Hello and happy fall day. Today, I want to write about a writing strategy I use in my class called "Free Write." Free writing is exactly as it sounds, freedom to write about whatever you want. Once a week, my students take part in a free write. During this time, their only direction is to keep writing until the given time runs out. Surprisingly, this is challenging for some students. They are used to being prompted, given guidelines and directions. So, for some, they spiral in this frantic thought process of "what should I write?" "Will this be good enough?" and so on. Getting over this hurtle is the first step, but may take a while, weeks maybe even for some. Most importantly, it requires two things from the teacher: 1. Be patient. If you continue to pressure your students who struggle with this it only clouds their process and adds stress to the experience. 2. Consider each child's ability separately, and shape your expectations accordingly. The idea though, is that just by writing we will get better at writing. I use an analogy of basketball when kicking off the idea to my students. Wouldn't a basketball coach tell their players they will get better the more they play? They would. Our students can get better at writing, just by doing it. Grab any one of my students' Writer's Notebooks at the end of April and you will see the proof. Flipping from the first entry to the last you can see their writing ability and comfort level grow. It's beautiful really. Don't grade this effort. If you truly want students to focus on building their writing stamina and dig deep into their creativity you have to take away the pressure of the grade. Reiterate the intention of the assignment every time they start writing. Encourage them to push their self, to proofread as they write, and to try new types of writing. Every time we start I say something like: "During this free write you can write about anything you would like. You can write about your weekend. You can write about your cat. You can make up a story. You can write about how awesome I am. (funny right?) You could even write a poem. Just keep writing until I say stop." I really even say: "If you don't know what to write then write 'The crazy lady said to keep writing, but I do not know what to write about." This adds humor for those who are anxious and, hey, if they do write that, they've written a sentence, and may come up with their own idea while setting their worries aside to write it. Use this as an opportunity to connect to your students:
1. When a kid, or kids, struggle to get started, sit down with them and quietly brainstorm some ideas. You could even write a sentence down and tell them to finish it. I usually ask about their weekend or their interest and encourage them to write about something they share. 2. Collect them every once and awhile and read what they are writing about. If you have time, add a comment of encouragement or a question that demonstrates your interest in their writing. This will excite and motivate them to keep pressing on. 3. Let them share their writing. The last five minutes of the session, have them share with the kids around them or have a few brave kids share what they've written with the class. This also adds value to their writing when they know their class community will have a chance to experience their writing. The Free Write activity takes 15-20 minutes a week. Not only does it allow my students an opportunity to practice writing, just for the sake of writing, but it also gives me a glimpse into their life and their interests. When my students see that I value these things, it strengthens our connection and motivates them to do better each time.
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I’ve been working on this post off and on since we started school two weeks ago. It might seem strange that homework could take me so long to wrap up, but really it's huge. It’s hugely debated. It’s hugely influential in our students' success. I just finished reading Ditch that Homework by Matt Miller and Alice Keeler. It was a great read. In addition to backing the “no homework” movement with sound research and reason, it walks through many in-class strategies that can help make your time with the students more efficient, lessening the need for homework. If you’re a teacher, consider these questions regarding your homework:
Reasons to consider the switch…
Ideas for making the best of your day with your students so they can make the best of their evenings, minus homework….
In the following points, I will blend my summary of the chapters and personal thoughts. If you like these ideas, read the book. It is jam-packed with so many valuable insights, I couldn’t possibly highlight them all right now. Ditch that textbook: When you think outside of the box, prepare lessons that are creative, meaningful and engaging, you will find yourself using textbooks less. Make learning something kids want to do, inspire them, engage them, and you’ll find getting them to participate will be a whole lot easier. Ideas…
Ideas…
Ditch that referral: This, I could go on about forever so I will leave, for now, just this great quote: “For a student, a solid relationship with a trustworthy adult is a lighthouse in a tumultuous sea of uncertainty, which means that one of the most important things we can do, as educators, is build positive relationships with students-- the kind of relationships that make kids want to come to class.” (p. 40) Ditch that resistance: Parents, most, want to be involved, want to know what their kids’ days are like, and want to understand their child’s abilities. For some, daily homework may help them feel these needs have been met. Help them understand your intentions by providing them with research, listening to their concerns, and connecting with them. Ideas...
Ditch those habits: How do you learn best? Sitting still for hours on end? Probably not. Research suggests that incorporating physical activity in students’ days increases their cognitive abilities. This includes P.E., recess and in-class movement opportunities. Our “students need less time being still and quiet to achieve more academically.” (p. 78) This chapter also hits on the idea of letting them make mistakes. Don’t we all learn from our mistakes? Consider letting them solve a problem before being taught the solution. I struggle each year to get my students to take this plunge. They’re used to being feed procedures and repeating steps. Learning them on their own, even if they fail on the way will make their understanding so much deeper. Ideas…
The exchange for active time may equal more attentive time, which I think, is a worthy trade. Ditch that remediation: Homework should not be used for remediation. If students are struggling on an assignment, sending it home to struggle only makes it worse. It adds frustration and reinforces bad practices. Helping students have a deeper understanding eliminates the need for remediation. Ideas:
Ditch that compliance: If we really sit down and think about what we are preparing our students for, we need to think about what their future employers will be looking for. Is it compliance? Don’t get me wrong, we need to teach, and model, respect. But we also need to equip and inspire students to be thinkers, creators, questioners, and collaborators. All of these skills are hard to measure on standardized tests but do make for great employees. Especially in the fast-moving innovative world we live in now. Maybe the best quote from the book: “Students are still learning how to live life, and the way they think and operate creates a hot mess in our classrooms. Instead of avoiding those messes, we’ve got to pull on our rubber boots and wade through the mess with them. Yes, it requires time and patience, but it’s also how we can help them learn to make better decisions in the future.” (p. 123) Ditch that red pen: Find ways to make their efforts more meaningful. If students are unsuccessful at a task and we move on, it tells them that that task isn’t meaningful, or that their understanding isn’t. Ideas:
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Niki EgelhoffI love learning and sharing ideas. Please join in my conversations. Archives
January 2019
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