A long time ago I shifted my language from talking about “low” or “weak” writers to inexperienced writers. The shift in language is significant. It’s not about kids being good enough or capable of writing, but rather it is about gaining experience and becoming stronger writers.
At the same time, it’s about honoring the experiences they do have. Many of our students have never been out of the state. Some have never been more than 20 miles from home. Yet they still have worthy stories to tell. They still know things they can share with others. Their opinions still matter, and their words can drive others to action.
I wonder if sometimes we face kids with drastically different life experiences than our own and then we make assumptions about how well they can write — or even if they can write.
The truth about writing is anyone can learn to write well. It is not a hobby reserved for the talented. It is not a skill reserved for the elite. Everyone, no matter their experiences, can learn to write. Not only that, it is our duty as educators to ensure we build on their experiences and help them to become stronger writers.
What makes someone a successful writer?
They believe they can be a writer.
What makes students believe in themselves?
Often it’s because a teacher first believes in the worth of their stories (experiences). Often it’s because a teacher encourages them to own their own stories. Often it is because a teacher cares more about the child than the writing.
Here’s to honoring every child — no matter their experiences outside of school.
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Hi Ruth, What you’ve said is so true. Now during my mini-lessons in reading or writing I am consciously saying “this is what readers do or “this is what writer’s do. I am careful not to say “good readers, good writers” because I want my students to think of themselves as readers and writers and that they too are important contributing members of our classroom community, even if they have limited life experiences.
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Exactly. The attitude toward the students is so very important. I wish I could remember who said this, but in Choice Words, either Peter Johnston or someone he referenced said, “she (or he) isn’t there, yet. I loved that; it implies so much to the child & shows so much from the teacher. Thanks Ruth, for the focus on what’s the priority.
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“It is because a teacher cares more about the child than the writing.” So much truth to this, Ruth! All our kids progress in their writing, some by leaps and bounds and some by inches, but they do move forward if they feel we have faith in them and that we honor their efforts.
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“They believe they can be a writer.” It sounds so simple, but it is hard to draw that out of some of them. Helping them believe they have a story to tell is the biggest hurdle with some of them. I often hear my HS students say, “Nothing ever happens to me.” or “I’ve never done anything worth writing about.” I think this is where the “writer teacher” comes in and shares those little bits of nothing that we writer about. Sometimes they need to be shown that the little stories are worth telling….
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I agree! Instilling in students that expressing themselves within their writing more so than the mechanics at first is so important in the process of nourishing the belief that they can write. Too many times stifling the idea before it is on the page with too many writing rules can drown them in the water before they can swim!
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I sent a link to this blog to all the teachers at my school. We all need reminders that we have precious lives in our hands.
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This reminds me of the way Nancie Atwell opened her Lessons that Change Writers workshops (yes, I attended the same exact workshop of hers so many times that I memorized her opening)–with a quote from an old cookbook she uncovered in her quest for shrimp recipes: “Good cooks are born, not made, they say. The saying is untrue. Hard trying and these recipes, will make a cook of you.” Of course she connected the idea of hard trying and “these recipes” to the work we do in writing workshop.
“Honoring every child,” your choice of words here is indeed significant, Ruth!
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Yes to honoring our students! It is about looking to what they CAN do – they know all to well what they can’t do. We need them to understand that their words have power and strength. They have a story to tell. Thanks for the post. We are currently working on what stories do we have to tell (personal narrative). I will let you know how that goes. We are currently just mining for story ideas -what events in our lives make good stories to tell.
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