The minilesson has just finished. The students have been dismissed to writing workshop with a simple, “Happy Writing!” As I place my hands on the arms of the chair to stand students gather in front of me, “Umm, Mrs. Frazier, I was wondering…. or Can I…, or Where is, or Can I go…” Does this sound familiar to you?
Student interruptions can compact the precious time we have set aside to confer with students. Whether your interruptions are before you begin conferring or, perish the thought, DURING a conferring session, interruptions rob our students of valuable minutes of writing. The time they’re standing in front of us is time they could be writing.
So how can we disarm the interruptions, the robbers of our time?
Student agency allows students to follow their interests, choose topics, tools, and writing spaces that are appropriate to their needs and purpose. When students are driving their learning the work is meaningful, students are empowered, and students are engaged. When we put our students in front of the learning, they are no longer wondering, “Can I… ” because they already know the answer and they are eager and ready to write.
The Guiding Light
Structure, accountability, and redirection are key factors in student-driven learning and decreasing interruptions. As the teacher we must work as the navigator, exposing paths, making expected outcomes known, and redirecting our students when appropriate. As teachers, we see our students and the curriculum. With these in mind, we point out possibilities, ask guiding questions, and enable our students to take control of their learning.
Extend Student Agency
While the student’s ability to make decisions about their writing and how they write is a crucial factor in lessening interruptions it does not stand alone. When we put our students in the driver’s seat, it’s important to make sure they have the physical tools they need. Writers will need to have anchor charts displayed in clear view or accessible in the classroom. Whether it’s an anchor chart illustrating a writing strategy, craft, or word work. If it was important enough for a lesson, writers will need it for writing. These charts support writers as they work to transfer the skills taught in our minilessons to their writing. To ensure our writers know the purpose of the charts, we need to take time in our lessons to show them how to use the charts, be explicit and tell them why we made the chart and why it’s important in their writing.
My teaching team and I often joked, “Want to have some fun, try not having enough paper in the tray for writing workshop!” We all knew nothing shuts a workshop down faster than running out of paper! Plan for the “Where’s the …” interruption. Keep a back stock of tools accessible to your students and make sure they all know where to find the stock! Take it a step further, make a class job to check the writing supplies after each workshop, so it’s fresh for tomorrow. Students won’t be asking “Where is…?” because it’s always right there, or very nearby.
Another common interruption is the “Can I go…?” It’s important as the guiding light of our classrooms we work with our students to establish clear expectations of when and how students leave the classroom and how they and you will know who is out of the classroom. How many can be in the bathroom at one time? How many can visit the library at one time? How many can work in the hall? What happens if I am sick? You might be surprised to learn our kids really are the best to determine how many kids should be allowed to visit the bathroom or library at one time. They know their limits (and their temptations) far better than we do and I have found when we allow them to decide, they hold each other accountable, and they don’t need to ask “Can I go…?” they’ll already know the answer.
Students’ ability to be independent problem solvers comes with giving the students agency. It seems ironic that what we need to do to make our kids more independent is to do less! I stepped back and put my kids in front of their learning about six years ago. It has changed how I teach and deepened my respect for students and who they are as individuals. Children are honest and motivated to learn, let’s make sure we aren’t standing in the way.
- This giveaway is for a copy of The Unstoppable Writing Teacher: Real Strategies for the Real Classroom (Link to: http://www.heinemann.com/products/e06248.aspx). Thanks to Heinemann Publishers (Link to: http://www.heinemann.com) for donating a copy for one reader. (You must have a U.S. mailing address to enter this giveaway.)
- For a chance to win this copy of The Unstoppable Writing Teacher, please leave a comment about this or any blog post in this blog series by Sunday, November 5th at 7:00 p.m. EDT. Melanie Meehan will use a random number generator to pick the winner’s commenter number. His/her name will be announced in the ICYMI blog post for this series on Monday, November 6th.
- Please leave a valid e-mail address when you post your comment so Melanie can contact you to obtain your mailing address if you win. From there, our contact at Heinemann will ship the book to you. (NOTE: Your e-mail address will not be published online if you leave it in the e-mail field only.)
- If you are the winner of the book, Melanie will email you with the subject line of TWO WRITING TEACHERS – UNSTOPPABLE WRITING TEACHER BOOK. Please respond to her e-mail with your mailing address within five days of receipt. Unfortunately, a new winner will be chosen if a response isn’t received within five days of the giveaway announcement.