A meeting place for a world of reflective writers.
For every writer, the writing process is a little bit different. As teacher writers, we all struggle at different points and our students are no different. Today I offer a few tools for supporting writers at different points of the writing process . . .
As schools begin to restart, I have been thinking a lot about ways to begin building community within our new COVID reality. Specifically, I have been thinking about ways we as teachers might harness the structure of writing partnerships as a means by which to help create meaningful, supportive connections between writers. Here are a few ideas . . .
One of the many changes brought about by the pandemic, whether we are returning to school in-person or remotely, is the ability to gather together in close proximity to learn and write together. I have been thinking a lot about this: How might we as teachers replicate or create the emotionally safe space normally held by a warm, close classroom in a digital space?
Calling all middle school teachers! Today I’m sharing a ready to use resource toolkit for adolescent readers and writers featuring the book, Look Both Ways, by Jason Reynolds.
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.
Right now, we really do not know how school will look in the coming year. Will it be virtual? Will it be physical? Will it be a hybrid model? Who knows? But if we agree that our beliefs are implicit, and that they guide our intentional actions, then perhaps not only reading this post but also examining and identifying your own will help you be the best you can be… whatever the circumstances you find yourself in next year.
With the volume of students most middle school writing teachers serve, how is one to plan for differentiation? Using a basketball analogy, here is one play you can run…
Although I’m not typically a fan of stand-alone activities, this exercise, presented at last year’s NCTE Conference, incorporated many positive elements aimed at supporting writers working doing argumentative work…
Using student work as feedback for our teaching informs us. It empowers us. In a way, it allows young writers to become our teachers…
Working within a tightly segmented middle school schedule (or any pre-planned schedule) can sometimes pose a challenge to “fit in” an opportunity for closure. With this special challenge in mind, how can we perhaps be more intentional about this important time in our workshops?
As a new teacher, I sometimes made assumptions about my students that may not have been based in reality. Of course, this is human to do so. We all make assumptions at times. But when it comes to teaching writing, what if we replaced the act of making assumptions with curiosity? What if we worked to make curiosity our best friend in our teaching?
As each new year approaches, many of us begin thinking about the physical space(s) we create for our writers. How might it/they be more effective? Inviting? Or different? The spaces we design for our middle school writers can greatly affect how they “view” writing. Check out this week’s Throwback Thursday for ideas on creating space for writing in the middle school writing workshop!
As teachers, how might we reflect on our own practice in a way that could make a difference for our students next year? Here are a few lenses for setting some goals…
Although this time of year predictably proves to be extremely busy, creatively scheduling a little bit of time to visit at least some of your next-year’s writers can pay valuable dividends.
Finding ways to trust kids, it might be said, creates more space for learning. In this post, I offer a few ways trust can be manifested in a writing workshop…
Sometimes it can be difficult to imagine creating or allowing a wider audience to read our students’ writing. But there is great possibility in doing so. It just takes a shift in attention…
