So, today in my 9th grade classes we had a first writer's workshop. When my students write, I write as well, but I've found writing on the board is a pain in the neck for me so I write in a journal. We wrote for two minutes, then two more minutes, then for five more minutes. At the end of nine minutes of writing some students had pages of writing (which shocked me) while others had about half a page (just like me) which was more expected. I always share my writing with them and they shared with each other. We're just beginning a memory writing piece, or narrative in CCSS terms. When I saw how much some of my students wrote I thought, GAME CHANGER! Homework in my class is to read for 20 minutes a night from their independent reading books. The majority of my students do not seem to be doing this and I had an epiphany, let them do what they want with those 20 minutes. If they want to read, let them. If they want to write, let them. This is not a new concept, I know, but my students seemed excited about having choice and, honestly, I just want them practicing. I've included the assignment in my post (hopefully it works) but if it doesn't and you'd like to see it, let me know!
1 Comment
One of the biggest challenges we face in classrooms of any class size is really getting to know our students. When we have high numbers, such as 40, of students in a class it can be difficult to really get to know our students. Over the years, I've developed a system for building relationships with students which I've blogged about before but it's worth talking about again, and that's the power of listening.
Sometimes our students come to us and we are the only adult they see during the day who really pays attention to them. I have some challenging students in my 9th grade classes this year. Other teachers might call them annoying, I may have done the same a time or two, but what they really are is a puzzle to solve. Solving the puzzle is the key to helping them grow as students, but it's also the key to building lasting relationships with our students. The academic learning is important, yes, but the growth of spirit and development of self are just as important. I was recently speaking with a friend of mine who is a therapist specializing in working with children and adolescents of all abilities. She was telling me about the importance of just sitting and observing the behaviors of a client before figuring out a treatment plan. It made perfect sense to me. My students work in cooperative groups all the time, right now they are seated alphabetically, but soon I will start doing some mixed-level grouping. The grouping is problematic at times but when the students work together all I do is listen. I listen and develop a plan. I listen and I hear a student complain about his lack of interest in his independent reading book. I listen and I hear a student complain about close reading strategies. I listen and I hear who fights with their mom on the way to school every day. I listen and I hear them helping each other. I listen and I develop a plan. I bring a chair over to the group complaining about close reading strategies and ask what they don't like about it. "I just don't see the point." I listen and respond, "Have you ever watched a movie more than once?" "Yes." "Did you notice something the second time you watched it that you didn't the first time?" "Ohh, yeah. I get it now. We miss stuff that helps us understand better." "Yes, I understand that sometimes reading a text again can be tedious, especially when you don't find the text particularly interesting, but we have to practice just the same." "I got you, Ms. Todd." Did other people hear our conversation? Yes, and I'm glad. Then we talk about independent reading book choices and I ask the student how they came to choose the book they had. "I thought it was going to be about something other than what it's about." "Oh, what's this book about?" "Vampires, they suck." "Haha, well I see that you've read about thirty pages and I think that's pretty good for a book you lost interest in pretty much at the start. What topics interest you?" "I like learning about World War II." It just so happens I share an interest in historical fiction, particularly war literature, so I grabbed from my shelf Missing in Action by Dean Hughes. I haven't read the book personally, but I showed him that book and another by Hughes and he said he would try it. He told me he's liking the book. This kid said he hated reading two weeks ago and I know he's going to finish this book and go for another. I'm excited about the prospects of his development and I'm looking forward to watching him become a reader this year. Oh, reading their blogs are a great way of listening to them too but that's a post for another day. In the meantime, if you see one of my students ask them, "What are you reading?" |
AuthorMy name is Sarah Todd and I teach freshmen and junior English in Southern California. Archives
August 2018
Categories |