My Tipping Point: UNC Charlotte Summer Writing Institute

           Where to begin? I feel like my life as an educator has been turned on its ear. When we began this institute, I believed  myself to be a good writing teacher and was looking forward to this experience to make me a better writing teacher.  In the last weeks, I have come to understand that before I can be the most effective writing teacher that I can be, I must claim the identity of a writer. This was not something that I had ever done before.     

        Writers have their work published, right? Their prose and poetry is polished and always "correct". They have thick skins and are fearless in their pursuit of publication. Boy have I been wrong.  One of the other teachers in the institute said that a writer was someone who was willing to be engaged in the conversation. (I think that it was Jessie.) This is only one idea that has begun to re-shape my idea of a writer. Writers aren't necessarily fearless, but they continue to try and share their work with others. Writers write because they can't  do anything else. They write for themselves and they write for others. They are composers and shapers of society. Teachers who write do all of these things and they teach others to do the same.

              

         One of the best parts of the institute has been writing in my daybook. It has been great to have the opportunity to begin and end the day writing. My daybook has become more than just a writing space, it holds ideas, notes commentary and encouragement from the entire institute. I cannot wait to create daybooks with my sixth grade students. I will share my book with them as a model and then we will create one that fits our class needs and experiences.

         The amount of options for students to share their writing digitally boggles the mind. I have found my own voice through Devolver and cannot wait to try and "Storyify" a concept or issue that we are grappling with in class. I now have a better understanding for my students frustration with Glogster, but like them, I persevered to create my story. I have also used Wordle to sum up my experiences.  Using these internet resources has helped me to see the possibilities of digital publishing and I feel like I could use them with my students.  I can't wait to begin blogging with my students as well. I want them to see themselves as writers and blogging will provide them with the opportunity to see their writing in print.

My Journey, Devolver style	Topic
http://s3.amazonaws.com/dv_assets/plot_template.swf?movie_id=594347	Motivating Middle School Writers (Herding Teen Writers)
http://www.dvolver.com/live/movies-595505	The Hidden Life
http://www.dvolver.com/live/movies-597274	The Identity

My Writing Life: http://www.wordle.net/show/3834396/My_Writing_Life

Why do  I do teach? http://www.wordle.net/thumb/wrdl/3847905/Summer_Institute_Day_8

              

           My inquiry project is about motivating middle school students to write at school, and at home. Each demo lesson that I have seen has given me different angles to think about and work to connect to my life as a writing teacher. Megan  and Jessie, in their own ways have both encouraged me to think about who I am as a writer. I plan to expand my writing teacher's pledge to include my personal mission statement. This statement, and my writer's handbook, are both under construction. Jenn's demo reminded me that I need to be cognizant of  the reasons and forms of my student assessments. Dorry reminds me to think about why I am a teacher: to teach kids.  Poetry needs to be part of my instruction, as does student choice. Grammar must be taught in context, not as standalone lessons where students pick out the verbs and nouns. Writing can be revised using brushstrokes and peer conversations, not just teacher review.

         I have gone through so many phases and changes over the last few weeks. I have been "shakendown" and built up. I have found allies and hidden from enemies. I have ranted  and  rifted and zopped my way to new energy. The teachers who have attended this institute are extraordinary people and the students they touch are very fortunate. In big and small ways, they have all given me new ideas and elements to improve my classroom instruction. I am so full, it is hard to put it into words. Writing changes you and and I have been forever changed by this institute. I have a new identity that I will claim.

 I am a writer! 

Why do I teach?

Today, I have been able to think about  my personal "tipping point." Why do I teach? What started my teaching life? Why do I still do it?  It has been a long time since anyone has seriously asked me that question.  The answer is simple. I like kids. I love to see their faces glow when understanding clicks in. I love to learn from them and learn about what makes them tick. My students, and everyone elses' kids, are our future and it my responsibility to help prepare them for the future world that they face. So, thanks Dorry for making me think about that.

Identity,Grammar and Evolution

       I have often found myself struggling for ways to make my teaching of grammar relevant for kids. I need for them to be able to identify nouns, verbs and adjectives, but is that need really a priority for them? If one of my ultimate goals is to get them to become better writers, is that information that is really necessary? Will knowing those parts of speech motivate them to write more at school or at home? Somehow, I don't think so. I like the idea that students need production systems to help improve on their knowledge of grammar and writing, rather than a system of analysis about their work. 
      This change in thinking represents an evolution in my own thinking. As I continue to think about how to motivate my students, I realize that I may encounter some ideas that are revolutionary. My challenge will be to decide whether or not they will help my work with students evolve into something that is better for them, and for me. 
       Carrie's demo today was one that has challenged me to think about how I use technology to motivate kids. If I know that they enjoy using Social Media, doesn't it make sense for me to use it to motivate them to write and create/compose text? I am still concerned about the safety of  the media, but sites like Fakewall will allow me use social media type applications without the issues of bullying that could happen on Facebook. I have also continued to think about how identity is created. Is  identity that you want in "real" life the same as what you have on-line? Does that even matter?
      The information that Katie shared today about starting points for inquiry-based research was really helpful. As I think about ways to encourage students to research and how to challenge them to challenge them to create their own inquiry questions, it is great to have a source that I could send them to that will integrate Social Studies with English/Language Arts.


Today has given me more to think about in terms of motivation. The goal is for them to want to write and share their work, not to be afraid of criticism or lack of understanding. I also want them to identify themselves as a writer. 

Who do I chose to be as a teacher and writer?

As I sit and think about the question of  who I am as a writer, I realize that the definition is one that will always be complex and changeable. Some days I feel like I am truly a writer with a talent that has come from someone greater than me. Other days, I feel like I should not be allowed to use English in written communication. ( I will never forget those words Dr. P) Anyway, I know that my journey to understand and define myself as a writer is one that I can use as an example for my students. When they write, I will need to make the time to do so as well. When then need to revise, so do I. When they need to share, so will I. I need to give them a more concrete example of a person working to define themselves as a writer. 


Creating a personal mission statement for myself as a writer and teacher is going to be a key element of defining myself as a writing teacher. The creation of this document is a goal that I will set for myself for this week. 


The demos for today were great. Ashley had a great example of a glogster created by someone I know will be very useful. The concept of Critical Literacy is one that I had not ever thought about in real terms before today. I think that teaching kids to be critical of society, both laws and customs,  will be an essential life skill for them to have as adults Megan's demo about building one's identity as a writer has challenged me to really create a personal mission statement. 


Seeing Museum Box in action was great! I have known of the website for a while, but seeing Rashid's box in action and seeing how it could be used in a lesson was also very powerful. The notion of a "tipping point" is also an important one to considered. I can see a lot of opportunities to use that concept within my reading activities with my students. I will challenge them to find the tipping points as they read and write to me about them. 


Throughout all of these demos today, I have seen where students can be given choices about what to think about in regards to topics and choices in how to respond back to me. I hope that giving them these choices will help to increase their motivation to write, both at home and at school. I have learned a lot today that has continued to challenge my thinking. 

6 Degrees of Motivation

       Today  has been another great day at the Writing Institute! Each day I have learned so much that it is taking me a while to process everything. Ultimately, I continue to go back to my inquiry question: How do you motivate students to write at school? How can I create a safe environment for my students that will encourage them to feel comfortable enough to write at school and share what they have created at home.  

        So far, there are 6  big ideas that I have learned about/been exposed to  that will make a difference between the English/Language Arts  classroom  that I have had in the past and the one that I hope to create in the future. Perhaps my Devolver movie called "The Hidden Life"  best shows an example of conversations that I hope to have with students. (The alien is the teacher in this video. http://www.dvolver.com/live/movies-595505)

1)Technology Tools

The technology tools that I have been exposed to in the week have been great. Several of them were not new, but I had not ever seen them used. I love the Devolver website. I am looking forward to creating those little videos to provide classroom reviews and summaries. I will also use them to introduce topics.  Probably the most important use that I will get from the site is seeing what the kids create. I can't wait to see what the sixth grade mind will create using that tool. Learning about the others tools, especially Storify, have inspired me to take time after the institute is over to play and learn so that I can use them in the fall.

2)Using Visuals

I have always used visuals of some kind to organize my reading instruction and I love graphic organizers. Preparing my demo and seeing the News and observer website today have given me more ideas about using visuals as brainstorming tools within my room. I still need some more time to think about how to  use these in my classroom.

3)Writing Circles

I have been planning to work to organize student writing and reading workshops within my classroom.  I have used them in the past, but organization has always been a challenge for me. How to organize the time and what do I want students to produce when they finish working as a group are questions that I need to find an answer for.  Tara's demo today has made me begin to think about how to incorporate the writing circles into my class in a more effective way.

4) Mission Statements

I realize that my Middle School Writing Teacher's Pledge is only the beginning of my mission statement for the classroom. I want students to understand why I want them to read and write as I do. That pledge needs to be revised to include reading goals and a challenge for students and their participation in class.

5) Image Grammar

Alieen's presentation today was great.  The idea os using brushstrokes to enhance student writing has gotten me thinking about fun ways to teach basic grammar and strategies to "beef up" their writing. Centers come to mind immediately.

6)Daybooks

Having students create and utilize a daybook to keep track of their thoughts, ideas and writing is  a great idea. As I have started to read Thinking Out Loud on Paper,  I am getting  more ideas about how to use them in class and what value they have for students in the writing, and reading, process.

As  I organize  my classroom,  I know that these six ideas will provide positive contributions to my classroom. One activity that I did not mention above that bears more thinking is my own writing life. How can  I use myself as an example to teach students how to write and, hopefully, inspire them to write as well. I want them to see my mistakes, know my frustrations and celebrate my writing successes. I want to use these times as opportunities to encourage them to have the same experiences. I guess I need to write, and read, by example.

The McKnight Chronicles

Like many parents, I think that my kids are funny. They come by it honestly because their dad is hilarious! I have decide to keep track of  all of their dantics in The McKnight Chronicles. This first story is titled "Sophia and James: Children of the Corn". Read on....

"Hello Mommy!'

            At least that is what I should have heard two or three nights ago when I woke up to find a cute, pajama-clad  little boy sitting on me.  James had his book in one hand and beautiful smile on his face, but no greeting. Perhaps he was tired or not quite awake, since it was 3am. Who knows? But, once he crawled in between Mommy and Daddy, he was ready to go back to sleep.

            This experience brings to mind the first nocturnal visits of James'  little big sister Sophia. At eighteen months old, who expects them to climb out of the crib, in the middle of the night and come right to Mommy and Daddy's room?  Not me. I believed that the dark would keep her in bed, despite three nights of nocturnal travel three months earlier. After three days, she stayed put, so why would I think that she would start climbing out again? Well, she did, and like her brother, said nothing upon her arrival into our bedroom. She just stood, looked at us, and waited for someone to acknowledge her presence. At 3 am, this could have been a while, but those little hairs on the back of your neck that work to tell you something is off when you are awake work when you are sleeping too. Night after night,  my mommy spider sense woke me to find Sophia standing next to my bed, patiently waiting for me to wake up and talk to her. For this, my husband nicknamed her "Child of the Corn" after the silent, creepy big-eyed  children from the 80s movie of the same name. Now, I didn't expect anything sinister or chilling to happen because of Sophia, but she was silent, just like those kids.  Those silent, quiet visits continued  until she learned to climb into the bed with help.

            It is disconcerting to wake up and find a nineteen month old in bed with you and not remember how she got there. When she was a little baby, Robert, my husband, would bring her in to bed to feed her and then would just let her stay. I admit that I did the same thing, sometimes, and he would wake to find her and not know how she had arrived. My only excuse was that my pregnant self did not want to get up and stumble through the dark to take her back to the bed . Yes, I was too lazy. I will admit it. This was not a good habit for us to get into, though, because Sophia likes to sleep in our bed now. James did not have that same opportunity, so he is not partial. At least we learned something the second time around.

            As time  went on, it just seemed easier to  let Sophia stay right where she had decided that she is comfortable. I didn't want to listen to crying, wining  tantrums or get kicked by a flailing arm or leg when someone (probably her daddy) tried to get her to go back to her own bed. So we let her stay. Since that those first nocturnal visits, she has spend more than a year coming and going between 3am and 6:30am. As she has gotten older, she had become my personal alarm clock, waking me up around 5:30 or 6am.

            Five days ago, we got new furniture for Sophia and put her into her own room. Sure enough, she has slept in her bed each night and gotten up around 7am. James left his crib and  got her toddler bed, so now he is free! He can come and go as he wants. Oh no! Hence my wake up several nights ago.  

            I think that the lesson in all of this is to enjoy your kids while you are little and don't let them sleep in your bed. They won't forget the experience and it is hard to get them to leave when you want them to go. Another thing to remember is that new beds may solve your problem, or simply transfer it to the next child in line.

Workshops, Digital Stories, and Poetry Oh My.....

This fourth day has been full of new technology, new stories and new poets.

Jessi's demo was really interesting! I can see several applications for the idea of Ars Poetica in my own writing and classroom instruction. I had never thought of the idea of poems explaining the poetry, but it makes sense. Why not use the genre to explain the genre. It is just another way to play with language, which is part of what writers do.

I am finding that I have to connect what we are learning to the scaffolding of my classroom in order for me to keep it in order and make it make sense.

 Keeping that in mind, I saw some great examples of digital storytelling. I loved the E-gallery crawl. It was cool to see so many different stories represented in so many different ways. I had a hard time with this assignment. I am still not completely pleased with my own work, but I am beyond impressed by those of my colleagues. I have seen several new tools that I can use in my class. Toondo is neat and I can see using it to capture the attention of my students in reading and writing lessons. I am still thinking about the best way to use Storify, but I am determined.

As this first week ends, my mind is full of ideas and thoughts about how to write with my students. I am still working on the confidence that  I need to write for myself. That will be a work in progress, though. I  believe that I am progressing on the teacher-as-writer continuum though.

I love technology!

     Today has been a great day!

 I have learned a lot about Internet tools that I can use with kids. Stephanie's demo was about the tool called "Storify". It was great! It provides a place where I, or students, can pull a variety of on-line sources together on one topic and organize them in a way that makes sense. I can really see how I can help students draw conclusions about what they read and reflect on that information.  I can see using it to do group work and create individual projects about novels. I can also see using it to organize research for informational pieces of writing that they will create.

 Melissa's demo was on helping students to use their voices to raise and address social justice issues. Her video of students talking about making change in the world reminded me why I like to teach 6th graders. They are hopeful,  optimistic and wanting to be the change that they see in the world. The creation of a social justice unit of study for kids to do is very intriguing and another thing to put on my list of things to create before August 25th.

I love the fact that technology can be integrated into my classroom. I am still such a novice at doing that, though. I know that my kids need to have as much experience with all forms of technology that they can.I feel one step closer to that goal after today's class.

Digital writing is a welcome challenge as well. I am looking forward to integrating that into my classroom too. Thanks SI for another day of learning and professional growth!

Responding to Writing

   Day 2 at SI has been great. I am glad to have my demo done. I was so nervous about it, but it went okay. I got some good suggestions about things to think about when I do the actual activity in class.

Today had been a great reminder about how to talk to kids about what they write and how the write it. In order to encourage them, I realize that there are some things that I will have to remember when I comment. A key is to make sure that they know that it is a process.

I need to remember to comment during the drafting process. Another thing is to make sure that I am not the first reader. That happens to me sometimes with student writing. I will try to always have students work with a partner to read anything before I see it, regardless of the time.

I think that I will need to create a student writing handbook for my students. Something short and sweet that gives them tips of the middle school writing trade and some suggestions about how to work through the writing process. This will be something for me to continue to think about, explore and create.

I have learned some new things and been reminded about some old ideas. Today was great!

Oh the places we are going....

     I have learned so much today! I am glad that I will have a nice, quiet drive to try and sift through it all. I have a greater understanding for the value of teachers. We have so many different ideas to share and just because I do something one way does not mean that it is right. I remembered, today, that my writing life started much earlier than I thought that it did. (Thanks for the timelines and the memory jog!)
     All of the digital mediums that we learned about today have given me lots of ideas as well. Since my students are 21st century kids, they need to be able to use those tools, and the old fashion ones too! I want to be a good example for being a writer for my kids. I want them to see my work, good or not, in print and work with me to make it better. Maybe by having that example, they will see what THEY can do and feel confident that what they say does matter.

I am looking forward to what tomrrow will bring. I can't wait.

Thank you Laura Robb! (Video, Final Thoughts and the pledge)

Check out the link below and  begin to learn about "Herding Teen Writers! (http://s3.amazonaws.com/dv_assets/plot_template.swf?movie_id=594347)

Final Thoughts on Teaching Middle School Writers by Laura Robb

        Laura Robb reminds me of the uniqueness that makes up middle school students. They are moody, crafty, creative, hopeful, resilient and sneaky. Many  of them write outside of school and never share the work or ideas with anyone in the school building. My role as a middle school teacher of writing is to figure out ways to encourage my students to share their work with me and write for me at school.  They blog, text, e-mail, and create all manner of poetry and prose that never sees the light of the school building.  

     Since reading Robb's book, I will be a lot more open to the needs of my student writers. I will be on the look-out for opportunities to engage their minds, writing hands and texting fingers to share their thoughts, feelings and ideas at school and beyond the building. Her book has reminded me that choice and time key in developing student readers and writers.

      Her book has inspired the creation of the Middle School Writing Teacher's Pledge. This pledge spells out the kind of writing, and reading, teacher that I aspire to be. I will use the ideas that I found in Robb's book about using mentor text to teach writing, facilitating writing workshops and lessons and working collaboratively with students and colleagues to create an English/Language Arts classroom that students enjoy coming to and participating in each day.  

I have learned about from you, Laura Robb! I look forward to sharing what I have learned with my students!

Middle School Writing Teacher's Pledge

As your English/Language Arts teacher,  I promise to do the following things on my quest to help make you a better reader and writer:

1.     Give you choices, within parameters, about what to write and how to write the piece.

2.    Allow you time each day to write on the things that I want you to write about and the things that YOU want to write about.

3.    Utilize real-world texts that you enjoy to teach my mini-lessons on writers' craft.

4.    Create reading and writing activities together so that you can make the connections that will help you to become better in both areas.

5.    Use a variety of media, genre and technology to teach your reading and writing lessons and share your work.  

Lastly, I promise to remember that writing is a personal journey with a process that is different for everyone. I will work to help everyone progress along the journey that they have begun.

Thank you Laura Robb! (part 1)

Wow! Who knew that movie making could be so much fun! Check out the movie short that is linked to my page. It is part 1 of my review on the book that I have been reading about teaching middle school writers. The book is called Teaching Middle School Writers: What every English Teacher needs to know. It is written by Laura Robb. She is a guru in the world of teaching middle school students to read and write. Stay tuned for part 2 of the review.

Click on the link below and begin to learn about "Herding Teen Writers! (http://s3.amazonaws.com/dv_assets/plot_template.swf?movie_id=594347)

Herding Chickens

     Have you ever tried to herd chickens? I have not, but it seems like an exercise in frustration. That is how I sometimes feel about getting my middle school students to write. As a Social Studies teacher, I will often hear "Why do we have to write in Social Studies?" As an English/Language Arts teacher, I see students just trying to get it done. Revision and editing are not necessary and brainstorming is what you have when you have a headache. They fail to see the relevance in what they are doing and chose not to be as active  participants as I want them to be.

     Oh, and by writing, I do mean write anything. Many students don't like to take the time to write any more than they deem needed or necessary, and...... they want to get it done and be finished.  (At least at school.)I know that somewhere in them beats the heart of a writer. In fact, I try to tell them that they are already writers. They e-mail, text, tweet. But, I still don't think that they completely buy that idea. Many of them have writing lives outside of school that they never share with me, their teacher. Is it because I did not ask or because they feel like that writing is too personal, too private to share in the space that is school? I don't know, but I want to know about that writing. That may be the way to get them engaged with "school writing."

     I also want them to make good connections between what they are reading and what they write. I  know that it is important for students to connect to the text that they are reading. That helps with comprehension and can lead to a deeper understanding of the material, and themselves.

     Ultimately, I want my students to read at a deep level, write at a deep level and use both as a way to get to know themselves and the world around them. Helping them get there is part of my job as their teacher.
I understand that part of my  job is to give them time, opportunity and choices to help them get there.  At least, that is some of what I have learned, so far,  from Laura Robb's book Teaching Middle School Writers. I am still reading, though, so I have more to learn from her.

Challenges of Public Writing in the classroom

Teaching kids how to express their thoughts is tough. At a young age, they figure out that those who speak the loudest are often the only ones heard. It does not mean that what the screamers are saying is better or more important than what they have to say, it just means that it is tougher and a little more scary to share.

I really want kids to know that their voice has meaning, is important and should be heard! I also want them to know that the form is far less important than the content and context. Poetry, prose, rap and visual splashs can all tell one's story and one's opinion.

I hope that I can develop this desire to share their voice within the hearts and minds of my students. I hope that they will grow to be unafraid to share and know that words DO HAVE POWER and CAN MAKE A DIFFERENCE!