The overall theme that I extracted from this chapter is probably the importance of the factors that contribute to successful writing—mainly that of students feeling comfortable in the classroom. I think back to my favorite classes in high school and I find that they were classes in which I felt comfortable being myself. The classes in which everyone gets along and laughs at the same things and everyone is free to speak his or her mind are the classes that stick out to us.
This chapter presents different ways in which to create an environment that would support success and unity in the classroom. Those classes that stick out in my mind displayed life and interest, even though there were no windows. There were posters, photographs of trips my teachers had taken around the world, senior pictures, quotations, newspaper clippings, books that weren’t required reading, etc. There was also more to my teachers than just the curriculum. They truly were interested in who we were as people. I still remember in my sixth grade class, every Monday we would sit in a circle and each person would share what he or she did that weekend. It sounds like a time-filler but we got to know what people liked to do, what their families were like, and what problems they were going through. I really think it made us all closer. Other students from that class, and even my teacher, still talk about what a unique year that was for all of us. Chapter One outlines some activities teachers can use in their classes to create a sense of unity among their students. If students feel comfortable around one another, they will be more comfortable writing and sharing. I really like the idea of incorporating that unity into class everyday, whether it’s mixing up the seating arrangement, talking about our weekends, going to the sporting events they’re in, or facilitating Socratic Seminars.
It also touched briefly on the editing process. In my senior English class, we would peer edit in groups of three by reading our papers aloud. This process contributed to our writing skills in a way that just having the teacher mark up the paper would not have. Listening to someone’s personal narrative really gave insight into who they were as a person and a writer. Just as reading literature benefits students’ writing, listening to each other is another way of improving those skills.
3 comments:
Katie,
Sitting in a circle and talking does help accomplish the "speaking and listening" component of Communication Arts. So simple. So important. And so useful to launch students into other learning. I have used (Nancie Atwell's or Linda Rief's) Town Hall meetings during which students each had a turn sharing something that was an issue of school, society, community/city, etc.
Amy
Hi Katie,
Wow! I'm impressed by your insightful comments. I think they are all true according to my teaching experience of 10 years. Especially sitting in a circle and sharing students' everyday life was really important for me and my students also. It spurred my and our class strongly and positively!
Katie - WOW! We talked about very similar things! Isn't it interesting to see how a classroom without windows still succeeds and creates a wonderful experience for its student? I wish teachers were given a budget for decorating. I feel that it's going to take a few years of spending our own money to get the classroom looking the way we want it to!
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