Magic on the Page: Encouraging Reluctant Writers

Magic on the Page
 
Big round, brown eyes
Are looking up at me;
They are brimmed with tears.
“I don’t know what to write,”
The little girl before me whispers.
I pause and breathe,
Calm everything inside me
Until my breath and hers are one.
“Well, you are supposed to tell about a memory.”
There is a vigorous shaking
Of her dark curls from side to side,
“No. I can’t remember anything.”
“A birthday? A holiday?”
I offer in hopeful expectation.
“No. Nothing.  I started but I can’t,”
She says, pushing her paper towards me.
Let’s think,” I say slowly, patiently.
“How about something you love?
What do you love?” I ask.
Her smooth young forehead furrows,
“UNICORNS,” she exclaims.
There is now a twinkle in her wet eyes.
“Unicorns. Most certainly,” I say.
Soon she is sitting among the others,
Busily scrawling words upon her page:
Sky… rainbows… fly… fairies…soar… sparkle…
The magic has begun.

Usually, I write the narrative and then add a poem when constructing my latest blog posts.  This time, I started with the poem because it came to me all at once after working with a group of 2nd grade writers.  The assignment was part of our fall writing assessments to create an on-demand narrative piece from a prompt.  The prompt was to write about a favorite memory from 1st grade. We had talked and brainstormed about favorite 1st grade memories, and then they began to create writing web plan.  Everyone was primed and ready to write.  The classroom was a quiet buzz of pencils on paper.  I navigated between desks that were set six feet apart.  I monitored from a safe distance.  I started to write my own piece to show students they were not alone in working through the writing process.

A few minutes passed when Avani got up and walked over to me with her plan in hand, her eyes brimming with tears.  My mind started to move into action what were all the strategies I knew about how to deal with reluctant writers?  What do you do when someone gets stuck in her writing?  How do you help her keep her pencil moving? How do you grow confidence, support without taking over?  All these thoughts raced in my mind.  All the while, I looked in those big round brown eyes.  I knew the first think I must do was to stay calm and build trust.

In the past, the students would turn and talk and tell their stories to their writing partners before they started to write.  This time, I conducted the lesson as a whole class with only a couple of students sharing because COVID restrictions made partner sharing very difficult, if not impossible.  Students partners would have been shouting their stories six feet apart.  So we made accommodations and moved forward. Everyone seemed to have an idea of what to do and was busily creating a web of ideas, and then one go stuck.  She had her plan filled out but started writing about something else.

She saw the plan and the story as two different things.  I had never had a student do that.  Usually, they have trouble thinking of a topic or sequencing a story or adding details to make the moment come alive. This writer thought the plan and the story were two different entities.  When I suggested a place in her web where she could start her story, she said that the web idea was not the story she wanted to tell. So I asked her to tell me the story she had in her mind.  She said she wasn’t sure but the story in the plan was not the story, and she started to cry.  The story plan was about Halloween.  So I asked Avani if she wanted to continue to write about Halloween. She was silent.  When I asked her again, she looked at me fiercely and said that she was thinking.  I gave her a little time but she began to fiddle with the eraser on her pencil, and I was afraid I was going to lose her.

“Avani, if you didn’t write about Halloween, what would you write about? What do you love?” I asked her.

Her eyes lit up, “Unicorns,” she said brightly.

Then write about unicorns,” I said.

She looked at me questioningly, “I can change my plan?” she asked

“Yes, of course, if it isn’t working, change it.”

“But then I have to write another plan now?” she asked.

“Oh!” I began to understand.  Avani took time to write a plan.  The plan didn’t work out and now she had to start at square one again.  Her stamina was waning.

I knew that trust and flexibility were key.  I told Avani to go back to her seat and just start writing her unicorn story.  Away she went, wiping her eyes.  Soon the purple and pink unicorns were flying across the page.  Magic had been restored.

When I teach writing, I have an arsenal of teaching strategies and moves I use depending on the situation.  This arsenal includes the ideas and books of some of America’s best writing teachers.  I stand on the shoulders of these giants so that my students, with pencil in hand, can reach for the stars or the flying unicorns, whatever the case may be!

Great Books about Teaching Writing:

And some picture books about writing:

Write What You Notice

I recently attended a teacher’s workshop presented by Penny Kittle at Rutgers University sponsored by Rutgers Center for Literacy Development.  I’ve seen Penny many times. Usually, she talks to teachers about creating reading and writing workshop spaces in high school classes.  Penny was a high school English teacher in New Hampshire and her mentor was the late, great Donald Graves.  I was looking forward to Penny’s presentation because she is always inspiring and gives my teaching doldrums a spark.   This time, I was especially looking forward to hearing her because she would be talking about one of my favorite subjects – Poetry.   However, in the back of my mind, I thought there was very little new that I’d learn ,since I was a student of Adrienne Rich, have published some poetry, and have taught poetry to children for the last 40 years.  What could Penny teach me that I could bring back to the faculty at my school?  Probably not much, but I’d have a great day listening to and writing poetry.  That is a noble undertaking in cold and dreary January.

And of course, Penny had much to share.  She talked about exposing students to a lot of poetry, reading it aloud and re-reading it.  Then lifting a favorite line and using that line to spark one’s own poetry.  I’ve done this many times before both as a student and as a teacher, but practicing it again with unfamiliar poems made it all brand-new again to me.  One of Penny’s creative admonitions also rang true:  Don’t write what you know – Write what you noticeAs a little child, I was always noticing everything in my environment.  In fact, I was such a slow reader, because I was absorbing and dissecting the author’s craft.  I didn’t want anything to escape my notice.  I was also a notorious eavesdropper, using everything little tidbit in different poems, stories, and drawings. Helping students develop a keen eye for noticing is a essential in having them grow to be more curious and deliberate writers.

Then came a space in Penny’s presentation in which she showed a video clip of a poem by Patrick Roche, “21 Cups.”  I could not keep up with the rest of the workshop activities after that.  I became entranced by Patrick’s poem both the way in which he constructed it – counting back from 21 years to one year old – and the compelling way he described the dysfunctional relationship he had with his father.  Patrick’s poem completely held my attention; completely made me sit up and take notice.  Now, this is the true power of a poem. I immediately had to share it with someone.  Who could I share this poem with?  I knew almost immediately – Mike Rosen!  Mike is a former student of mine, and now he is an amazing, accomplished spoken word poet.  I would share Patrick’s poem with Mike; he would understand.  And of course, the world being what it is – small and round – Mike knew Patrick’s poem and had organized a poetry slam in which Patrick was one of the participants.  Small world, indeed.  And that is the other power of poetry – it connects.

I strive to write poems that will make people sit up and notice and connect.  I want to help students writers to notice, connect, and share.  One of the 3rd grade classes in the the school where I am the ELA Curriculum Coordinator, introduces children to philosophical ideas through literature.  This past week, the 3rd grade teacher shared with me her students’ reaction to the question: “Is art and poetry necessary for a community?” after reading Leo Lionni’s book, Frederick This teacher was a bit dismayed that her young students all agreed that poetry and art were indeed NOT necessary.  She wanted to jump into the discussion and tell them that they were wrong, but that is not allowed in philosophical discussions.  My reaction to her was that she needed to provide her students with more art, music, and poetry and have them wonder what life would be without the arts.  This is what happens when we separate the arts from academic instruction, but that is a topic at another time!

Penny ended her presentation by sharing the work she has been doing as a board member of the non-profit group, Poetic Justice, which helps incarcerated women in Oklahoma express their feelings and ideas through poetry and writing classes.  Here, Penny illustrates the immense need for community to forgive and heal through poetry.  Here, she shows  pathways between the outside and inside world.  Here, there is a place for inmates to  explore the depths of right and wrong and redemption.  And it is here where readers sit up, take notice and are transformed.