Last week, I wrote about getting to know students by thinking about their academic knowledge and skills, as well as their use and understanding of language. This week, I shift and consider cultural and social-emotional aspects of students' identities.
I remember the day I ran over to my partner teacher’s classroom. If my memory serves me well, I may have darted over to her classroom, flailing a single sheet in front of her and excitedly showed her the work. It was the work of one of my students. He, a student who could be… Continue reading A Writer’s Purpose.
Sarah Zerwin is workshop to her core, and she has found ways to ensure that her assessment practices are not sending conflicting messages to kids. Point-Less will challenge readers to reflect and inspire them to advocate for change.
The mindset of our writers has a direct impact on the progress and success of our writers.
Do you consider yourself to be a perfectionist? Are there students in your classroom who might be described as perfectionists?
Does the mindset of our student writers impact their independence? How does OUR mindset impact their independence as writers?
After a lot of researching, reading, writing, and reflecting I'm sharing some insights and steps toward building a growth mindset in our classroom communities of writers. Join in the conversation!
In the spring of 2019, sitting with a small group of 6th grade writers, I shared a video of Jack Ma, speaking on the future of education. https://youtu.be/rHt-5-RyrJk “Education is a big, big challenge now... the things we teach our kids are the things of the past 200 years… “ expressed Jack Ma, in the… Continue reading Why Independent Work Time Matters
Writing is joyful this year.
When it comes to the teaching of writing in a writing workshop, language is everything. It is through the words we teachers choose that writers are created, built up, encouraged, and inspired.
Walking ourselves through and rehearsing what we will model for young writers so as to create the desired effect(s) can be extremely helpful. Whatever curriculum we are using, it's just so important to walk through the big steps of our teaching ahead of time so that we plan for maximum learning impact. But what type of "effects" might be desired?
I've always wanted to keep a reflective journal about my teaching but in the hustle and bustle of a busy school day, that seemed to be the first thing to go from list of "to-do's." I'm hopeful that having a place to reflect right in my plan book will encourage me to take time to write down my thoughts and ideas each week. The 2017-2018 Intentional Educator Planner will be just the place!
It's great to be prepared when we are conferring with our writers. However, being 'prepared' and being 'present' are not the same thing...