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Category Archives: Conferring

A Little Learning with Big Outcomes

Last week was tough. If you teach in TX, you probably know what I mean.

December means STAAR/EOC testing, and while I teach readers and writers in 11th and 12th grade English classes at a large senior high school, many of my students carry the label of “re-tester.” (It’s an ugly label; isn’t it?)

All week students who have yet to successfully pass all five exams required to graduate filed into testing rooms to try again. This meant many disruptions for students not testing.

All week the English hall, along with other rooms, became the testing center. Classes displaced. Students out of comfort zones. Just a bit of chaos.

We know how well this works for learning.

In an effort to get my students settled in, back in our classroom and back in our routine

Julian shares his haiku

Julian sharing his haiku

of workshop, we played with words.

Testing disrupted our writing project, a series of letters in a variety of forms with a variety of tones, all related to a self-selected thematic link. We needed a revision workshop, but my seniors were not having it. With just 10.5 days until winter break, plus 8.5 until the end of term, many are already playing XBox and watching Netflix in their heads. (Me, too, but at least I’m fighting it.)

Since we read our choice books at the beginning of every class period, and I work daily to hold students who have not read a book on their own throughout high school accountable, I am constantly trying something new.  Today the new turned pretty cool.

We wrote book reviews in the form of haiku.

The tremendous thinking about word choice — well, it was kind of magical. (If only students would always think about word choice with such care.) Here’s a sampling of our book review poetry:

A book can contain

many life lessons that we

can use in our lives.

~Cesar Perez

The Playbook by Kwame Alexander

Are her thoughts her own

or does the tightening coil

control her whole being?

~Maria Cruz

Turtles all the Way Down by John Green

my life was stolen

but after 18 years I

got to hug my mom

~Grace Foust

A Stolen Life by Jaycee Dugard

being arrested

for helping his ex-girlfriend

Being black is hard.

~Di’Myrius Owens

Dear Martin by Nic Stone

her eyes captured me

I lost myself in her heart

Owned me from the start

~Axel Ibarra

The Oxygen Thief by Anonymous

Looking for a path

Twisted and in need of help

How do I escape?

~Jesse Borjas

Dark Dude  by Oscar Hijuelos

Running for freedom

Garret escapes boot camp

Fear, risk run with him

~Cris Velasquez

Boot Camp by Todd Strasser

Black lives do matter.

Police brutality sucks.

assume all black steal

~Alondra Rosales

All American Boys by Jason Reynolds & Brendan Kiely

The first hand account

No excuses for mistakes

Kill Osama Bin

~McKenzie Bowie

No Easy Day by Mark Owen

This simple activity led to a complex discussion about the power of words and why we need to revise our writing in order to craft with purpose. We discussed adding figurative language, creating imagery, using complex sentences. I taught how to write appositive phrases, a grammar move my students did not know.

And as students moved into their writing groups, they talked about their plans for revision. Teaching writers does not get much better than that.

When our students take on the identify of writers, they talk like writers, and they write with purpose — choosing words and phrases and making moves like real writers do.

Side note:  Some of my students produces haikus that revealed needs in their reading lives. For example, one student wrote that Fahrenheit 451 was set in WWII, and another showed confusion in the change of point of view in All American Boys. Their book review haikus gave me an action plan for reading conferences. Bonus!

Amy Rasmussen teaches senior English and AP English Lang & Comp in North TX. She loves to get her students talking about the things that matter to them. She also loves to get them talking about the things that matter to us all:  books and words and poetry and writing and serving people everywhere. Follow her @amyrass and @3TeachersTalk.

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“Did you know Gucci has a book?” I do now.

“Hey, Miss, did you know Gucci has a book? I want to read it.”

“Really? You are telling me you actually want to read book?”

“Yeah, but only that one.”

I go to my computer, click on Amazon, and look for a new book by Gucci. I find:

Screen Shot 2017-12-04 at 4.28.59 PM

These cannot be the books Daniel is talking about. I know this kid. He was in my junior English class last year — part of the class with the tissue issue, and now I had him as a senior.

“How do you know Gucci has a book?” I asked.

“I saw it on his Instagram,” Daniel said, showing me his phone.

Dear Reader, you are ahead of me on this, aren’t you?

I admit to being on the edge of old. I had no idea before this conversation with this student that his Gucci was not handbags and luxury leather goods. Because Daniel tends to mumble, it took me a while to figure out he was referring to Gucci Mane.

Daniel’s favorite rapper had a new book.

So I bought it.

When I first met Daniel, we had trouble. He sat in the back of the room, fake reading, sleeping, tossing pencils, goofing off so others laughed. I moved him to the front, and he slid low in his chair and sulked. Every day. And every day when I conferred with readers, I leaned over Daniel’s shoulder and asked what I could do to help him want to be a part of my class.

Eventually, he responded. He told me he’d read Gary Soto’s books in 10th grade. I wasn’t sure I could believe him, fake-reading tough guy and all, but I passed him the two Soto books I have in my library. He read them both.

Then, he started reading Matt de la Pena’s books. Ball Don’t Lie took Daniel a long time to get through, but he finished it and started Mexican Whiteboy. I’m pretty sure he read four books that semester — more than he’d ever read in his 16 years.

In conferences I asked Daniel about his life outside of school. He told me he wanted to work on cars like his brother and that he took the bus to the career center after my class every day, so he could take courses in auto mechanics. Based on our conversations, I do not think another general ed teacher had ever talked to this young man about what mattered to him:  cars.

hattie-teacher-student-relationships

Source: Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses On Achievement. Routledge.

In education, we hear about the importance of building relationships a lot, and my experience with Daniel is a testament to the power of taking the time to get to know a student. Because he knew I cared, Daniel started to care about his English class. He began asking for help and coming to tutorials. He started showing up in spirit and not just as a warm body slumped in a chair. He felt like he belonged.

Did Daniel excel? Not exactly. But he passed, which was something a bit surprising to both of us after his I’m-too-cool-for-school-to-do-anything rocky start.

Flash forward to this year. I moved to senior English, and Daniel got his original schedule changed so he could be in my class. He walked in my room the first day with the same too-cool attitude. (Appearances are everything, and I know this game.) Again, I gently started conversations.

When Daniel scored an A on his first essay, he pretty much called me a liar. On his

Reading Boot Camp by Todd Strasser

Reading Boot Camp by Todd Strasser

next essay, he told me he stayed up all night so his brother could help him, so he wouldn’t show up to class empty handed. When we did a project on careers, and he presented to the class, Daniel spoke with confidence and detail about the field of auto mechanics. He’s read at least two books this fall and a lot of articles in The Wall Street Journal. This past Friday he came to tutorials for an hour, so I could review what he needed to do to pass his last state exam so he can graduate this spring. I don’t know if he will, but I sure hope so.

 

There are thousands of young men like Daniel in our schools. I wonder if teachers have the time, resources, and energy to give them the attention they need. There are 28 students in Daniel’s class this year. There were 32 in his class last fall.

There is one of me.

I cannot help but think of the famous starfish story. You know the one that ends with “I made a difference to that one.” I know I’ve made a difference to Daniel. I still call him a punk. He still mumbles when he talks to me. But he knows I like him. I really like him. And he even let me interview him, so you can like him, too. (The smile at the end is the best part.)

Choice matters! If you are reading this post, you probably already believe that as much as I do. I hope you do. Daniel’s story is not unique. We make a difference to many young people just like him when we open spaces for talk, engage in real conversations about what matters to them, and allow for self-selected reading in our instruction.

I would love to hear the stories of your Daniels. Please share in the comments.

Amy Rasmussen teaches English IV and AP English Language at a large senior high school in North Texas. She spends a ton of money on books with the hope of helping every child develop as a reader. And while she does not listen to rap, she does learn a lot from those who do. Follow her @amyrass 

3 Sparks to Shift Thinking and Practice

What gives you pause as an educator? Not politically speaking. Not shake your head and think of simpler times speaking. Not even “Yes, death is the narrator in The Book Thief. You’re on which page?!” speaking.

I’m talking about the changemaker moments. The moments that make you stop in this crazy profession, take a breath, and think about how you do what you do, why you do it that way, how you got to where you are, and how to move forward in the best interest of kids.

You know. A Tuesday, for example.

If you frequent Three Teachers Talk, chances are you’re quite familiar with the benefits of reflective practice. You’re already on the lookout for motivation and inspiration to move your professional work forward. You’re interested in change. You’re not afraid to wear stripes with polka dots.

Three Teachers Talk

But often, the moments that change us the most are the ones that sneak up on us. We don’t go looking for them, but there they are, in the blink of an eye, demanding, “So, now what are you going to do?”

I started this workshop journey over two years ago. And while I’m sad to say that the move wasn’t so much motivated as mandated,  I was ready for a challenge and always in pursuit of positive change. Or, so I thought.

When I found Three Teachers Talk, I had naively come looking for a way to ‘deal with endless annotations to assess assigned reading’ in the workshop model. Yikes. wisdomJust typing that feels like malpractice. I had an open heart and and open mind, but past practice and a limited knowledge of varying philosophies afforded me a narrow scope of imagination on the subject. My mind heard choice, voice, student talk, and for the most part, I believed I was already “doing all that.”

And to some extent, I was.

But, in many cases is was how I was doing it that kept me in control and my students in a cycle of compliant work completion vs. curious exploration as readers and writers. I’m happy to say that I’m growing, but like most things in my life, I have plenty of growing left to do.

So, because I work best with snippets of inspiration, the kind that I can digest, reflect on, and work to put into practice without feeling paralyzed by the scope of change before me, here are three shifts in my thinking and practice this week, and where they came from, where they took me (or took me back to), and the great minds that inspired them:

  1. Shana got me thinking hard earlier this week. Her post “What Will You Teach Into?”, stirred so many feelings that had been resting heavy on my heart the past few months. The world we live in, raise children in, guide students through, and try to navigate ourselves (because really, who among us can consistently stomach everything that’s been crashing down upon the nightly news lately?), is no longer just frightening, it’s often demoralizing.

    In response, Shana wrote, “This week and every week, I hope teachers are having difficult conversations with our students. I hope we are not shying away from the ease of ignoring our nation’s pain in favor of teaching about comma splices or symbolism or character development. I hope our time with students is deliberately geared toward talk about these incredibly complex, nuanced topics.”

    In an nation so politically polarized, it may seem uniquely difficult to have these conversations, but it’s precisely for this reason that the conversations are all the more important. Our students need to see, and in some cases learn, what civil discourse looks like.

    Our classrooms are certainly not the place to promote our own political opinions, but they must be a place to explore nuanced topics with students. My step this week was to have students look at the statement Senator Chris Murphy made after the mass shooting in Sutherland Springs, Texas this weekend. We’d recently talked about the debate over guns in our country, sadly after the previous mass shooting in Las Vegas just a few weeks before, with Kelly Gallagher’s article of the week that presented opinions on both sides of this debate, and Senator Murphy’s statement brought us back to this discussion with an exploration of not only the topic, but writer’s craft, bias, and argument.

    Students quickly latched on to word choice (“That word, ‘slaughter,’ it’s heartbreaking.”), the use of context, and possible bias from a senator from the Democratic party. What mattered the most in the course of our 15 or so minute exploration, was that we devoted the time to do it at all. Students referenced the article of the week pieces we had read previously and marveled at the fact that we were having to talk about this. Again. So…we focused on “again” and students vented some of their fears and frustrations about what this all means for their daily lives.

    We didn’t change policy. We didn’t write to legislators. We didn’t protest. We talked. We talked carefully and candidly. It was the best spent 15 minutes of the week so far.

    These conversations are not easy. They shouldn’t be. But they must happen. Reading Shana’s piece reminded me that the time is now. Have a conversation, let students write, invite them to read, today.

  2. Students in our AP Language classes have been writing one pagers weekly since the first few weeks of school. With 76 students, the feedback on these pieces has been relatively minimal. I had been thinking the task of providing consistent feedback on this writing was well beyond my capacity, so I filed this work away as the writing students need to do, even when it’s not assessed.

    However, as I sat scrolling through the weekly work on Monday, it struck me that I had my feet in two worlds. Students still receive a formative grade for this work. Often, when I fail to record consistent scores, their work falters. So, I take a look, put a formative score in the gradebook and try to email five students from each class with feedback each week, which happens…sometimes.

    Noble, I guess, but straight up stupid on my part too.

    It’s disingenuous to record a score to make students compliant in writing these explorations of their independent reading, when growing as writers (which requires more consistent feedback!) is the goal.

    So, I’m getting out from behind my desk and moving those feet, previously in the two worlds of old school and real school, to more purposefully make moves as a workshop teacher.

    On Monday, I recorded reflections on the one pagers for my fourth period class. Just for five students. During reading time, I went to briefly speak with these students about what they had reflected on in their one pager. Since they write these pieces from the books they are currently reading, we just had more to guide the conference. I asked a follow-up question from the one pager and students talked about their writing process in relation to the book in their hands. Heart. Warmed. Goals. Clarified.

  3. Lastly, and probably most impactful, was a reminder from Carol Jago that I nearly scrolled past on Twitter. I’m so glad I didn’t. It’s catapulted my thinking back to a place I’ve known, but sometimes forget. It’s sparked some wonderful conversation with my dear friend Alejandra. It’s made an immediate impact on the feedback I’m giving:

    carol
    There are huge implications here. Enough for a whole separate post. But, I will say this – My shift here had less to do with philosophical agreement, because I’m already there, and everything to do with mindset. It was a simple reminder to encourage and instruct more, and correct less.

    My pledge to my students this week was a return to the type of feedback that has everything to do with their next paper. If I do my job and confer with students during the writing process, in an effort to improve the current work, my focus can and should remain on the writer and his/her next paper when I give summative feedback.

The power of wonder moves us forward. The curiosity that surrounds our work is not only necessary to foster in students, but critical to keep our own work fresh, functional, and full of meaning for everyone in the classroom.

What has sparked moves in your thinking or practice this week? Please comment below and share the love through snippet PD. 


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. Her desire to grow as an educator is only inhibited by the number of classes she can conceivably afford to take, the number of times her daughter wants to re-watch Mary Poppins, and the number of hours in the day. Follow Lisa on Twitter @LDennibaum 

 

 

After the Hurricane, a Crusade for my Readers — Guest Post by Charles Moore

Lightning woke me at 4:30 this morning. Friday is my “sleeping late day.” I usually roust Clear Creek ISD June 2017 (1)myself around 5:30 and head to the bus barn to pick up a bus for the varsity football game. The much needed rest was not coming today. Please forgive my anxiety with storms these days. It doesn’t seem to abate. Nor do my thoughts of teaching and coaching and facilitating our Student Council.

Last week was Homecoming Week in Charger Nation. This means dress-up days, a
parade and a carnival. Throw in a day of PSAT testing for fun. It was the end of the first nine weeks grading period; a grading period interrupted by something called Harvey. Heck, we can talk about my son’s soccer practice and robotics meetings. My daughter missed her dance class to be a member of the Homecoming Court. You’ve never seen a girl smile so big as when she rode in the back of that convertible holding a tiara on her lap for dear life.

There is a hurricane metaphor in here somewhere, but I can’t find it. The best word for last week is: chaos.

Chopra chaos quote

And yet…I never stop thinking, just like this morning, about my job. Really, I can’t stop thinking about how I do my job and how I can get better at it.

I can’t stop thinking about how I’ve changed as a teacher these last couple of years. Specifically, I’m thinking about how learning about workshop has made me a better teacher, coach, and Student Council Sponsor. My whole approach to this teaching life changed. I ask the kids to take more stake in their learning. I demand that they explore and discover and use me as a resource. It works.

This initial nine weeks was crazy. What with our natural disaster and the recovery and the fact that it was going to only be eight weeks long to begin with. Somehow we made it.

Workshop did that.

What workshop didn’t do was make my students readers. Most of them just didn’t read the first nine weeks of school and their teacher didn’t do a good job engaging them in their self-selected books.

I vowed to change that in the second nine weeks. I sat down with each class roster and noted the progress of every single student in each of my classes. I studied them. I conferred with them about their reading lives. Data emerged. I found that my students fell into one of two categories: Reader or Non-reader. Now that’s an earth shattering breakthrough, I know. The important thing about it is that I knew which one each student was.

So I went to work moving kids out of the books that bogged them down and into books that could engage them. To move them, though, I had to get into their heads and learn about their thinking. What interested them? Not just cars and cliques or dragons and swords, but what themes and what sorts of characters grabbed their attention.

I looked at their college essays and talked to them about what was happening in their lives. I engaged them in talk of who they thought they were. I assigned quick writes about their life as a reader and asked what appealed to their thinking. I checked the progress of my non-readers every day.

Constant Conferring was crucial. Every. Single. Day.

Coach Moore Book Talk List

Keeping a visible record of book talks

Also, I committed to book talks. Every single day.

This is hard for someone who doesn’t have a lot of time to read during this time of year. But I found ways to get books in front of them. I might talk about a book on Monday and then read a short selection from it on Tuesday. Rinse and repeat.

I went down to the school library and checked out books that I’ve read that aren’t in my classroom library. They love it. I tell students over and over, “I need you to finish that one quickly because its on my ‘Next to Read’ list.” I have at least 30 books on that list.

Our results vary. Some kids jumped straight into a new book and took off while others still struggle to find time outside of class. Some students tell me how they find time to read on the bus to their cross country meet or at work at the tanning salon. Most of them are trying and I think that’s really the most I can ask of them. It’s not, however, all I can demand of myself.

I crusade to make them life-long readers and writers. I will not relent. I want them to find the joy in reading that I know is there and if we have to do the hard work together, then I’m all in.

Charles Moore is a senior English teacher at Clear Springs High School in League City, TX. He enjoys leisure swimming, reading, and coaching linebackers. Follow Charles on Twitter @ctcoach and read Charles’ other posts here and here.

Ask Your Students: What is Engagement?

Between the World and Me

A few weeks ago I ran into a brick wall with a project in my classroom.  I promised an update, but what I have for you is so much more.

I took Shana’s advice and asked my students, WHAT WILL ENGAGE YOU?!  However, as I thought about asking them that question, I found myself wondering if they would know what I meant.

All teachers aim for engagement, administrators search for engagement and attempt to quantify it, but how many students have been explicitly taught what it is we truly desire from them?

I set out to do just that last week.  I knew we would be working with three different concepts that I think are frequently muddled in the classroom.

Fun.  Compliance.  Engagement.

I also knew we needed a purpose/audience for the discussion, so I explained to the students that they would be assisting me in writing this blog post.

I never knew it would be necessary to define these words, but as I doled out a different word to each table group, I walked around to notice a lot of the same conversations happening at each table.

What would a fun classroom feel like?

It would feel like everyone doing what they want, being productive, and everyone would be happy.

What would a compliant classroom feel like?

A compliant classroom would feel how school is supposed to feel; come in, get your work done, leave. 

What would an engaged classroom feel like?

It would feel like students being able to choose their paths.  It would feel like happiness because the students would know the teacher and classmates cared about them.

These students have been taught to be compliant their entire educational career.  Sure, it is necessary to be compliant in terms of respect, but if you are ONLY EVER compliant, you’re being robbed of the best part of learning: Recognizing you can push your mind further than you ever imagined.

I want an engaged classroom.  You want an engaged classroom. Oprah wants an engaged classroom.  EVERYBODY WANTS AN ENGAGED CLASSROOM.

So if compliant and engaged classrooms both get work done, what’s the difference?

Engage: (v.) pledge or enter into a contract to do something; establish a meaningful connection with.

Did you catch that?

To engage means to commit and connect.  That doesn’t just change classrooms, it changes lives.

So why is it so hard? Commitment and connection don’t come through passivity or apathy, they require effort and exertion.  They require pushing past the point of comfort (for both students and teachers), and sitting in the pain–not because you want to, but because you committed to it.

As we discussed why a classroom should not be all fun, Andy had an enlightening thought.  He said, “I think the problem is, any time you take part in something, you’re sacrificing something else.  I think a lot of students are afraid to sacrifice their own comfort to make a connection with someone.  There’s always the risk, too, that you won’t connect, and then it’s like you lost twice.”

Sometimes I forget the amount of fear that exists in the classroom on a daily basis.  Commitment asks us to sacrifice the easy path.  Connection asks us to say goodbye to selfishness.  All of this has to take place before engaged learning can happen!

It takes a straight up ninja to pull that out of every student in every class period!

We ended this mini-unit with a Socratic Seminar.  I love me some good structured talk.

PTT5

2nd Period Preparing for Socratic Seminar/Live Tweeting

What is the purpose and direction of our learning?  How can we make our classroom a space of authentic dialogue and engagement? (Question credit goes to my emergency lesson-saver, Shana.)

Zoe said she never liked English until she had choice.  She also said she wanted to do more talking about books in a way that connected with her classmates and what they were reading.

Dee said she enjoys higher level thinking.  What might happen if _____ happened to someone you know?  Would you handle things the way this character did?  What would you change? (Her suggested questions.)

4th period agreed they would like to deal with real world issues, and have choice in how they present their findings (poetry, video, podcast, etc.).

2nd period explained it should be about the learning, not about the grades, but it’s been that way for so long that they don’t know how else to operate.

Grady said, “School gives you a chance to do something great with your life, but you have to DO SOMETHING to be great.”

Shahin said, “Compliance is a downfall because you just follow orders and don’t think for yourself.  It makes it to where you will always need a boss, or you won’t know how to operate.”

PTT1PTT4

PTT2PTT6

Listening most often leads to learning, and I sure learned a LOT last week! Thanks for the ideas, #PaxThinkTank!!

Is your classroom one of compliance, engagement, fun, or a mixture?  How do you communicate with your students what you expect from them each day?

Jessica Paxson is an English IV and Creative Writing teacher in Arlington, TX.  She frequently feels as though someone made a mistake in allowing her to hold the futures of over 100 teenagers in her jittery, over-caffeinated hands for the past two years.  If you enjoy watching her make a fool of herself by being unbearably vulnerable, you can catch more of that over at www.jessicajordana.com. Follow her on Twitter or Instagram @jessjordana.

 

Why Conferring Matters

Conferring is the interaction missing from many of our students lives.

Consider this:  the current generation thrives on one-on-one attention. They do not remember a time before social media, and many live much of their lives online via their smartphones. They turn to instantaneous interactions that have a direct impact on how they feel about themselves:  Snapchat, Vine, and Instagram over Facebook, which they are abandoning in droves because “it’s for old people.”

Our students crave immediate feedback. They seek personal communication — and they need it.

Think of the implications of this virtual-reality world on long-term relationships and problem-solving. We have already seen how it impacts our students in the classroom: short attention spans, skimming versus sustained reading to name a couple, not to mention the addiction to notifications.

Our students need to experience and understand the importance of eye contact, facial expressions, and body language, and how these physical features create non-verbal communication. They need to interpret and explicate tone.

The students in our classrooms today are different from Millenials. Anyone born after 1995 earns the new title of Generation Z, also called iGen, Centennials, Founders, and my favorite title: Gen Edgers.

As a whole, these students use technology as their primary source of communication — to validate, and to feel validated.

They also value genuine relationships, loyalty, and honesty and are increasingly more careful than the previous generation with the friendships they form online. They want to know their voices matter and that they are okay just being themselves instead of being the perfectly-phrased word count they must craft online.

Our students need opportunities to share thoughts, feelings, ideas, and knowledge in non-threatening situations through real face-to-face conversations.

Conferring opens opportunities to meet the needs of our students at the core of their longing.

When we invite students to talk and affective filters lower. Students relax. They respond.

When teachers confer with genuine interest in the well-being of the child, we grant students permission to be their genuine selves. Research on the brain shows that “positive comments and positive conversations cause a chemical “high,”” and with less pretense and stress, students experience more learning.

Conferring gives students the chance to share their stories; and besides creating trusting relationships, conferring allows us to meet them where they are and help them advance in knowledge and skills from there.

On-going regular conferences ensure that every student receives the one-on-one interaction and instruction they deserve. Peter Johnston reminds us that every student has a personal history that affects our ability to help them advance in their literacy skills.

Through conferring we learn the cultural and personal backgrounds that shape our learners, along with the experiences that shaped them in the past as readers. Both are important factors. By asking questions that invite students to recall their learning histories, we initiate future learning.

Conferring also sparks critical thinking, creativity, and curiosity.

No matter the teaching style — be it an English class where the teacher makes the choices about books and writing topics, or a workshop inspired classroom where students choose what they read and write, or even a classroom of another content area — when conferring becomes a norm, students proactively engage in learning, which results in more growth, independence, and mastery of content and concepts.

Our students learn to ask questions, ponder responses, and seek for interesting ways to show they are learning. Differentiation happens naturally.

Imagine the opportunities students may create and the innovative energy they will have in the future if they experience this kind of learning in their secondary schools.

The children in our classrooms are part of the fastest growing force in the workplace and the marketplace. Their influence is changing companies, marketing styles, and consumer habits.

This generation wants to make a difference in the world. They are pragmatic, self-aware, goal-oriented, and self-taught via YouTube. They’ve grown up “dealing with too much vs. too little information their entire lives.”

They will soon become our peers standing in voting lines, our colleagues standing near the copy machines, maybe even our bosses, or perhaps the officials that govern our cities and our states.

As adults we must provide each child with the education that prepares them for the future they are moving into.

We cannot keep teaching the way we have always taught with one-size-fits-all lesson plans and instructional models. We cannot keep making all the choices about books and reading or essay topics.

We must talk to our students one-on-one about what matters to them personally. Our future, and theirs, depends on it.

And for the teacher who worries about time, conferring provides a means of easy and accurate formative assessment, which saves valuable time spent grading:  time teachers may spend planning effective lessons or conferring with more students.

When done with fidelity, conferring improves the effectiveness of our teaching. I don’t know one teacher who doesn’t want that.

Please share your thoughts on conferring in the comments. What are your conferring routines?

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we were to all aim higher to love our fellow man. Follow Amy on Twitter @amyrass.

Writing Heals. Writing Assignments Do Not

Last week I learned a valuable truth:  Even when we think they are not listening, sometimes students get it.

Let me back up.

The week before last I attended a department meeting where our district ELA coordinator shared the National Writing Project’s Case for Good Instruction, information I learned at my National Writing Project Summer Institute in ’09. It details the differences between When Writing is Assigned and When Writing is Taught. The discussion around me was interesting and peppered with excuses. I left wondering how teachers would answer these questions if they were on a quiz. How would you?

In your ELA class, do students:

  • have opportunities to create topics that matter to them?
  • understand audience and purpose for papers because they are specifically identified in assignments?
  • see you spending time teaching writing skills and strategies?
  • get writing models, assignments, and strategies to guide each of the different writing tasks?
  • reflect on significant growth — or lack of it — in specific writing skills?
  • hear words of encouragement cheering them on to revise, edit, and improve — and to correct drafts and then resubmit?
  • think about what they write through brainstorming, free writing, role-playing, discussion, or other prewriting activities?
  • celebrate what they, and you, write and make efforts to display and publish it?

I think the biggest excuse we give for leaning on assignments rather than acting on instruction is TIME.

“I can’t let students choose topics because they don’t know what to choose.”

“I can’t teach this novel if it takes so long to write a paper.”

“I can’t do my research paper if I give them time to resubmit. It already takes so long to grade the finished product.”

Maybe you are right. Maybe we have to give up things that we think are best practices for things that are better practices.

Student choice in writing topics is better practice.

Writing instruction with effective models, strategies, time to talk, and time to write are better practices.

Helping students revise, edit, and improve their writing during the writing process with a keen sense of audience and purpose are better practices.

conferringwithjulyssaOur students need time. They need our time. They need our attention and our careful consideration about the things that matter to them. We may have to let some things go in order to give our students what they need.

We learn valuable truths when we do. Last week my students performed (or presented) their poetic arguments. We spent weeks choosing topics, watching video performances, analyzing lyrics for structure and craft, thinking, drafting, talking, revising, studying models, reading each other’s writing, giving feedback, practicing mini-lessons on concrete details and using abstract language to create jaw-dropping imagery.

We were a community of writers, united in a task uniquely our own.

And that is the difference between When Writing is Assigned and When Writing is Taught.

During all that time, I didn’t think Stephanie was listening. She sat at her table, barely talking, sometimes writing, always sad. Then right before Christmas break I sat down and we talked. She showed me her draft, and it scared me. I knew she’d been depressed — her grandmother died at the beginning of the year, and the light left Stephanie’s eyes. I listened to her share her sorrow, her anxiety, the weight of her world , and I gave her my cell phone number with the promise she would call if her boots got too heavy. Thankfully, they didn’t.

Every one of my students who presented their poems sparkled with pride as they faced their classmates, even the ones whose knees knocked in fear. They wrote from their hearts about issues that matter to them personally. They wrote the most important arguments about mistaken perceptionholding grudges, self-hate and self-love, parental control and uncontrolled parents, lying and how we’re programmed to labelBlack Lives Matter and dying white privilege. They wrote about better education and the stress of getting educated, absent fathers, loving fathers, and parentless children and alcoholics who should have put down that drink at 21.

They wrote about sticking together.

And they wrote about self-destruction and depression and monsters. So many of them wore grooves in the floor with the spikes that hold them in place until the sadness drags them down under. They broke my heart.

writing-heals-quote

Writing to heal is better practice.

Please enjoy Stephanie’s poem. She calls it “Smile.”

 

Many students chose video presentations over live performances. I published several this morning on the 3TT Facebook page. Take a look.

Please share your thoughts on teaching writing. Leave a comment.

 

 

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love higher and harder than we think we can. Follow Amy on Twitter @amyrass.

 

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