Monday, February 21, 2011

maybe chatter boxes can write too

First of all, I just got back from a wonderful vacation to Beaver Creek, Colorado.  The skiing was AMAZING! We had such a blast!

Now onto writing workshop...  I stand persuaded (not corrected of course!) by Katie Wood Ray.  My last post admonished her ideas about allowing and even encouraging talking among students during the work time.  I didn't understand how this could possibly work.  Ray writes, "I believe it is best if we do not aim for a 'no-talking' workshop.  FIrst of all, we will spend all out time trying to enforce it (GREAT POINT KATIE), and second of all, I don't really think it makes for a healthy working environment."  After reading, I realized that although I find any type of noise terribly distracting while writing, doesn't mean all students should be held to such a silent standard.  

In chapter 7, Ray gets specific about how a predictable distraction such as talking can be both managed and productive.  Woods first suggestion to manage and effectively facilitate talking during writing workshop is a "strong teaching presence."  Teachers need to strictly insist that students stay "on-task" during writing workshop...although being "on-task" can look different from student to student. These on-task behaviors may be freewriting, doing writing exercises, reading to support writing, drafting a project, having a peer conference, or even staring off into space. This "strong presence" means making students understand that choosing NOT to work is NOT an option.  She also points out that the teacher must use discretion when deciding if a student is on or off-task.  Writing workshop should not be an "oppressive place," but rather a place where a healthy working environment is created by human interaction. 

Her next suggestion to productively manage talking is to use all of the classroom for the working portion of the workshop.  In a crowded environment students might talk because there's 2-3 people sitting basically on top of them - it's natural to talk to someone right next to you! So, spread students around the classroom.  If we use the space available in the room, the space itself will swallow up some of sounds of people working (whether it be clicking a pen, turning the pages of a book, or conferencing).  

And for students like me, Ray points out that there can be designated quiet zones for those who prefer a more serene working environment.

So, Katie Wood Ray, chapter 7 served it's purpose and showed me the specifics in how this "talking while writing" deal really works.  Thanks for saving me from turning into this:

  


Monday, February 14, 2011

"The way to get started is to quit talking and begin doing." - Walt Disney


First of all, I love to talk.  It's hard for me not to start talking at this very second as my husband and I attempt to get some work done on the couch to polish off this Valentine's evening.  The problem is, if I were to start talking now, neither of us would be able to do our work. Namely, this post wouldn't get written before 10:00 (hopefully!) and I'd be tired all day tomorrow.  In our class, LLED4120, we all softly chatter for the first couple minutes of writing.  Then what happens?? The room goes COMPLETELY silent. Why? Because we actually want to get our writing done.  I imagine many kids work the best in the same way - without 20 jaws flapping within a 10 foot radius of them. Sure...talking is great. I can hardly stop! But, can you really count on kids to only talk about their writing, and are many people under the age of 25, or many people at all, very effective workers if they're busy talking?? 

Oops, sorry! Just got distracted...started talking about puppies. Really. See what I mean??
My current distraction...doesn't he just look so fun to talk to :)
  I understand certain situations where talking could result in valuable sharing within a writing workshop.  Maybe students could research together or test out ideas, but only for the first five minutes or so.  Because the teacher is busy conferencing with 7-8 students throughout the supposed 45 min writing block, the teacher has no time to monitor the content of every conversation.  I know if I had been given free choice to talk in elementary school, I would have, and I wouldn't have stopped.  Why not put on some peaceful music and have some quiet writing time so students can focus on their, you guessed it, WRITING! I would be willing to negotiate with the rare elementary aged child who can both carry on a meaningful conversation and produce magnificent writing, but until I find this extraordinary child, I'll stick with my belief that the best writing occurs in a quiet classroom.  No, this doesn't mean if a child talks I'm going to throw my clipboard and flip out.  I have no problem with soft chatter accompanied by work...I'm just not so sure this tandem exists. 

10:00 on the dot.

Tuesday, February 1, 2011

In class...

Today we started class by making a Pic Lic at www.piclics.com about what a focus lesson is.  Great website. Check it out!

Next, we read a little bit from Word After Word After Word by Patricia MacLachlan. Haven't been able to get into it yet, but I'm hoping I will as we continue to read it a little bit every week.



We also watched a couple videos of teachers doing a focus lesson. One was on leads.  Our class further investigated different leads in informational children's literature.  Here's what we came up with...
   
Some interesting ways to write a lead:

-start off with exciting action
-beautiful imagery and illustrations
-telling us about the main character
-asking the  reader a question (perhaps a provocative question)
-broad picture of setting
-historical context
-font choices
-getting us interested in family
-challenging our beliefs
-making the reader think - thought provoking
-quote
-title or chapter title