After reading these chapters, I have comments and questions that I will address in the following bullet points.
- Every morning in fifth grade, I distinctively remember having to respond to a writing prompt displayed on the white board upon entering the classroom. It usually mimicked, “If [this happened], what would you do?” I usually enjoyed this time, but I do remember that the routine grew monotonous. Even my teacher faded in interest which I noticed when the prompts began with creative ideas to “write about what you did this past weekend.” Ray suggests that the students should contribute to the daily prompts. It may seem like a simple solution, but I truly believe I will enact this morning work idea. Every month or so, I will ask students to write a prompt, question, or topic on an index card and place it in a box. Each morning, I will draw a card that will represent the prompt of the day. The students will be engaged, because it is a topic of interest. Plus, it gives the students a plethora of subjects that will elicit different response genres.
- Ray also believes that the teacher and students should create a positive writing community in which its participants contribute to the development of each other. One of the biggest struggles in writing at any stage is trying to find something to write about that is intriguing enough that entices the writer to keep working on the material. Ray encourages her students to bring in articles for each other to help with brainstorming writing topics. In my classroom, I plan to take it a step further. On a poster in my room, I will have an envelope with every students’ name. Under his or her name, each student will briefly list the student’s interests. Once a week, a homework assignment will be for each student to bring in an article or writing topic that he or she thinks relates a peer’s interest. In this way, the students stay informed about current events while developing a classroom literate community. My hope is that I will no longer need to require students to help each other brainstorm writing topics, because they would suggest topics on their own.
- Ray firmly believes that students should write for long periods of time during a specified “writing time” during the school day. She writes, “There is no such thing as ‘I’m finished’ during the time set aside for writing. Every one is ‘finished’ for the day when the clock says it is time for the workshop to come to an end” (2001). However, each student writes at a different speed. Some students take longer to formulate their thoughts and others simply write slowly. So, should students really be forced to write for the entire 60 minute block if they feel they have completed their work? I feel that students will just insert “fluff” if they are required to continue writing. Plus, it could turn them away from the subject all together thus preventing improvement.
I think your idea about creating a literate community is brilliant. I also like the idea of having everyone's expertise listed somewhere, so if you need an excellent proofreader, you can find a list of people who have that as a strength. All kids have strengths, and we need to use that expertise in the classroom.
ReplyDeleteAbout your question, I think that if a student finishes something, they should move on to work on something else, start something new, or read to get new ideas. For me, Ray is talking about the fact that in the workshop we usually have more than one piece to work on at a time. And then, there are times when we need to read and flip through mentor texts to get new ideas. We definitely don't want to make the kids averse to writing, as you smartly point out, and when an author is done with a piece, that means something. But, there are other ideas and parts of the process to take part in even if time hasn't run out.
Beth