reflections · teacher of writing · writing workshop

Writing Workshop Teacher – Reflection

Stacey Shubitz

A few days ago Ruth blogged about “end of the year reflections,” where she posted a link to her wiki where one could download an end of the year teaching reflection about Writing Workshop. Still wound-up from my day in Boston, and needing to get focused back on preparing for the week ahead, I decided to complete this amazing reflection sheet.

I am posting my responses to the reflection since, as you’ll see, there are areas (SHARING!!!!) that I definitely need to work on in the year ahead. However, without completing a tool like this, I don’t think I would have actually given as much thought to this sharing problem as I have tonight. This makes me think that there are actually things I can do, in the remaining 23 days of the school year, to encourage my students to share in a more structured way.)

Anyway, without further ado, here’s my WW Teacher Reflection.

Environment & Resources

Structure

A-Okay!

Working On It

Maybe next year!

x

My writing workshop is predictable. (Time & Structure)

x

My students know the procedures & parts of writing workshop.

x

My students are able to work independently and make decisions as writers.

x

My writing workshop is a series of units.

x
  • The units are driven by state standards.

x
  • There is a balance between genre based units & other units.

x

Students are writing for real audiences and purposes.

x

Students select their own topics and projects.

x

Focus lessons are taught as a series.

x

Skills and strategies are revisited throughout the year.

(2nd & up) Writers Notebook

x
  • Variety of entries

x
  • Different than a journal

x
  • Used throughout the year

x

Organizational system established for student work.

x

Organizational system attempted for teacher records.

The Environment

A-Okay!

Working On It

Maybe next year!

x

Meeting Area

x
  • Open space for gathering

x
  • Overhead available

x
  • Chart paper available

x
  • Seating facilitates interactive learning

x

My room is a literature-rich environment.

x

Student work is posted often.

x

Posters & articles around the room are:

x
  • Teacher/student generated

x
  • Frequently used

x

The seating is arranged in a way that allows students to engage with one another.

Records

x

Focus Lesson Records

  • Topic
  • Resources needed
  • Literature Used
  • Date & length
  • Organizational system developed

x

Mentor Texts

  • Possible focus lessons
  • Organizational system developed

x

Conferring

  • Student goals
  • Student growth
  • Topics & genres
  • Refer back to past notes
  • Organizational system developed

    x

    Finished Work

  • Date completed
  • Assessment tool used
  • Organizational system developed
    • I have way too much stuff just thrown into the storage room in different piles (though it’s “categorized” by unit of study.

Writing Center

A-Okay!

Working On It

Maybe next year!

x

Students use the tools & resources as writers.

x

Student use Work-in-Progress Folders

x

Literature is available for students to use.

I have the following tools available:

  • Pencils
  • Erasers
  • K-1: Spacers
  • Drafting Paper
    • (K – 3) Choice appropriate for different abilities.
    • (K-3) Paper scaffolds writing.
  • Publishing Paper
    • Wide variety
    • Stationery
    • Envelopes
  • Resource books
    • Dictionaries
    • Thesaurus
    • Writer’s Inc.
    • Other ___________________
  • Revision Checklists
  • Editing Checklists
  • Sticky Notes
  • Colored pencils, crayons, markers, etc.
  • Stapler
  • Paperclips
  • Other: Sharpies

The Workshop

Focus Lessons

A-Okay!

Working On It

Maybe next year!

x

My focus lessons are an appropriate length. (Less than 15 min.)

x

The class gathers in a meeting area.

x

I use direct instruction by:

x
  • Talking as one writer (who is more experienced) to other writers.

x
  • Showing examples from a text.

x
  • Modeling my writing.

x
  • Showing examples from students.

x
  • Other: Written by my former students

x

My instruction is driven by student needs.

x

My lessons link to a bigger goal/unit of study.

x

I keep records of my focus lessons.

Writing Time/Application

x

There is a smooth transition from the focus lesson to the writing time.

x

I expect students to apply what they learn in the focus lesson to their own writing.

x

I write the things I expect my students to write.

Sharing

x

Sharing time is a part of every workshop.

x

It is an appropriate length (5 – 15 minutes).

x

A safe sharing environment has been established:

x
  • Students desire to share

x
  • Appropriate feedback is given

x
  • Audience is respectful of the speaker

x

I use a variety of sharing experiences.

Conferring

A-Okay!

Working On It

Maybe Next Year!

x

I go to students.

x

I use a quiet voice, but those close to me can still hear.

x

Students do not interrupt my conferences.

x

I use open ended questions to learn what students are doing as writers.

x

I LISTEN to students’ responses.

x

I try to avoid questions that lead into a conversation about the student’s topic.

x

I affirm the good work the student is doing.

x

I teach ONLY ONE skill or strategy.

x

I “teach the writer, not the writing.”

x

When I am conferring with a student, I give him/her my undivided attention.

x

I see 3 – 5 students during a workshop.

x

I keep records.

x


I walk around the room between conferences to make sure everyone is on task.

The one part of my workshop teaching that is most successful is:

  • Focus Lessons (what I call minilessons)

The goal I have for my workshop teaching is:

  • To make sure students are sharing in a more structured way next year.

Questions or resources I need are:

  • Time to keep better records even on the busiest of days (i.e., editing and publishing days)

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Published by Stacey Shubitz

Stacey Shubitz is a K-6 literacy consultant and former elementary teacher. She is the author of CRAFT MOVES and other professional books on writing workshop. Her forthcoming book, MAKE THE SCHOOL SYSTEM WORK FOR YOUR CHILD WITH DISABILITIES (Guilford Press, 2026), empowers parents to navigate the special education system.

5 thoughts on “Writing Workshop Teacher – Reflection”

  1. Pingback: TWO WRITING TEACHERS

  2. Hello!
    I absolutley LOVE your blog! Your ideas/pictures are great and I can’t wait to use a lot of this in my classroom. I’m learning so much from the both of you!!

    I will be teaching 6th grade next year and firmly believe in the workshop setting. I have a huge classroom library and believe in having the carpet/meeting area. What are your feelings on this? I’d appreciate any feedback.

    Like

  4. Pingback: Don’t Forget to Celebrate! « TWO WRITING TEACHERS

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