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Where is the Attention?

“I couldn’t believe she said that,” came the voice on the other end of the phone.  My colleague and I had been discussing a recent conference we had both attended. At this conference, the presenter had talked about the idea that writing for a broader audience is inspiring to student writers.  As a quick suggestion– almost as an aside– this particular presenter suggested binding student writing into an anthology and taking it to the local coffee shop where customers could read it. Now, I heard this suggestion as a brilliantly simple, very doable manner by which teachers could create a low-prep opportunity for students to reach a wider audience.  However, my colleague sitting across the room that same day (and now on the phone with me) had a different reaction…

Listening as a literacy coach, my colleague explained, the suggestion to place student writing in plain view of the public could cause teachers to shift all focus from writing process to writing products“If teachers knew their kids’ writing was going to be read by the general coffee-drinking public,” she said, “they could focus all teaching energy on making sure the writing pieces were flawless…instead of devoting that energy to making sure students were growing as writers.  And this is the opposite of what we preach: Writing workshop teachers teach the writer, we don’t fix the writing.”

A pause ensued at this point in our conversation.  And suddenly I understood her concern; she was saying that if we suggest to teachers that they publicize their students’ work in a space where just anyone could read it, then in the classroom this could result in a material shift in instructional attention away from student learning, growth, and writing process to a focus instead on perfect pieces of writing.  Because, after all, these pieces placed in Starbucks would be reflections of the teacher…wouldn’t they?  My answer to that question:  It depends.  “Where is the attention?”  I asked.  Let me explain.

A few years ago, I wrote a post on the importance of writing celebrations.  In that post, I quoted Dr. Mary Ehrenworth’s suggestion that if teachers are the only audience for student writing, we lose an opportunity for deep and authentic student engagement, agency, and genuine excitement.  What’s more, students miss out on the chance to feel that their writing really matters because…well, someone besides the teacher is going to read it.  What I did not acknowledge in that post, however, was the very real concern my trusted colleague was raising about teachers’ fear of student work casting a poor reflection on the instructor.

While I can certainly see this argument, I would pose the following:

Where is the attention?  I would posit that when we make student writing about us, when we interpret kids’ hard work and accomplishments as somehow all about us (the teachers), then we are losing sight of where attention needs to be: on the students. 

To be a kid is to be in a long state of approximation.  We see this in our day-to-day interactions with kids, as we watch them approximate published writers in several different ways.  And let’s face it, it is rare to find a middle school student who writes like a professional author, who demonstrates complete command over all grammatical structure and conventions of language.  Does that mean we should never allow a wider audience to read their work?  I would argue no, that these writers– as perhaps imperfect as they are, as maybe not quite “where they ought to be,” as even maybe even “below benchmark”(adult label)– deserve a wider audience, too.

Let’s think about this scenario hypothetically for a moment:  Early on in a unit of study, you look into the eyes of your writers and tell them, “Hey, I want to let you know that I have spoken to the manager at Starbucks, and she’s pretty excited to place your writing on a few of the tables in the shop where customers can read it.  I’ve told her how proud I am of your work as writers, and I let her know her customers won’t be disappointed!”  Some of you, I imagine, just completely wrote off this scenario as “No way, no how”, am I right?  Hear me out here… if you were a teacher who would dare to be so bold as to create a public forum for your students in this way, just think about what you’ve created:  a possibility for you and your writers to live into.  Will your students be nervous?  Maybe.  Will you be nervous? Probably.  But in carving out such a possibility for you and your students, you have created a commitment behind which everyone will line up their actions.   You have created an authentic scenario through which every real writer in the world lives:  Someone is going to read my writing, so I better make it the best it can be.

The next step, of course, is to trust that your students will rise to the occasion.  You might say, “I know this may sound scary, but I know each of you will rise to this occasion.  I believe in you.”

Last year, when I wrote about writing celebrations, I interviewed some student writers about the fact that parents would be coming into the school to read their writing.  How did that affect them?  Here are a few things I heard:

“It made me challenge myself more,” responded Luke.  “I tried harder to make my writing the best it could be.  I don’t think I would have done that otherwise.”

Samantha said, “I felt like there was more pressure on me, but that was good.  It forced me to try to make my piece the best it could be.”

For those of you reading this and still struggling to imagine ever even considering the Starbucks suggestion, consider placing a bit of a disclaimer in the front of your anthology:

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By taking the attention off ourselves, we can create real opportunity for our students as writers.

While, of course, teaching writing is extraordinarily important work that can be transformative for our students, in the end our work is not about us: It is about our students. 

And great possibility lives in the idea that when we can keep the attention on them, they will flourish as writers.

After hearing my side of the argument, my colleague encouraged me to write this post on Two Writing Teachers.  After we talked, she felt that the notions of committing to publicizing our students’ writing in a public way without compromising quality instruction that focuses on growth and approximation, that removing the attention from ourselves and focusing instead on our students, that  believing our kids can rise to such an occasion, and that  “letting go” of control a bit… all of these were worth writing about here.  So I did.  What are your thoughts?  We’d love to hear from you!

Lanny Ball View All

For more than 27 years, Lanny has taught, coached, presented, staff developed, and consulted within the exciting and enigmatic world of literacy. With unyielding passion and belief in the possibility of workshop teaching, Lanny has worked to support students, teachers, and school administrators around the country in outgrowing themselves as both writers and readers. Working first as a classroom teacher, then as a coach and TCRWP Staff Developer, Lanny is now a literacy specialist, working and living in the great state of Connecticut. Outside of literacy, he enjoys raising his three ambitious young daughters with his wife, and playing the piano. Find him on this blog, as well as on Twitter @LannyBall. Lanny is also a co-author of a blog dedicated to supporting teachers and coaches that maintain classroom writing workshops, twowritingteachers.org.

12 thoughts on “Where is the Attention? Leave a comment

  1. Due to new security procedures at my school we have two benches and a table set-up for visitors to sit at while they wait for their escort. I am thinking of having my students’ reviews of local places published and placed on the table. Next year I will be much more prepared but what a great idea.

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  2. That letter is perfect… just perfect! It’s a shame that it’s necessary to need something like this when we display kids’ writing. (After all, many adults make mistakes when composing emails, social media, etc. Just saying.) However, if a disclaimer like this will make it safer to share students’ writing, then I am all for it!

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  3. “in carving out such a possibility for you and your students, you have created a commitment behind which everyone will line up their actions”
    Isn’t that what our work as teachers is all about – believing, seeing strengths, and carving out possibility! It reminds of the teacher research approach “what happens when…”. “What happens when we go public, really public, with our writing?” This mindset sets the teacher up to believe and to
    Learn what writers can handle! Yes, it keeps the attention on the writer and that attention can be a driving force towards engagement, growth and ownership on the part of each writer! Great post! Thanks for sharing (and to your colleague you conversed with!)

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  4. What an interesting post. I am just figuring out ways to move my reluctant high school writers into writing. This has my brain moving in multiple directions. Thanks for making me think. Also, this line – To be a kid is to be in a long state of approximation – yes.

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    • Thanks so much, Amanda! Sounds like your brain is a little on fire right now? That is exciting! I know it’s a big challenge to find ways to engage and move some kids toward being writers. But I think it starts by letting them know that their ideas matter, so what I tried to offer in this post is one way teachers can do just that. Thank you for your comment!

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  5. I often post my students’ work on my own blog space. I share the amazing comments with my young writers. They puff up a bit and sometimes turn red in embarrassment. I love your argument here for the focus to be on the students. I may need to speak to the local Starbucks manager!

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  6. Lanny,
    I still remember a restaurant in a town far from me that had student poetry in every menu stand on every table years ago. That work had a post it with 2 sentences about the goals of the poetry unit that aligned with the district standards.

    Connecting through see-saw, blogging, or public displays . . . opening up the world for our writers is definitely a way to encourage our writers to flourish!

    BRAVO! So many great ideas here!

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    • Love that idea of student poetry on display in a restaurant! I agree that opening up the world for our writers can really make a difference. We just need to be willing to let go of certain ways of thinking that places the focus on ourselves, and I know this isn’t easy. But I’m hoping this post will be one of those “I-didn’t-realize-I-was-doing-that” calls that results in more students writing for authentic audiences. As always, thanks for your comment and feedback, Fran!

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  7. While I certainly can empathize with that gut-sinking, ‘how will the General Public judge me when they find mistakes in my students’ writing?’ thought, I think that this post is a powerful call to action. I’m already thinking of local places that I could contact about sharing some second grade writing! You’re 100% right – it’s about the kids flourishing as writers. It’s really not about me at all. Thank you for this thought-provoking post this morning.

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    • Wow, that’s so exciting to hear! I can only imagine the faces of your second graders to hear that people out in the big wide world will be reading their writing…definitely warms the heart! Thank you for your feedback here. I find it heartening to know you are in agreement that as we take a stand for our kids (the way you do everyday), this can sometimes mean letting go of ‘looking good’ and putting the attention on students. Thanks for your comment! 🙂

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