My beliefs about teaching and learning have grounded the decisions I make, in the classroom and now during this time of remote learning. Come with me on a video tour of how my beliefs are shaping my actions. Share in the comments how your beliefs are influencing the instructional decisions are you are making.
What we place on the walls of a classroom tells students, or any other person who enters the room, what is valued most, and what we should value most in our classrooms is student work.
The writing work in our building is transforming, and it is exciting to be a part of the change, to witness the impact on kids as we make our workshops increasingly authentic and compelling.
We are constantly reflecting on what’s working—what’s leading to measurable shifts in how we plan for writing (and how kids experience writing)—as well as where we might be getting stuck: places there is genuine motivation to transform the task, and yet, our best intentions are still missing the mark in some significant way.
As we set off to create writers who write in tandem with the printed world and the digital world there are a few we need to consider.
The decisions I make from the classroom library to family connections are intentional and responsive to building a community of writers and learning about the students who make up this community.
Find out how Amelia Poor, age 12, learned “at a really young age how powerful writing can be.”
Amelia’s journey will surely inspire you and your young writers!
Teaching students to take the risks necessary to be inventive spellers means I have to respect the stage of development of the student. I can’t expect the students to know (or use) something I haven’t taught. It also means communicating to parents about what it means to use inventive spelling and its role in developing writers and readers.
It’s the final countdown to summer for me and my third graders. Here are some ways we’ve used writing to end the year in a meaningful way.
My students got extra creative when we used some extra time in a spontaneous way!
As I move forward in planning summer professional development for the teachers in my district, I am already finding the infographic invaluable. In planning my session, “Getting Started with Blogging” I found the information on the infographic guiding each slide and each step as I planned the presentation.
Think about the writer and making the writer better. What are the needs of a writer? What opportunities does technology offer to make the writer better?
How can we let writing be part of a “soft start” for students instead of making them complete joyless worksheets? How do your students start the day or class period? Please join the conversation!
As an instructional technology coach, I have the privilege of working alongside teachers as they bring their students into the world of blogging. Many of the teachers I work with are new to blogging. They rely on me to steer them into an experience that will engage the student, lift student writing, and fit within the already packed school day. I guide these teachers to create branded blogs.
The writing process is not always linear, it is not a circle of steps, it is not something that needs to be done the same way twice. The writing process might be different everytime a writer sits down to start. It might be different for someone writing a poem one day and an essay a week later. The writing process is as unique as the writer. Embrace the process and its endless possibilities as students move forward.
Technology gives us all choices and decisions to make. Big decisions. How can we welcome technology in our classrooms? Technology can be a new way of doing the same thing. Will we seek apps that allow our students to make choices in creating and sharing with others, or will we seek apps that do the same old thing in a different way?
Summer is the opportunity to sit back, hit reset and plan how I will improve for next year. I like to use my extra hours of summer considering my past teaching practices and think about what worked and what I wish had gone differently.