Hacked By darkshadow-tn
I have tried ocean kayaking three times, and experienced both success and failure each time. The biggest challenge with the sea kayak is facing the waves head-on. Although the waves seem calm when I am standing on shore, they become terrifyingly large when seated in a kayak, looking into their frothing faces. As the waves approach the instinct to turn away and paddle back to shore is overwhelming. On my first attempt, I succumbed to the impulse – only to be ripped from the kayak, beaten by its hard shell, and tumbled through the unforgiving sand. The pain of the failure was intense. This first beating helped me stay strong when pointing the nose of the kayak toward future incoming waves. I have yet to determine if the rush is worth the effort. Time will tell. But it does remind me of a similar “can I do this?” rush felt on my first day of teaching and over and over throughout my career as an educator.
I remember the pain when I failed a student, faced an angry parent, or received unforgiving (but much deserved) critical feedback. I remember when I first tasted the salty sting of educational cynicism. I remember when I became “at risk” of looking back more often than forward. I remember when I thought that I was “good enough.” I remember when I realized that the waves ahead of me looked infuriatingly like those I had already faced. Most importantly, I remember that every time I put my energies into facing a new wave with optimism, I have come out alive: smarter, braver, and happier than had I stayed watching on the shore. My roles as teacher, instructional coach, professional developer, principal and educational consultant have immersed me in the seas of both happiness and humility. I have experienced beatings as merciless in education as the sea ever offered, but like the waves and the kayak, the pain that comes with self-reflection has been key to gaining the needed knowledge and strength for future success.
My husband and son, who have watched me from the waves beyond on their surf boards, would tell a different story – probably the story of Mom, who isn’t “ready” to try surfing, briefly bobbing on a kayak at the edge of the shore and then heading back to the comfort of her beach chair and novel. It looks so simple to those already far out there. But learning to face a new challenge is not easy. It is terrifying. And it is exciting. I know what I learned. . . . I know what I next need to learn. The next step is my choice. The waves are equally daunting, but facing them will lead to the joy of discovery and improvement hop over to these guys.
We become so competent at standing on the sand and watching while the waves lap our toes and splash our thighs. The joy and accomplishment in this act is real. Yet I have learned to walk further into the water and dive under the oncoming waves in order to reach the deeper, pulsing swells beyond. I have learned how to relax and “go with the flow” those few times I failed to pay attention and got hit by the rogue wave, waiting it out, holding my breath calmly, until the wave let me go and I could come out on top again.
So must we educators learn to use the new tools that might help us go further into the depths of successful student learning! Might we fail as we learn and get a bit beaten? Of course. But when the ultimate learning takes us further than we can swim alone, it is worth the risk. We must not be afraid to step off the sand into the waves. Do we tire of the waves? Wish the tide to stop its pull? No. Every time we ride a wave, we gain skills and attitudes and understandings that will help us face and conquer the next one. Keep it coming. We educators love conquering our fears, riding the waves, and swimming in the sea of learning. We will face the challenges before us, and we will become stronger, smarter, and more confident as we do so.
Writing Workshop, the Writing Process, and Best-Practice Writing Instruction by Crystal J. Sabatke-Smith
Crystal Sabatke-Smith, a 6th grade teacher in Montrose, Colo., is one of those teachers whose classroom inspires students and colleagues. She agreed to allow me to publish the following:
I love writing. I have a degree in English, have worked as an editor, and have been published in books, magazines, and newspapers. I love teaching writing even more. I love watching students experiment, play, and marvel at the power of the written voice. Each year, I have one goal for my middle-school students: I want them to love writing too, because with a love of writing, comes fluency, stamina, and commitment. A love of writing means a love of learning, and after ten years of teaching students to write, I have learned that a workshop format with an emphasis on risk, experimentation, and publication, makes for the most authentic learning. The Colorado Writing Project, combined with the mentorship of renowned writing experts, Atwell (1998), Calkins (2012), Fletcher (2001), and Kittle (2008) has been paramount in the development of my instructional philosophy.
The Colorado Writing Project
After my first year of teaching, I enrolled in the Colorado Writing Project’s (CWP) introductory course. Disenfranchised with a classroom focus on conventions, rather than the writing process or comprehensive inclusion of the 6+1 Traits, I fell in love with the natural development of writing endorsed by CWP. Through the two-week course, teachers live the writing process and learn how to “implement current research and best practices in teaching and writing” (Hartman & Crawford, n.d.). The next year, I implemented writer’s notebooks, mini-lessons, conferencing, and the writing process with fidelity. Rather than the glazed faces I had tolerated the prior year, I noted an almost immediate improvement in my students’ writing and their desire to compose best generic viagra. Subsequently, over the next five years, I enrolled in the second and third courses offered through CWP in order to better hone my instructional practices. Through independent study, I was able to complete research on narrative writing and assessment, ultimately allowing me to develop a standards-based, portfolio system to showcase students’ growth and achievement.
Through a focus on differentiation through a natural learning progression for both students and teachers, Atwell (1998) encourages the establishment of classroom routines that support quality student work. From her, I developed an appreciation for targeted, responsive mini-lessons that “help students make sense of their world through reading, writing, and sound thinking” (Atwell, p. ix). More importantly, however, I learned that I must commit to “writ[ing] and read[ing] with students” (Atwell, p. ix). My students’ learning is driven by my own growth as a writer and teacher of writing.
From Calkins (2012), I learned, that as a writing teacher, I must elevate my expectations for students. No longer are excuses about background or a lack of past writing instruction acceptable. With the implementation of the Common Core State Standards (CCSS), an emphasis on high-level comprehension has “refocus[ed] the nation on students’ proficiency as writers” (Calkins, p.102). Not only is writing treated as an equal to reading, but it is in fact, “the vehicle through which a great deal of the reading work and reading assessments will occur” (Calkins, p. 102). Whereas the mandates of No Child Left Behind (NCLB) placed heavy emphasis on phonics and grammar rather than composition, the CCSS return writing to its rightful place as a foundation for learning.
In 2009, I had the honor of being selected by the Colorado Department of Education as one of 25 educators to serve on the sub-committee for the revision of the Colorado Model Content Standards, eventually resulting in the adoption of the CCSS aligned Colorado Academic Standards. Through this process, I worked with like-minded educators determined to focus writing instruction on the recursive writing process and a range of writing types. My belief in the writing workshop and writing process as a way to grow strong writers is based heavily on the research and work of Fletcher (2001). Writing workshop allows for a naturally differentiated classroom centered on student ownership and responsibility. In a workshop, students are allowed freedom of choice and liberty to err. The structure of writing workshop allows students to develop skills, “along with the fluency, confidence, and desire to see themselves as writers” (Fletcher, p. 1). By the end of the year, I find even my most fearful, hesitant writers engaged and assured by the enthusiasm of one another and the energy of writing workshop.
Kittle (2008) is one of the few writing experts who specifically emphasizes writing workshop in the high-school classroom. Although I am a middle school teacher, Kittle’s “focus on the process of writing [to] help students discover its power to improve their work” (p. 3) transcends grade levels. It is only through modeling of the writing process that teachers can truly meet the needs of student writers. Not only do I maintain my own writer’s notebook, I also participate in genre studies with students, using my own writing to emphasize the hard work of drafting and revision. Kittle (2008) also stresses the importance of giving regular feedback through conferences, which I have found to be the most effective means of growing student writers. Like Kittle (2008), I believe that “writing depends on talk” (p. 86). Workshop must be rooted in the writing process, and students must be given frequent, differentiated response through conferencing with both teacher and peers.
Our students are writing more than ever. From essays, to texting, to e-mail, writing consumes the lives of 21st century learners, and the Common Core State Standards support extensive writing across the curriculum. Through Colorado Writing Project trainings as well as research of best-practice pedagogy supported by Atwell (1998), Calkins (2012), Fletcher (2001), and Kittle (2008) I have learned that high-quality, rigorous writing instruction is rooted in a process-based approach supported by writing workshop. Ultimately, writing workshop provides students with an expansive window of self-expression, reflection, and critical thinking, culminating in the power of learning and a love of writing.
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Fletcher, R. J., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann.
Hartman, K., & Crawford, K. (n.d.). Colorado Writing Project. Retrieved October 11, 2014, from http://www.coloradowritingproject.org/index.html
Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing. Portsmouth, NH: Heinemann.