After reading chapter seven in Ray’s book, I realized how crucial preparing for writing workshop is for the teacher and students. Time and planning goes into everything, all lessons, all activities, and even writer’s workshop. I found the discussions about space in the classroom for the focus lessons and independent writing time to be most helpful. Based on my past experiences in the classroom, I have never seen a teacher allow students to spread out and find a space to work that works best for them. I feel that allowing students to work all around the classroom allows them to feel comfortable and keeps them from being distracted by others or distracting others themselves. I especially liked the idea of having quiet zones throughout the classroom for students who work well in a quiet place. I know I get distracted very easily by listening to conversations, talking, etc.. Therefore, a quiet zone would be helpful for me and I know for some students in order to be as productive as they can be!
As I read chapter seven, I found one comment that I was not sure how to take. Ray stated that when students talk too much, “they will be penalized in evaluation for not producing enough in writing workshop” (p. 77). I realize that students can become distracted talking with others, however, there may be an underlying reason why the student isn’t “getting enough done.” Should there by a specified amount of writing that should be produced in a given workshop? I believe that some students may begin talking because they are trying to get ideas about what to write; they need help, or may need time to think about how to start a paper or add in different aspects of writing that they are learning about. This is when I believe the teacher needs to be paying attention to students; maybe the majority of this could be brought up during conferencing.
In Ray’s chapter eight, at first I was not sure I liked the term she used “do writers do.” However as I read the chapter I learned what she meant and I agree that students should choose their topics, their actions during writing workshop, how they develop their writing, and how they write. Students can learn and explore writing while they “do what writers do.” Out of this chapter, my only concern/question is when children are able to freely write on the topic and content of their choice; there will be children in your career that may write about inappropriate things for school. Do you allow this? If and when do you tell children they cannot write about something they chose?
Lastly, publishing in writer’s workshop is extremely beneficial. Based on Ray’s chapter nineteen and my experience in the classroom, publishing gives students a feeling of accomplishment. They can see their writing as art; a piece they have worked on and worked on drafting and revising. In my field experience classroom, students just published their own version of Goldilocks and the Three Bears. Their work was displayed in the hallway and my mentor teacher emailed all the teachers in the school and asked them to stop by, read, and comment on the student’s stories. Students had opportunities to read what others had written and they loved it! I believe that their excitement for the “end product” drives them to write and want to publish their writing often or as often as they can.
Ray, K. (2001). The writing workshop: working through the hard parts (and they’re all hard parts). Illinois: National Council of Teachers of English.
Wednesday, February 16, 2011
Wednesday, February 9, 2011
Chapter 14, 15, 17 Thoughts...
I found all of the readings for this week to be informative and helpful when thinking and planning conferencing, sharing, and evaluating writing workshop. First, based on the readings and my opinions, I feel that conferencing is a crucial part of the writing process. Middle school was the first time that I experienced conferencing for writing. However, I feel that conferencing with students should start as early as Kindergarten. I believe students can learn about writing and themselves as a writer early in their elementary experience and be able to gain more confidence and experience with writing and conferencing as they progress in school. I found the four parts to a writing conference to be interesting and beneficial. I had never thought of having a mini teaching session within a conference. This allows the teacher to work one on one with each student and respond to their individual needs during the writing process.
The only concern I have while reading chapter fourteen this week is, should there be a time limit for a good conference? (p. 158) I do not necessarily believe there is a time limit for a good conference. Each conference will be different and each student will have different needs. As well, some students will talk and open up more than others; however, I believe that if the goal of the conference is reached, then is it a good conference.
I enjoyed reading about the possible opportunities for sharing. As a child, I was always a student who did not like sharing because I thought my “made-up” stories were dumb or not good enough. As a future teacher, I want to create an environment where students feel that they can share their writing and experience, no matter what. I was skeptical at first when I read that Ray required each student to share their writing, whether they wanted to or not; however, as I think about my past and future, as a teacher, if students were not required to share, then there would be a select few always sharing and even some children who never share. Students should have the experience of sharing their writing with peers as they do during conferences. I believe that sharing can also boost children’s confidence in themselves as writers and their work.
Lastly, I want to touch on evaluation of writing in writing workshop. I agree with Ray in that evaluating children’s work can be difficult. I almost feel bad judging student’s writing because sometimes I catch myself or have seen teachers compare student’s writing and grade based on the comparison. Every student writes differently and at different levels in their ability to write; therefore, I believe that there should be a rubric or evaluation form in which every child has the opportunity to succeed and be evaluated without comparison to other students. I am not quite sure how and what evaluations are available, but I am determined to find out! Overall, I believe it is great to have children evaluate themselves as a writer. I think it is fascinating to compare their evaluations against the teachers to see what students think about themselves and their writing.
The only concern I have while reading chapter fourteen this week is, should there be a time limit for a good conference? (p. 158) I do not necessarily believe there is a time limit for a good conference. Each conference will be different and each student will have different needs. As well, some students will talk and open up more than others; however, I believe that if the goal of the conference is reached, then is it a good conference.
I enjoyed reading about the possible opportunities for sharing. As a child, I was always a student who did not like sharing because I thought my “made-up” stories were dumb or not good enough. As a future teacher, I want to create an environment where students feel that they can share their writing and experience, no matter what. I was skeptical at first when I read that Ray required each student to share their writing, whether they wanted to or not; however, as I think about my past and future, as a teacher, if students were not required to share, then there would be a select few always sharing and even some children who never share. Students should have the experience of sharing their writing with peers as they do during conferences. I believe that sharing can also boost children’s confidence in themselves as writers and their work.
Lastly, I want to touch on evaluation of writing in writing workshop. I agree with Ray in that evaluating children’s work can be difficult. I almost feel bad judging student’s writing because sometimes I catch myself or have seen teachers compare student’s writing and grade based on the comparison. Every student writes differently and at different levels in their ability to write; therefore, I believe that there should be a rubric or evaluation form in which every child has the opportunity to succeed and be evaluated without comparison to other students. I am not quite sure how and what evaluations are available, but I am determined to find out! Overall, I believe it is great to have children evaluate themselves as a writer. I think it is fascinating to compare their evaluations against the teachers to see what students think about themselves and their writing.
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