Introduction:
In our semester-long project, we were tasked with reading articles from various sources regarding both teaching writing and being a writing student. After reading each piece, we had to fill out a Note-Taking Organizer, in which we included the name of the source, article, and authors, as well as a paragraph reflecting on the implications of the teaching techniques for both writing teachers and student writers. This blog post is being written to reflect on my experience throughout this project, highlighting three techniques, lessons, or themes that stuck out to me across the readings.
1. Creating A Comfortable Writing Environment
One of my first takeaways from the readings is how important it is, especially in a writing classroom, to create a welcoming and comfortable environment. We can't expect our students to write work they are proud of in an environment they don't feel comfortable in. The first article I ran into this idea was all about AI in the ELA Classroom: Bringing Student Voices into the Discussion. The author, Jessica Hrubik, created an interesting unit in her classroom that tasked students with a project doing research about AI, and if it's fair to allow it in the classroom. At the end of the unit, 78% of her students agreed that AI should be allowed, but there should be limitations and guidelines. Then, Jessica Hrubik allowed her students to work together with her to create a class list regarding what they deem acceptable and unacceptable use of AI. In middle school I had a teacher who allowed us to create the class rules all together and it really did create a welcoming and comfortable environment, which is why I hope to use this technique in the future, especially regarding AI. When students have the opportunity to work with the teacher regarding rules and expectations, it's a great way for students to feel respected and that their voice matters in the classroom, which in turn helps their comfort levels in that particular environment.
Another idea that I found in an article was all about The Persistence of Memory: Time Travel, Authentic Writing, and Chicken Nuggets. In this article, the authors, Jessica Cira Rubin, and Paul Romanelli discussed the importance of taking our students' writing seriously. They had shared a story from their childhood in which they wrote a letter to their superintendent requesting that their school switch back to their original chicken nugget vendor. Their letter was heard loud and clear and the original chicken nugget vendor was reinstated at their school. Although the issue of chicken nuggets may seem silly to some people, the authors mention how empowered and encouraged they felt to continue advocating for themselves after that one instance where their writing, about something they were passionate about, was taken seriously. Creating a comfortable writing environment in which students know they will be taken seriously no matter their writing topics, can have such a positive impact on student engagement and excitement to write when they feel confident that they will be heard.
2. Allowing Creativity to Flow
Another takeaway I took with me from the readings is the theme of creativity. Structured writing and prompts are key aspects of a writing setting. However, we must give our students a break to write creatively. We can't expect our students to find joy in writing and explore their writing identities if we don't give them the opportunities to practice creative writing. One article I read that discussed this topic was all about finding A Writing Mindset for Life. The author of this article, Kristen R. Strom, was struggling along with her students to work through writing resistance. One technique she implemented in her classroom and found plenty of success with was creating time for free writing regularly. Allowing free write in the classroom is a great way to create a comfortable environment which we discussed before, as well as helping students find and foster their own writing identities. It allows students to engage in writing without the pressure of specific prompts, rules, or limits on what they write, allowing them to create pieces they can be really proud of. We can't expect students to feel confident in their writing if they haven't been given any opportunities to find their writing identity first, which is why I really enjoy this technique.
Another article I read that discussed this topic was all about Healing Through Expressive Writing. In this article, the authors, Jennifer Chauhan and Christine DeMarsico discussed the importance of allowing room for expressive writing in an ELA classroom. One of the techniques they discussed in this article was the Spoken Word Project, which essentially consisted of giving students a thought-provoking prompt and allowing them to write about it any way they would like. As a writer myself, I like being given thought-provoking prompts without any expectations of what I'm supposed to write about. This technique is nice because it gives students minimal structure with complete creative freedom for their actual writing. In a writing environment like this, students are given the freedom to creatively write about different questions, which can give them the lasting confidence to express themselves and find joy in their writing.
3. Still Providing Structure for our Students
The last takeaway I took with me from the readings was the idea of structure. I know I just discussed how having less structure is a great way to get students excited to write. However, providing structure is still very crucial in a writing classroom and is something some students need. One author, Marilyn Yung had to remind herself that structure can be a positive in classrooms in her Note to Self: Don’t Fear Structured Writing Prompts. Marilyn had mentioned one of her students and how they specifically shine with the provided structure. The student was mentioned to be a stronger thinker who struggles to turn work in. Marilyn then began to notice a pattern that this student would turn in wonderful work when a structured prompt was provided. We must give students opportunities to feel a sense of freedom in their writing. Yet, we must remember that some students have trouble articulating their wonderful thoughts without structure. One idea I had after reading this article was to meet in the middle. You can still offer free writing time for all students while also including possible prompts or questions to consider to provide structure and help students start articulating their thoughts. This way the students who thrive with structure have it, and the students who don't need it can avoid the prompts or questions to consider, and write as they please. This article has opened my eyes to recognizing the common fear of structured prompts doesn't have a negative in the classroom, and instead can be viewed as a tool to help our students be successful.
Final Thoughts
Overall, I was extremely pleased with how much I ended up enjoying this project. I liked hearing different perspectives from authors who have been both teachers and writers themselves and hearing techniques that have helped them. They did a wonderful job using real-life examples of their tricks and techniques that have helped me visualize how I can use them in my future classroom. Keeping my three takeaways in mind in my future classroom will help me as the teacher to get students comfortable and engaged in writing activities. While also helping students find confidence and joy in writing. Reflecting back on this entire project, I am grateful to all the authors I have included in this post and the techniques they have shared for future teachers in my position!
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