There are many things I love and enjoy about teaching – presenting concepts, sharing ideas, being witness to creativity and discovery, but the one thing that is most important to me is connection. I know that connection is key to student understanding. Without connection there are just untethered ideas. And that is why I absolutely love the time I get to sit down with student writers and talk about their work. Many teachers are not comfortable with this part of writing workshop. They are tentative. They are not sure what to say. They focus on errors in grammar or spelling to guide them, instead of homing in on the content and meaning. In Writing Workshop: The Essential Guide, Ralph Fletcher and Jo Ann Portalupi note that, “We should expect plenty of failure: false starts, blank pages, misspellings, and so on. Failure is an integral part of how people learn. But we also need to build on their strengths – take notice of and celebrate a great work, sudden twist, surprising image…” Teachers might, indeed, start by asking students to create an “I can be” list. In this way, the children can explore and ponder all the possibilities that lay ahead of them.
Fletcher and Portalupi suggest that these questions might help you “read” the student you’re working with:
- What can I learn from her body language? Does she seem “up” and engaged, or listless and bored?
- What kind of writing is she attempting? Is it a poem? Fiction story? Personal narrative? Information piece? Notebook entry?
- Where is she in the process? Has she just begun, or is she almost finished?
- Is this a genre she has never before tried?
- What are her strengths as a writer?
- What is she ready to learn?
- What surprises me about the student?
In order to promote reflection and make conference time more productive, teachers might ask a student to re-read her writing before the conference. Ask the student to put an asterisk next to the place in her writing where the writing worked well. Then ask her to put a circle in the margin next to the place where the writing needs more work. This will help to shorten and focus conference time, and build the scaffolding needed for the student to become an independent and confident writer.
The most important job of the teacher during writing conferences is to listen intently to the student-writer. Try to put everything out of your mind and be present as a listener. Think about how the student’s writing is affecting you, and then let her know how her words have moved you. Do not focus on errors and weaknesses. Rather, give specific, concrete praise: colorful details, a funny moment, a surprise ending. As Lucy Calkins says: “Teach the writer, not the writing.” Give the student one strategy to add to her repertoire of writing skills. In this way, she’s not just fixing this one piece; she now has an extra tool to use on all her writing!
A number of years ago, I read Katherine Bomer’s book, Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing. Bomer urges teachers to search for hidden gems in student writing by focusing on author style, purpose, and language, rather than concentrating on mistakes. She encourages teachers to make conferences celebrations of student writing: “My hope is that as teachers we can respond to all students’ writing with astonished, appreciative, awe-struck eyes.”
As a Curriculum Coordinator, I no longer have my own band of fearless writers, as I did when I was a classroom teacher. Now, I have to invite myself into classrooms and talk to students about their work. Teachers are happy to share their conferring time and I get to see students in all stages of writing development: from the Kindergartener who diligently labels her drawing, to a 2nd grader who is learning to add dialogue within a complicated fairy tale variant, to a 3rd grader who is constructing a speech using biographical information, to a 5th grader experimenting with forms of poetry. I wonder at the complexity that writing entails, and I am now beginning to fully understand why writing takes time and patience and presence.
This week I was once again reminded of the importance of being present – of stopping what I was doing – and listen. I was reading through the students’ submissions to our literary magazine, Spark. I nodded, I smiled, and I laughed out loud. The children boldly put their thoughts and feelings on paper in the form of poems, letters, stories and articles. They chose pieces that were important to them. They chose pieces that whirled them away into fantasy and pieces that sunk them back down into COVID reality. As I was reading, I gasped as I came across this gem from a 5th grade writer. This skinny little, brave poem stood up and demanded to be recognized. I read it again to myself. Then, I read it aloud and said, “Wow! Now there’s a poet!”
This poem stands up straight and speaks for itself. I couldn’t wait to talk to the student-poet. I couldn’t wait to tell her how much I connected with the poem – how important it was. The next day, I came into school early, hoping to catch Chelsea before classes started. I found her in her classroom organizing her desk, and I motioned for her to meet me in the hall. She looked a little surprised and I added, “You are not in trouble. I have something wonderful to share with you.” She came out into the hall, and I told her how much her poem meant to me and how powerful it was. I told her that I was putting it at the very end of the magazine because it was so very powerful that I wanted to end the magazine on a strong note. I could see her smiling behind her mask, and I was so glad I took a few minutes to connect with her face to face. Then we went on with our separate days until I got home later that night and found this waiting in my email inbox.
There is no doubt that Chelsea is a writer – no doubt that her strong opinions and emotions will enlighten the world. And there is no doubt that connecting with student writers is of the utmost importance. Writing is so much more that spelling, grammar, and punctuation – those skills will come in time. But the students’ lives and how they express their experiences help them better understand and cope with this swirling world around us. Take a moment. Sit down. Listen.
Books About Teaching Writing
- A Fresh Look at Writing by Donald Graves
- After the End: Teaching Learning Creative Revision by Barry Lane
- A Time for Wonder: Reading and Writing in the Primary Grades by Georgia Heard
- Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
- Craft Lessons by Fletcher and Portalupi
- Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice by Ruth Ayres and Stacey Shubitz
- For the Good of the Earth and the Sun by Georgia Heard
- Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing by Katherine Bomer
- How’s it Going? A Practical Guide to Conferring with Student Writers by Carl Anderson
- In Pictures and In Words: Teaching the Qualities of Good Writing Through Illustration Study by Katie Wood Ray
- Inside Writing: How to Teach the Details of Craft by Donald Graves and Penny Kittle
- Revision Toolbox by Georgia Heard
- Study Driven: A Framework for Planning Units of Study in the Writing Workshop by Katie Wood Ray
- Teaching the Qualities of Writing by JoAnn Portalupi and Ralph Fletcher
- The Art of Teaching Writing by Lucy Calkins
- The Journey is Everything by Katherine Bomer
- Writing: Teachers and Children at Work by Donald Graves
- Writing Workshop: The Essential Guide by Fletcher and Portalupi