We’ve all heard of writer’s block, but what about “writing teacher’s block”?
Let’s face it, few of us are in line for a Pullitzer. Maybe you didn’t like writing as an elementary student. Maybe in college, you got help with your papers. Maybe the sight of a blank page produces a cold sweat. But don’t panic! You can still be an effective writing teacher!
Use your standards.
Lean on whatever standards your district uses. If your district doesn’t have standards for writing, consider using the Common Core standards.
https://www.thecorestandards.org/ELA-Literacy/W
Be a partner with your students.
Writing can become the most interesting and engaging part of your day. It’s a time when you can really get to know your students, and it’s an excellent place to build your classroom climate.
Establish the idea that everyone in class (including you) is working together to help each other grow as writers.
If you already subscribe to the idea of “growth mindset”, this is a place to let that philosophy drive your instruction. You can do that in different ways:
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- Be a student yourself. It’s okay to not be perfect. It’s actually more than okay to address any weakness you have as a writing teacher. It’s admirable. If you don’t think of yourself as a writer, recognize that you can learn concepts about writing instruction and move your students forward in their work.
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- Write short examples of what you’re teaching and share them humbly. Ask students for advice on how to improve. Keep this time short. It’s not really about you. It’s about modeling how to accept helpful feedback. (NOTE: I will include some samples of teacher- created writing in my early lesson plans.)
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- Accept student feedback graciously. Students love to be asked their opinions, and to feel that they are really helping and supporting a teacher! Model the attitude that anyone can grow as a writer. Praise and constructive criticism are viewed as gifts that writers offer each other. Sometimes I tell students (truthfully) that if I want feedback on something I’ve written, I go to the most critical person I know. They are the ones to offer me the most help. I do this with everyday writing, like emails or memos: anytime I want my meaning to be clear to the reader.
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- Once you’ve established the norm of receiving feedback, start to share some samples of student work. Start with the work of a student who is popular and/or a strong writer. Go to them privately the day before and ask their permission to share their work. Invite the class to offer some praise and some suggestions for improvement. I use the question, “How can we help the writer make this strong piece of writing even stronger?” Keep the experience brief and positive. Other students will beg you to share their work, too!
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- Build time to let students talk about their ideas and their work. Too many times, writing time is painful because students honestly don’t have anything to say. Use pair-share and small group discussions to help students generate ideas. Keep these times brief and energetic. I’ll show you how to do this in my lesson plans.
MY POINT FOR TODAY: Even if you don’t think of yourself as a writer, or as a strong writing teacher, you can use my suggestions and lesson plans to improve. You can even learn to love teaching writing.