I was blown away by chapter 4 and the metaphor of the dance teacher. I have been like the teacher in street clothes, telling the kids how to spin and move without doing it myself. I've been teaching writing but not writing myself. I am looking forward to trying again armed with my writers' notebook and some actual real writing.
In chapter 3, I was struck by her comments about developing a writer's identity and how it is developed over a long,long time and there is not a grade or ability level attached to this development.
I was also blown away by the metaphor of a dance teacher. That helps us to understand her point so clearly. I also liked when she wrote about the teacher-student relationship. She said teachers are not the ones with all the answers but the ones who have experiience with struggling-powerful!
In chapter 5, it was again a comparison that helps us understand. This time it is comparing the "each-dayness" of lunchtime to the writers workshop. Also comparing the routines of both situations. Katie has a gift for showing us how to think about "the hard parts".
Chapter 3: I love the focus for the teacher that says "if our students aren't learning to write with style, voice and focus and a strong sense of craft, what difference does it make if their subjects and verbs agree.. and is everything spelled correctly?...who would want to read it?" I'm definitely seeing "style" rising to the forefront, and all else following along. Ch 4: Students should see teacher as a writer sharing their strategies of writing. I know how impressed I am when I meet a "real live" author. This makes me realize we're ALL real live authors. It's good for the kids to see our struggles with things, like writing, too. Interesting too - tone: is classroom set with teacher's expectation that students will use time for engaged writing or is teacher just "assigning a specific task".
I gained the most from chapter 4. I think "tone" is important all throughout the day. The relationship you build with students gives them the comfort level to take risks in their writing and learning. I also agree with the letting them see you vulnerable. The teacher's willingness to share meaningful pieces of his/her life through writing sets the tone for students to do the same. I thought the idea of reflecting on your workshop time is crucial. I do not think that this will fall into place in week one. I think it will continue to grow.
I liked the idea of making a book. All children love making stuff, so presenting writer's workshop as making stuff sounds more fun for the children where writing sound little intimidating especially for the young students.
I also liked the idea of children learning the whole process/craft of writing, from finding ideas to the completed book. I totally agree that one must have a good idea in order to create good writing (we all read books to read about great stories/ideas/mysteries, we don't read books to admire perfect spelling...) And in order to generate ideas, and find something they want to write about, students must think for themselves - not just memorizing or copying - I think that is why writer's workshop is so much fun to teach.
5 comments:
I was blown away by chapter 4 and the metaphor of the dance teacher. I have been like the teacher in street clothes, telling the kids how to spin and move without doing it myself. I've been teaching writing but not writing myself. I am looking forward to trying again armed with my writers' notebook and some actual real writing.
In chapter 3, I was struck by her comments about developing a writer's identity and how it is developed over a long,long time and there is not a grade or ability level attached to this development.
I was also blown away by the metaphor of a dance teacher. That helps us to understand her point so clearly. I also liked when she wrote about the teacher-student relationship. She said teachers are not the ones with all the answers but the ones who have experiience with struggling-powerful!
In chapter 5, it was again a comparison that helps us understand. This time it is comparing the "each-dayness" of lunchtime to the writers workshop. Also comparing the routines of both situations. Katie has a gift for showing us how to think about "the hard parts".
Chapter 3: I love the focus for the teacher that says "if our students aren't learning to write with style, voice and focus and a strong sense of craft, what difference does it make if their subjects and verbs agree.. and is everything spelled correctly?...who would want to read it?" I'm definitely seeing "style" rising to the forefront, and all else following along.
Ch 4: Students should see teacher as a writer sharing their strategies of writing. I know how impressed I am when I meet a "real live" author. This makes me realize we're ALL real live authors. It's good for the kids to see our struggles with things, like writing, too.
Interesting too - tone: is classroom set with teacher's expectation that students will use time for engaged writing or is teacher just "assigning a specific task".
I gained the most from chapter 4. I think "tone" is important all throughout the day. The relationship you build with students gives them the comfort level to take risks in their writing and learning. I also agree with the letting them see you vulnerable. The teacher's willingness to share meaningful pieces of his/her life through writing sets the tone for students to do the same. I thought the idea of reflecting on your workshop time is crucial. I do not think that this will fall into place in week one. I think it will continue to grow.
I liked the idea of making a book. All children love making stuff, so presenting writer's workshop as making stuff sounds more fun for the children where writing sound little intimidating especially for the young students.
I also liked the idea of children learning the whole process/craft of writing, from finding ideas to the completed book. I totally agree that one must have a good idea in order to create good writing (we all read books to read about great stories/ideas/mysteries, we don't read books to admire perfect spelling...) And in order to generate ideas, and find something they want to write about, students must think for themselves - not just memorizing or copying - I think that is why writer's workshop is so much fun to teach.
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