as possible. It is motivating. It helps give students ideas. It works as a way for the students to be teaching skills to one another without the teacher's voice.
In "Decisions, Decisions," Anderson discusses the need for development of strategies to foster independence. This is something that I want to work on in writing block. While we are at a place where my students can work independently on their writing for extended amounts of time, they still call on me far too often when they are experiencing a difficulty in determining a strategy to use. I want to teach a mini-lesson this week on using strategies such as peer conferring, recalling a mini-lesson, or studying a mentor text can help to solve writing problems before you need to reach out to the teacher (Anderson, 167). These strategies enable students to know when they need conferences with the teacher rather than the teacher always being the initiator. Independent problem solving gives agency to students while freeing up the teacher's time to move about the room conducting conferences.
The final thing that Anderson pointed out to foster more independence in my writing block is changing some of the structural aspects. I had never really considered how some of these were wasting my conferencing time and it was a good reminder and pointer for increasing my ability to maximize time with my writers. Anderson outlined three pointers specifically (p.174):
- "Students could have a peer conference whenever they needed one provided that the corners of the room designated for that purpose was empty."
- We have two designated tables for peer editing in the classroom. This allows me to keep track of where the students are in their writing process. It also helps me to manage the classroom noise. I know that the students at the table are working on their writing when they are chatting with one another. Having them move to and from these spots independently frees me up to work with other students.
- "Students could go to the writing center if there were no more than two students already there."
- We do not have a writing center in my classroom but I love the idea of having a space where all of the writing supplies - mentor texts, writing notebooks, papers, pencils, etc. are located. This will keep students from coming to me with small problems and give them the ability to provide for their needs during work time.
- "Students could visit the bathroom as needed if the bathroom pass was hanging on the hook by the door."
- This makes so much sense. WHY have I not done this so far this year? My students are old enough to be completely independent when it comes to using the bathroom. They know that one person is out of the classroom at a time. They can manage this themselves and not waste my instructional time begging the question "Can I use it?"
These chapters also made me think of my students more as WRITERS. They need to be referred to as such regularly so that they are seeing themselves as writers and creators rather than simply students working at a task in a classroom.
So, writers, let's begin.
Kelsey, I love that you are looking for ways to foster independence in your classroom. Yes you are doing a great job at monitoring and structuring peer editing in your writing workshop. Creating an environment that encourages and supports independence in your classroom is a great step. I am looking forward to seeing how this works for you. In our classroom, I have bins that hold all of the writing supplies. Their writing folders also have resources for spelling, ideas, and writing tips that also encourage them to work independently. As for the bathroom, we have a little circle that hangs on the door and the student turns it over (red STOP) if it is occupied and turns it back to (green Go) when the leave out. The only time when they can freely go to the bathroom using this routine is when they are at their desks. Hope that helps a little.
ReplyDeleteTenagne
Kels! I also wrote about a similar experience that I'm having in my classroom about fostering indepence in my student's writing. A couple of things that I tries that Joy presented on during the content retreat was letting students create an I heart list, Things that I know list. Basically it's just a list of topics that students are very passionate about or they feel they know a lot about. Anytime they feel a writer's block they are able to refer back to those lists as a reference point. It's worked pretty well in class and may help in yours too.
ReplyDeleteAshley
I love the way that you consolidated all of the main points of these last chapters, Kelsey. Your goals are very inspiring, and I have some of the same goals as well. I have also been thinking about how to foster more independence when it comes to using strategies to make their writing better. Sometimes as teachers, we support students so much that they become dependent on us, and a lot of it is our fault. Of course we want them to be independent, but we need to make sure the way that we are teaching and the way that we lead our classroom gives multiple opportunities for kids to take leadership and to take charge of their own learning.
ReplyDeleteI have also been thinking about possibly setting up a writing center -- this would help consolidate all of the resources into one area, and it would also be nice because you could just refer students to the writing center instead of just telling them what to do in their writing.
Something that I found helpful in the chapter was when Anderson included a vignette from a teacher's classroom in which the first 5-10 minutes of independent writing time is only for writing, with no talking (peer conferences, peer editing, etc.). Sometimes starting to write is the toughest part, and I think that this is a great way for students to "get in the zone." Also, with the whole bathroom thing, I have my students use the sign language symbol for bathroom (very simple), and so all they have to do is come up close to me and make that symbol and I'll either shake my head yes or no. This way I can continue to confer with students and all i have to do is make eye contact. I have found that it is the least disruptive way to do the whole bathroom thing. They also do the sign language symbol for water as well, if they want to get a drink from the water fountain. I am also thinking about getting some kind of hat or something that is called my conferring hat and when I am wearing that hat, no one can come up to me (I know that Margaret does something similar with wings, haha). What I also started this week was having the students write their name on the board if they wanted to confer with me so that they don't have to just wait and raise their hand and stop writing when you are conferring with someone else. After they have written their name, they know that I know that they would like to see me, but they also know that they can get back to work in the meantime.
Anyways, great thoughts! :)
Isn't it super interesting that almost all of our blogs mention how Anderson was pretty much answering each and every question we were dying to know the answer of?
ReplyDeleteAs much as you, I loved the practicality of this book, and how it slowly but surely has started to transform and classrooms, and to change the view of our students of themselves as writers and their writing.
I really appreciate you pointing out those quotes that allow us to see how he structured his classroom to make sure there was no time wasted when conferring. It is really easy to let the time pass by, and not realize the valuable parts that have been lost in the exchange of words, thoughts, and even looks.
I will look at this again, because you made me really think about the way I am using the time in my classroom. Thanks!
Laura