Intentional practice leads to better performance. Writing instruction follows a similar pattern, and by about six weeks into the year, teachers know their students. Just like soccer coaches, teachers can start to develop some responsive instruction, both from the figurative sidelines, as well as through direct instruction.
For many of us who work to live as writers and teachers who write, we likely do so in order to appreciate the challenge, the complexity, and the thrill that writing can provide for our lives. It is living through the process that matters. But what about turning some of our writing into teaching tools for our writing workshops? Here are four tips…
When a teacher not only brings the knowledge and pedagogy to teach, but also love, passion, and an ability to demonstrate– whether it be playing an instrument, speaking another language, or writing– a certain authenticity is added. My father used to call it “walking the talk.” This week, my colleagues at Two Writing Teachers are committed to supporting teachers in dreaming big for this year’s writing workshop. Perhaps part of dream your for this year will be to authentically live the life of a writer! Here is some inspiration to make that dream a reality . . .
So, as I enter the start of my school year, I am proud to identify as a lifelong learner in every sense of the word. I am a professional who continuously strives to grow in my craft. I surround myself with people that inspire me to be the best I can be and I actively seek out opportunities to do so as well. I modify and implement what I learn to better my teaching. I learn from my mistakes, take in the advice of others and adjust accordingly. Additionally, I am a curious minded individual who seeks out new experiences, new people, new places and is willing to take risks to better myself. I am leading by example to my students as I follow the mantra hanging in the front of my classroom- “Today is a great day to learn something new!”
Find your purpose. Find your crew. Find your sunrise. Write.
We’ve all likely taught ‘show, don’t tell’ lessons in our narrative units. But showing not telling can have instructional meaning, as well…
Melanie asked the students, “What makes you feel like a writer?” Read the voices from the classroom. YOUR writing matters to YOUR students.
Take a sneak peek at our NCTE presentation. We hope to see you there!
How can we nurture our own writing lives once the school year begins? 5 ways to help us keep writing.
During the last week of school, I met with a group of fourth graders to have an end of the year reflective conversation. We can learn so much about what to do throughout… Continue reading
What’s on your summer writing bucket list? You don’t need to have a novel hiding in your desk drawer to call yourself a writer. All the small things add up. If you don’t have a list going already, here’s a little inspiration for Summer 2016.
Sharing some highlights from the New Jersey Society for Children’s Book Writers and Illustrators Annual Conference, which took place this past weekend.
Use a teacher-written mentor text for your next unit of study
Should educators be writers? The conversation continues! We welcome your voice and ideas on how we can spread the word that when educators write, students grow as writers!
Is it important that teachers who teach writing actually write?
There are a few weeks left in the school year. Here are some tips for working through the If… Then… books if you’d like to plan your own unit of study.
It seems appropriate that today’s post should be related to using your own writing in the classroom. We are, after all, in the midst of the March Slice of Life Story Challenge. And what… Continue reading
I first heard of the “Heart Map” in 2003 from Nancie Atwell at Walloon Institute in Lake Geneva, Wisconsin. I remember thinking it was genius. Then a year later I read the book,… Continue reading