I am a writing fanatic. I believe that if children become good writers (not just "academically good" but also confident, comfortable and creative), they will become better readers, mathematicians and scientists. And I'm not the only one; research shows the importance of the ability to write and to write well. So how do we foster it? When and where do we begin?
If you've read my previous posts on writing, you know that we, as a class, dive right into it. Writing is about telling a story or explaining a phenomenon. These skills appear in children almost as early as they can form sentences. (This is why it is so important to read, read, read to your child!) However, we as teachers- and parents- often see our children struggle with writing and dislike the subject in school. The writing our students do produce is often less complex and detailed as the stories and arguments they can make orally. And this phenomenon continues well beyond the primary grades. We are always looking for ways to foster and improve their details, structure, word choice etc. And almost above all, our students are always asking too many QUESTIONS. How do I start? What do I say next? How do I spell that? Is this good?
A lot of these excess questions can be the result of two factors:
1. Ineffective mini-lessons or writing preparation by the teacher (moderately likely)
2. ANXIETY AND LACK OF CONFIDENCE FROM THE STUDENT (most likely)
*** You're wondering why I'm not including disinterest? Disinterest in explaining one's own thoughts, opinions, personal stories or fantasies just sounds plain silly. We talk, explain, argue and daydream about these things because WE ARE INTERESTED. So the problem, my friends, is not disinterest; it is the stigma of difficulty that surrounds writing.
How to Create An Independent Writer's Workshop
A teacher has to first make sure that he or she has properly prepared the students for their writing assignment. I do not mean with weeks of mini-lessons and instruction to make sure they can use periods correctly and spell "the" and use a subject and verb in every sentence before they ever get their hands on a writing paper. Those skills develop over time, as they become better readers and writers. What I do mean is that the teacher needs to ensure that the students feel confident, are able to find the tools they need BY THEMSELVES (pencils, erasers, word wall, idea suggestion chart, extra paper), and have had experience with written texts. Their experience with written text can be as simple as a read-aloud; where you point out where the words go, what they say, and how the pictures enhance the meaning. Before writing, the children should be taught the behavioral expectations of quiet writing time and shown some models of what you expect. Peers modeling the expected behavior at their desks.Writing samples written in front of the children by you. When you model, the spelling should be correct, but the story simple, like one a student may tell.
Teacher mini-lesson preparation: done. And most of you probably already do this.
So what do we do about the anxiety and lack of confidence then (YES it appears as early as K- especially with students who have had experience with writing in Preschool)? We create a writing mood, much like a yoga instructor does at the beginning of a class. Calm the anxiety, and set the expectation for silence (yes I said silence in a Kindergarten classroom), with music, dimmed lights, and the beloved, adorable and sought-after quiet buddies.
The Best 5$ You'll Ever Spend
This, is a quiet buddy.
I've seen them with feet, I've seen them with hair, I've seen them big and I've seen them nearly minuscule. They are NOT my original creation. But they are amazing. And a bag of pom poms, googly eyes and some hot glue cost no more than 5$.
Quiet buddies are afraid of noises and are very shy. They do not like, and will not be, touched. In fact, if they hear much more than a whisper, they jump right back into their pail for the remainder of the day. They also are taken if they are played with or hurt (sadly this happened once- and only once, when he realized he was the only one without the privilege of having one) That's the deal and there's no exceptions. The little things are afraid of us, by golly! But they sure do love writing and stories- that's why they come out! To experience our creativity!
When the students are preparing for writing and they're calm in their seats (or wherever they choose to be), the lights are dimmed, and the music is playing, I get out the buddies. I carry them around in a tiny dollar store plastic pail and hand them out to students who are exhibiting not just expected behavior, but ALSO a concentrated effort with their writing. You can't be ineffective in here, kids.
When they are first introduced, they are given out nearly as soon as the students are showing expected behavior. As the year goes on, and the students' expected independent work time increases, the quiet buddies take longer to come out. A bit of a "weaning off" and a challenge combined. The students also find they enjoy writing totally silently! Its helpful and effective! They're proud of the work they can create this way!
If you are skeptical of whether or not they work, come visit my former student- who struggled with some disabilities and was possibly the most difficult student behaviorally- who still carries around his quiet buddy in his pocket to this day! (He is in 3rd grade now!) At the end of the year, I sometimes let the students take home a quiet buddy to help them adjust to their new grade or to keep at home for when they do their homework. They are just so excited. Who wouldn't be? They're SO CUTE!
Sayings to Quell the Questions
Yes, you will always have a student or two in the beginning who still won't stop the questions or has major anxiety about drawing and writing. My expectations for these students remain the same.
Here are some sayings to help stop the questions and encourage writing:
- If I tell you what to write, it will be my story!
-Tell yourself what you want to explain out-loud, then draw the picture to match. Do the words last.
-Start with a picture.
-Write down whatever you hear.
-If you're writing is done, add as much detail as you can to the picture.
-Reread your work out-loud so you can see what comes next.
*The commonality between all of these sayings is that they are short and do not initiate a further conversation between the student and teacher*
Back to work, writers.
"I would make funny faces!"
How Long Does It Take To Create a Well-Oiled Writer's Workshop?
Of course, no teacher, in any grade, can expect perfection immediately. And every year, every batch of students is different! However, the time it takes to create this atmosphere depends on you. It depends on your true heartfelt expectations. If you don't think they can handle it, they won't. If you truly believe they can- they will do it. They will match your expectation. If you expel calmness and a confidence in them- they will develop to be calm and confident.
And by all means! I do not expect these children to not need any help! They raise their hands if they need my assistance and I will meet them wherever they are. Also, during the writing workshop, while the classroom is calm and nearly silent- I actually CAN meet with students who are struggling, along with all other students to meet their individual needs towards becoming a better writer. I can do this because expectations are clear, consequences are known, and it is quiet.
Takeaway:
In order to create confident, independent writers, you want to foster creativity and expression during writing block. Its ok to start over; its ok to make mistakes; its ok to write just one sentence and explain the rest in your picture. If these things are explained to be "ok" and even "helpful towards their growth as writers," there will be less questions, goofing off, and half-hearted pieces. If students are aware that you won't help them write their story or spell their words, they figure out a strategy for themselves and develop independence and confidence in their writing. If expectations for behavior are set and consistently reinforced, they will be followed. What we're looking for from our youngest students is an independence and a confidence in their own ability to share something important to them (no matter WHERE they are in their development)with an audience of readers. This creates excitement, desire, and, hopefully, lifelong writers!
How do you run writer's workshop in your room? Leave your responses in the comments below!
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