Afternoon 6-29

Monday afternoon, our last Monday and my eportfolio seems to be complete, woo hoo!! :) Today we wrapped up a lot of things today and it felt really good. We've had so many things in progress and now its all starting to come together which is a cool feeling. I must decide what to share tomorrow and make sure we have our collaborative piece. In the morning we went over our professional development chart and then discussed the upcoming conferences and all that. I am honored to be asked to be a presenter for NDW and I am looking forward to this great event.
I feel at a loss for words because this has gone so quickly and I am looking forward to having time to really soak up all that I learned and experienced. I have a feeling tomorrow at Table Rock will be an amazing conclusion to an extremely fast paced but exhilirating couple of days. Perhaps more later when my mind is a little less cloudy. Below is the group piece we shared on Friday at Coffee Underground:
30 questions for Andrew Wyeth
All- Hey Andrew, we’ve got some questions for you

Kevin- 1. Why all the smashing pumpkins? Who are the people on the cliff?
2. Where did the pumpkins come from?
3. Why so many pumpkins?
Laura- 4. Why were you choosing these colors, why so dull?
5. Why is your color palette all the same?
6. What influenced your perspective?
Donna 7. How long did Hilda model for you?
8. Where did your fascination with hats come from?
9. How were you related to the person who drowned (hands out of ice)
Stacie 10. Did you mean for the painting apron to look like that or is it unfinished?
11. Where was the paper for the man in the painting the letter, was it a man?
12. In the painting 4 posters, is that your bedroom?
RK- 13. Was the painting fenced in a metaphor for your life at the time?
14. How did you divide your time between the seacoast and the farm?
15. How did you choose who to use as your female model?
Shelly 16. Are your paintings intended to be as sad as they appear?
17. Do your paintings parallel your life?
18. What are you trying to say through your painting?
19. Did the portrait of the woman in the glass house reflect her confidence?
20. What is the story portrayed in the letter?
21. Why did you choose the winter season to portray the glass house?
ALL- Andrew Wyeth your paintings inspire us to question, reflect and write!

Morning 6-29

This has been an unbelievable couple of weeks. I came into the summer institute excited and ready to learn a lot and aware that I had a lot of work to do. 6 credit hours sort of gives that away. :) I am learning to get over writing shyness and just write and share and be okay with it. I tend to share often but I still struggle with feeling like a better writing teacher than a writer. That is slowly shifting...
We have created a lot of writing, collaborated a lot, and I have been taken outside of my comfort zone which has been great. I mentioned in my reflection how I enjoyed being part of a writing community. I am always working to create that community in my classroom for my students and it was really fantastic to be able to truly experience it. Makes me remember why I want it so badly for my kids.
I am not sure what my role will be with the UWP. I am open but I am not sure that my current demo will fit with their current need. I am grateful for the experience and the group that I am now a part of and I look forward to continuing to grow as a writer, researcher and leader.

Fieldtrip to Downtown Greenville

Our last fieldtrip of the institute is already over. I cannot believe it. I live in Greenville so I have been downtown numerous times but it was fun to go as a writer this time around.

We started the morning responding to the Mice on Maine book and just being down by the falls in general. From there we had lots of fun wandering around. I wrote a lot in the museum about Andrew Wyeths paintings but it was rather all over the place. I was intrigued by his colors and dullness and what his state of mind might have been.

Our group spent a lot of time at Trio's eathing delicious food and creating our collaborative piece to share later. Then we wandered around the Mast general store where we all wished to have this sundress. :) But at nearly 60.00 we settled for a picture. :)

It was a great day full of lots of writing, laughing and sweating!! We ended the afternoon at Coffee Underground where I enjoyed a THIRD cup of coffee... Stacie made sure our group won the writing marathon with all her pages and many great pieces were shared! I love this group!!

Afternoon 6-25

I cannot believe that all our demos are done. This time has flown by. Jennifer started us up with a great demo on helping our students create enticing leads. I really enjoyed her variety of books and the way she let us work through the different steps. Kevin finished off our demos with a fantastic letter writing strategy. I loved his choice of books and the way he worked his students through the writing style. I can tell he offers his students a lot of choice and they feel safe in his room. After the demos we moved into our own writing. I am really scattered when it comes to my article because I have had so much feedback and have spent a lot of time working on it. I feel like I still have a whole lot to do but it'll happen.
Our video is done and it looks pretty good.
Erika and Jason brought us sundaes to ease tech time. :)
I like all the reflecting but I can feel my brain shutting down... so I am compiling a to -do list and we'll see how far I get with all of this. The weekend is coming and tomrrow is our fieldtrip downtown. I love our fieldtrips because we really have time to hang out and laugh with each other in a different environment. We have a great group!!

Afternoon 6-24

Life is crazy busy right now but I feel like I am doing a pretty good job of not freaking out. :) We started the day looking again at how much we want to be involved with the UWP as far as in-service goes and then we were able to interact with the young writers camp members. That was super fun for me because we got to see these young students having the chance to really express themselves. They aren't little kids writing random things they are WRITERS and it was amazing to hear what they have written so far. Justin had an amazing twist on the Titanic. Olivia get making me laugh with her disclaimers. She didn't want us to be worried about anything being real. She has an amazing imagination and her writing was SO powerful. Gabriella wrote about daily drama but her writing had a lyrical quality to it w/her use of various repititions- she likes to sing so this made sense. Lily is an extremely powerful poet. I was really impressed by her ability to use a few words create an amazing story and rythm. Nicole was a bit more timid but when she shared her writing was so unique and fun to listen to. Having the young writers also was good for my teacher heart becasue I was able to experience the joy and power of writing through their eyes again and was reminded why it is important for us, as teachers, to give them time and opportunities to write. I have a feeling that we will hear great things from these writers. Lily already has plans to be published. :)
After that time, Amanda shared her demo and did a fantastic job. I really enjoyed the activities she had us do and I will definitely use this strategy in my own classroom. Even if I don't teach English 1 next year.
Time to write, write, write... here is where everyone's stress comes to the forefront but only a few tears were shed and I think we'll get it all together. I am at the point right now where I feel like I am stuck. I need a printer, I need feedback, I need to know what to do. But other than feeling like that, I think I am okay... we shall see. Perhaps I need to write another to do list, must go figure out what to put on that list. :)

Morning 6-24

In-service-
That word ususally makes my stomach turn as I remember the countless hours of sitting through meetings that makes me crazy. :) However, I know from experience that in-sevice w/ the UWP would be time well spent. I can see myself presenting my demo wherever if asked but I am also quite happy to go behind the scenes. I know that I have some good ideas but sometimes I worry about teaching teachers who have been doing it so much longer. I know that age and experience don't necessarily equal good ideas but still...
I know we will be involved with the fall conference and I imagine I will do some other things if my demo fits. I am looking forward to pariticpating in all that the UWP will let me. I am hoping that as time goes on presenting will not be so scary. :)
They say if you don't like how things are being run or happening, change them. I think working with UWP could be my way to help bring about change.

Afternoon 6-24

What a jam packed day!!! Anna and Mindy both presented today and they were fantastic. Anna pushed through even though she didn't feel well and showed us a great strategy to help our students develop setting. Mindy got us out of our seats and let us have fun role playing. I always want to do that w/my kids but sometimes I get overwhelmed with actually doing it.
We worked at connecting the different pedagogy books that we are all reading and then we launched into tech. I am looking forward to podcasting in my classroom. It was fun to play around w/audacity and publish our work verbally. :) My head just keeps filling up w/all the cool things I can do w/my kids. I hope I remember it all.
I am a little overwhelmed w/the amount of work I have to get done in the next few days but I know it'll happen and I got a lot of work done on my article w/Inga assisting with the editing I just might have something. :) Once that is set I am onto the reflection.
Our movie is coming along and I know everything will be great. Woo hoo!! :)

Podcasting :)

Dandelion Wishes

Afternoon 6-22

I feel like a sponge and at times I get oversaturated but for the most part, right now, its like I cannot get enough. :) Donna was amazing today. I really enjoyed her demo and I am so excited to adapt it in my classroom. My kids will learn research so much faster and probably enjoy it a whole lot more through this strategy. Linda's was also wonderful. I could see her passion for her students and loved seeing all the things she is pushing her sweet kids to do. Her strategy is also one that I can adapt for my 8th graders. I am really appreciating the chance to write so much and I love feeling even more like a writer. I have a lot of things which are in process which is rather overwhelming but I am confident it will all come together.
I never would have thought that I would be attempting to publish to a journal, I mean who cares what I have to say? People still may not but the point is I am trying.
I need to get better with making decisions but I think a lot of my struggle has to do w/a lack of information and having no idea how busy my life is going to be and what I can fit in... so there is that. But here we are ending day 9 already, where is the time going?? Technically we are at day 12, craziness?! I am excited for tomorrow's demos and to see how our video footage assignments turn out. The creative juices are flowing. :)

Morning 6-22- Involvement in UWP

I have been extremely excited about becoming involved in the UWP. I do not know that I am "techy" enough to do Thursdays but I really want to help w/the conferences in whatever capacity I can. I am not sure exactly where best I fit in the UWP and I know that my life gets super busy especially with school (like everyone) but I know that I want to be a part of what happens here. I am not sure what happens at writing marathons but sounds great. :) I know we'll be at the National Day of writing and I am planning to be at the spring conference.
I would be willing to assist in tech thursdays and well, I am getting redundant.
I sound like I cannot make a decision, which is sort of true, but basically I am willing to work in area of need or where ya'll thinkI fit best. :)

Botanical Gardens, Clemson, week 2

I am sitting here on my couch on Saturday remembering that I must blog about yesterday while my mom putters through the jewelry she brought (she sells it) I cannot believe that we have one more full week and then just a few days. I feel equal parts sadness and panic. Sadness because it will be over already and then panic because I have A LOT to do. This has been a crazy week for me with family visiting and being sick and so I feel behind but I will catch up. :)

I really enjoyed the botanical gardens but was really distracted. I kept seeing all these things to take pictures of- hence my perspective writing about the photographer and here is one sample- so that was distracting... my mom was at my apartment and I was excited to see her but also working in my head all that needed to happen, etc... it was hot and well I was a bit brain-dead.

Many of us felt this way and were discussing how it was good for us to experience that because its the same things our students go through and we need to be cognizant of the fact that they don't always have a thought to write about or cannot get focused enough to get it out. That being said. I still tucked away several ideas and I m re-visiting a short story that I started with my students. Always focused on the horse because that is the other part of me but still. Its good... this week started with my demo, I got sick and then we ended with a lot of heat. But I also got to spend quite a bit of time w/ Ann, Ashley and Donna because we all rode down together and that was such fun. We are here to write and write a lot and to hone our craft so that we can increase our student's abilities but we are also here to network, build friendships and learn with each other. I felt for me, that a lot of yesterday was focused on the relationship aspect and it was sweet! 

Afternoon 6-18

Two more demos went well today and I was able to keep my eyes open, head feels so much better. Eyes were not closed due to boring yesterday but to pain- just to clarify. :)
Ashley was so nervous but she did really well. She has been teaching for just a small amount of time and I am so excited for her and how much she will grow as a teacher. Awesome!!
Dee was also amazing . I really appreciated his demo because it gave another genre of writing that is so needed. Our kids not only need to be creative but they also need to be able to analyze.
Our reading group met for the first time which was pretty fun- all the crazy upper grade teachers. :) Tech time went well, I enjoy using photo story and I am lookikng forward to tomorrow's fieldtrip. This is short because all I can think about is that mom is coming!! Woo Hoo!!

Afternoon 6-17

SI day 8- Plans change

Pain resounds in my brain, thumping
At some point will I lose brain power to these storms in my head?
“Why is this happening today” I groan
My vision is getting foggy; I hope in vain that it is just my allergies.

I walk into the conference room to tell Rebecca, Dawn and Shasta
My heart sinks as I realize the next few hours are going to be a lot of
pain and back and forth in my bodies attempt to heal itself.

I listen to fantastic demos- eyes closed to ease pain
Migraines- what causes them? Why do I get them?
Wish I knew… So little time, so much to do, the pain thumping in my
Brain is not part of the plan.
Once again reminded I am not the one in control… sigh.

Writing like Ron Rash, morning 6-17

I am going to try and write through the fog that is filling my brain right now. The blurry vision is faded but now the migraine, the pain begins... why am I getting one today??
Dawn said to look at a poem and see what image arises. I looked at my Things I carry and unfortunately I am mostly seeing a figure slumped over. Carrying too much stuff, tired and wanting to make sure things are okay for the future. Most of that has to do with the fact that I feel awful.
Okay, try again...
She turns slowly, dancing in the rain and humming a tune. her world is busy and filled with care but if not for these moments of forgetting, she would surely crumble under all the weight.
Filled with eagerness and passion this young woman tackling the demands of her day. Making sure everyone is okay. The world is her playground and those who dwell here, her obstacle. Often times there is a struggle that seems to come moving in like a cold front to warm weather. The wind howls, branches sway and at the end there is a lot to clean up and make new. This process, this jouney, this is what she carries.

Afternoon 6-16

Tech day number 2 is complete. I have the conundrum of which computer to use... shouldn't be a big deal but for some reason I am struggling. :)
Patsy and Shelly did an AMAZING job on their demos this morning. Even though Patsy teaches kindergarten- I could definitely use her strategy with my 8th graders. I love all the ideas I am gathering for my class this year.
Shelly had such a clever idea and I kept thinking of all the practice they could do w/expression and voice overs and all the figurative language they could practice- so cool. What an amazing bunch of teachers this group contains.
So, tonight amidst all my company I need to read, and write and try and get my mind clear. But this is a good kind of fog, one of learning. Hopefully tomorrow I will get a bit more time and well, this is fun and that is what I will remember! :)

Afternoon Reflection 6-15-09

Today was the momentous day of my demo... I survived and was not crazy nervous! :)

I have been so excited to become a part of the writing project and had so much stress this past school year that I am constantly reminding myself how much I was looking forward to this and I do not want to be stressed about it. So far that is working. As much as teaching adults freaks me out its encouraging to teach the other teachers in the UWP- they are so positive, so ready to jump in and participate and give feedback which just really makes the process so much better.

My family is coming into town this week starting tomorrow and so even though I have a lot of tweaking to do on it and a lot of writing to do I am glad that the demo is out of the way. I was relaxed but definitely still thinking about it. 

The thing is, I like to teach, I think I have good ideas, occasionally but I still feel like such a little kid which I guess I need to get over since I will be 30 this fall... sigh. 

We need teachers who are innovators and desire to find new ways to increase student learning and ownership of their work. 

I think, in a nutshell that is what the UWP is trying to do, teachers teaching teachers.

Today was really positive for me but I am glad my part is over. :) 

I am excited to try out Kathy's strategy on feature stories. I feel like I am going to leave at the end of June and have so many ideas to start creating my curriculum for this school year. Each year we hope to improve and get better. 

I took a writing workshop class w/ UWP, this presentation went better than that one- thankfully :) but just a year later I was so much more at ease doing writing workshop in my busy middle school class and I know that this year will be even better. 

Morning 6-15

I have always kept a journal and was raised loving book and knowing the power of words. I was amazed at the way black ink could create images in my head and evoke so much emotion: laughing, crying and even feeling like I'd lost someone or something when it ended...

I was a very reluctant English student, my mom is still in shock that this is what I teach, but in looking back most of that had to do with the fact that I felt fenced in. I hated essays and being bored.

In my freshmen year of college I had a professor who gave me a workable structure that allowed me to use my creativity within the bounds of structure. The last week of class I received a 100% on my last essay with her. I still didn't love the essay format but I did understand it. This would prove quite helpful in my college career. 

My sophomore year my English professor fed my creative side and taught me the value of revision and how a piece is never done. I had, theoretically, learned all of this in high school but it college I was more aware. I had a lot of money to lose. 

I write a lot, not always anything significant, usually just rambling. As a writing teacher if I'm asking my students to do it, I must do it first. 

I don't consider myself a good writer, not at all but I do know I am better off because I write. 

I ask my students on a daily basis to write out their anger and frustration, fold the page down so I don't read it, if necessary and then come and talk to me. This helps them stay out of trouble and gives both of us time to assess. It helps us think!

Connemara Fieldtrip

I was sitting on my bench rambling and here is what I came up with, seemed an appropriate reflection - 

I am sitting on a bench underneath a canopy of leafy green trees. All around me are scenes begging to be captured with my camera's lens. There are two white gates containing fields of long grasses and the air is heavy with the threat of rain. 

I am not sure what it is about gates that intrigues me. Perhaps it falls into the same fascination I have for windows and doorways- the promise of  possibility, the idea of something new.

So much of this summer is about new ideas and possibilities and so in many ways I am walking through all these various doorways. I am giving into my worries of writing and not being good enough. I am allowing myself to write poorly so that I can get better in this slice of time that I have been granted. 

Experimenting with new ideas , new thoughts, new freedom. 

Carl Sandburg was a man of substance. Very grounded but with a head full of knowledge as shown by the variety of what he read. As a reader I envy all of his books, bookshelves and time to read. 

As a writer I am humbled by his ability to use all that knowledge and create writing for the masses. His writing is honest and poignant and completely attainable. 

Its amazing to me to be able to wander his property, witness the amazing relationship in photos  that he shared with his wife and see what his life might have been like at one time. What a sanctuary he found for his writing soul. 

Now, this sanctuary is used to restore many souls. I listen to the voices of little children, so excited to see the goats. Families exploring together, oder couples ambling along the paths hands clasped still deeply in love all these years later. This was a home and it must have been happy because places have memories... 

Afternoon Reflection 6-11-09

Way to go Keisha and Stacie!! Our first TC's went today and did a fabulous job. I am excited to use both ideas in my classroom this year. :) I need to get my demo under control but I think that will happen... We jazzed the text w/Rebecca and I was reminded again of how much I liked that strategy and how powerful it truly is. 

Afterwards we played around w/wordles, you can see my groups on my blog. Then we dove into crazy tech time which actually went okay although I'm sure I've forgotten something. 

I am loving getting to know everyone, having the time to write and just getting new ideas. Its a really nice break from teaching. I can feel myself getting re-charged already. :) 

Tomorrow is our field trip which I am looking forward to and I have a lot of demo work to do this evening. Fun times! 

Wordle

Afternoon Reflection 6-10-09

Day one of the intense SI begins- love it! We started this morning listening and reflecting on the work of Carl Sandburg with Dawn. 

From there Rebecca walked us through a demo on Where I'm From using the book, Mama Where are you From? I have done this exercise so many times with my students but I really enjoyed getting to go through the process as just the learner/writer. I really liked the web that Rebecca did with us to narrow our topic and will definitely do that with my students this school year. 

The coaching session gave me time to hear what other people were doing and really solidify what  will be doing for my quickly approaching demo.

We have lost 3 people in our mentor group and so with just 3 of us we really knocked out what each of us were going to do. I was really glad that Anna got a chance to really hash out her ideas. 

Our writing groups makes me laugh and also really think with the variety of stories that come out from each of us. I love listening to how each one of us processes differently. 

I have some work to do this evening and the next few to get my demo ready to go but that is okay... I am tired but excited. A very successful day 1 although I guess it is really day 4. :)

Morning Journal

Carl Sandburg’s writing June 10, 2009

 I love the expression of they work hard because they are wearing overalls. The overalls hold the power that fuels them. So reminiscent of childhood and the way that children equate an object to equaling power. The security blanket or hat, the favorite shirt all of these portray some type of power to the child. I remember my little brother and his cowboy boots and how for a year straight those were the only shoes he would wear, that was it. I don’t know that we could get him in any now. At the age of 22, I don’t know how much he would love me remembering that, either.

When I was little I took ballet and so my mom would put my hair in a bun. I have never had the greatest posture and I remember her saying that I had to stand up straight so that the little birds wouldn’t fall out because she called the bun a bird’s nest. I was little and I believed her and was horrified of ever dropping one of the little birds.

The power of thought and stories.

But I still love the overalls. The idea that putting on a garment gives power, energy or whatever is needed. We have specific clothes for many different things but as adults I don’t know that we think they possess any power. Or do they? The power suit, the slamming black dress,  the comfy sweats, etc… maybe putting something on is powerful because we say so.  They say perception is reality… 

May 2 reflection

Our last Saturday before the real part of the institute begins. :) Dawn and Shasta both shared demos and I enjoyed gleaning ideas from them. I especially liked the idea of actually cutting out words to create the found poetry that Shasta demonstrated. 

Tech time was fun making absurd videos :) Rebecca is quite the actress. :) I am really looking forward to growing in my craft and getting to know new teachers.

* I thought I posted this earlier, so I am sorry- its quite short!! * 

Chapter 9

Voice, Voice Voice... what an awesome chapter (as always and sorry for being late, I thought I had already entered)
As I work through figuring out how exactly to do my demo I actually felt like a few of the things that she used in this chapter to explain voice could possibly be adapted and used by me...
Voice can be taught but most importantly it must be allowed to come out and be experimented with it must be encouraged. I thought that was essentially the essence of this chapter. I have often gotten extremely excited by my students voice but I don't always tell them what I enjoyed specifically- I must do that.
Knowing that voice comes from who we are was also really important to note because we all sound different... I need to encourage my students to read aloud and listen to the rythm in their writing even more than what we already do.
We are currently working on poetry and so the timing is perfect... poetry is SO rythmical.
I encourage my students to write about things that are important to them, things that matter and so hopefully their voice will continue to grow as we continue to experiment. Voice is power and all my students have that power which is cool.
I appreciated the writer's notebook entry from Barry Lane and it made me realize that its okay if a student needs to adopt a different persona, even if it lasts for awhile. When they do that they are able to be someonelse and that can be very freeing. I am excited to work even more on encouraging my students writing voice. What an excellent book this is!!

Chapter 8

Today at our pre-institute day my group was brainstorming for demos and I just found this chapter really timely. We want our students to write and sometimes structure is helpful but we want them to write and experiment and make something uniquely their own. I loved the comparison between writing and a really great recipe, like an amazing soup. Then the example ofr pre-packaged food and how its calorie fulfilling and the same and that is why we eat it. That really struck me because so often we want something easy and comfortable but the point is to write something to be read- love that!
Once again I loved getting her take on writing steps and the admission that thinking is hard. If writing is thinking on paper that means that every so often its going to be hard... but anything worthwhile may once in awhile be hard, I think...
The questions she identified on page 124 to springboard writing excited me because this is the kind of reflective writing that I want my students to do. The thing about these types of questions is that once again they are pulling on what they know, their strengths and themselves. If we are the experts on anything it is ourselves.
I love the quote from William Faulkner- "Writing is one-third imagination, one- third experience and one third observation."
Formula is helpful, it seems like it should be the way to go but life is not a formula. I am reminded of the last chapter that said at the end of all of this the point is to see what our kids can do with the resources they have been given- I am paraphrasing. In my fight to teach this way rather than worry about all the state assessments, thus far, my kids, when given these types of writing opportunities always rise to the occasion. I really liked the line on page 127 where Stephen Kramer asked the question, "I wonder, though,whether anyone has calculated the effects of writing test pressures on student's love of writing. " I think that is a great questions, wondering if anyone is checking?? :)
In my class I am asking my kids to be vulnerable, open and raw. That is a super scary position to put them into. But once I have set up that safety net the rewards for this type of writing are amazing.

Writing Project book- book an hour

I read this book about a year and a half ago for the class I was taking w/the UWP. I appreciate this book because as much as I wanted to do writing workshop trying to implement it into the middle school model is challenging. The book is extremely encouraging but also really useful. I was reminded of why we do things the way we do as well as remembering that sometimes we have to change things in order to fit our kids.
I need to be reminded that this is worth it. There is a reason behind the madness. That is such a useful thing to be reminded of... Conferencing ends up being the hardest with short amounts of time so I loved that I got the chapter that remined me why conferencing is important and that the main thing I need to do is LISTEN :)

Chapter 7

This book makes me smile in so many ways. In this stage of education assessment is a really big deal. We have state assessments, comparing assessments (for us the ITBS) and then we have to be assessing our students and in Greenville County we have a certain amount of assessment types that must be entered in each category. 

What really stood out for me in this chapter was the call for teachers to make sure they are reading and writing so that our assessment is accurate. I thought her three guidelines for assessment was extremely helpful. I need to remember to be perceptive, compassionate and make sure that the assessment feedback that I give my students is useful. I grade my students with rubrics and I work hard to give them feedback that they can take back to their current writing and make better. But I know that I fail often. In my effort to keep up with all my students I am not always assessing every single aspect of their writing. I know that is fine but still I worry that I miss something. When they do something well I work hard to highlight what they have done well. I want my students to write and write a lot and be brave with that writing. My fear is that in encouraging my students to write I am not always correcting the mechanics that they are lacking. I know that as they get braver I can do that but I want to make sure that I don't miss that instruction along with giving them confidence to write. I really appreciated the reminder that reading and writing is so hand in hand. I have always believe that but the line on page 100 reminded me of the importance- "People who read for the sheer joy of it also appreciate the many forms writing can take." I liked the example of people who understand what is happening appreciating the risk that someone is taking. As a rider I have so much respect for that person who gets right back up and takes that jump again because I know how scary that can be. As a reader and a writer I so appreciate someone who can make my heart skip a beat or scare or inspire me or even make me cry. That is a part of my reading and writing community that needs to be grown. 

I call my students a community of readers and writers right from the beginning of school. I want them to think of themselves as those type of people. Also, whenever, we look at other authors I pull them into conversation by still calling them authors even though we haven't officially published I want them to know that they could, maybe, at some point... :) 

I found it very good also to know that my students are allowed to collaborate but at the end of the day they make the choices. The line on page 99 - Collaboration does not, sad to say, guarantee success, It only provides the writer with with new jumping off points. The writer must still know how to make use of of the responses she receives. Not all advice is good or even helpful. Writers must learn to sift through the trivia and find the gems. " Further down, "In the end, despite everything, the writer is alone with her blank sheet of paper." These lines leaped out at me. My students must be equipped because at the end of the day (which I knew ) its still down to them to put their thoughts on paper. The line that comes after basically says what we need to know is how do they do using all their resources. Writing is the production of meaning- love that! It is thinking. So, until we are all like KY, I will continue to work on creating this environment in my classroom. For now, I will keep the words of Samantha Abeel in the back of my mind and remember to encourage my students always, more than criticize because if they feel they can do it, all the details will fall in line. 

Chapter 6

I feel like I just keep repeating myself but I feel like this book is such a good reminder. I constantly feel justified in certain actions but at the same time gain so many new ideas. I teach 4 classes that are 64 minutes long and I feel I am constantly working against the clock. This is my second year really doing writing workshop and I feel like it is so important and so I keep carving out time for my students to write. I am rather worried about next year as I lose even more time to read aloud to my students, allow them time to read and write but I guess we'll figure that out in hopes that I have a job. :) 

I appreciated her ideas for writing w/students as well as showing them how I go through the process of brainstorming and editing.  I liked her line that said if a picture is a worth a thousand words than modeling is worth a thousand pictures. Everything I ask my students to do I need to be doing as well. I do this but I need to do it a lot. I liked the idea of asking for topics and then working through how I grapple with the idea and decisions. I will be doing that next week. I sometimes worry that when I start to write on the board they all stop to watch, but that really is what they are supposed to do and so thats okay.

I appreciated the ideas of using the different writers, sharing with students how we may need to walk away from something- making notes, helping them to create spaces that really speak to them as writers. I think reminding them that writing is really hard work and that writing well is even harder is good. I want my students to see how important their work is and that is may take a while.

The way writers work and process was a good reminder for me too. Sometimes I want them to have an idea before they head to the computer because I want to see their notes. I need to let them get on a computer if thats what they want and then show them how to use the markup button to make notes so that I can see their process still. I will be modeling these lessons a lot in the next week as we prepare for the last part of the PASS and continue through poetry. We have been writing all year but these will be good reminders to leave them with as they head to high school. 

Chapter 5

As a writing teacher I often feel very torn. I need my students to write in a way that shows what they are learning. That they are gaining something from my countless mini-lessons and conferences. But what struck me about this chapter is that in order for them to write well they need to have permission to write poorly first. This resonated for me on a couple of levels. I just sent away the wretched National Boards box containing countless hours of work that started has really bad writing. My sentences were not smooth and fluid and had to be edited quite a lot. I also was writing like it was a college class. The writing you do for National Boards is very different. In order to get any writing down though, I just had to write. I had to add my flowery adjectives and transitions words and hopes and dreams in order to have something that I could then pare down and work into something appropriate.
My students need to have that freedom. That knowledge that the point in what they have to say. We can fix the grammatical stuff later. They need to be able to write and just have freedom to mess up. When my students feel they are writers who have something to say it is amazing what comes out of them. Some of my lowest students are able to write with powerful voice because they have been allowed to share what they have despite the fact that editing them is a nightmare. :) I call my students writers from the moment they walk in my class because like the example of the swimming teacher I know that my belief is pivotal. There is a quote that says, "How do I know what I think until I see what I say." I think that is so important. Spandel says "We don't write to be assessed. We write in order to learn how." I think that is a powerful reminder to me to let my kids write and write and write and just see the mess they create and worry about the mechanics as we come to it because often times they will notice afterwards. You can teach editing, you can fix it but its hard to unlock a voice that has been fenced in by perfection.

Chapter 4

I am a wee bit late- sorry... I am excited that we are getting so much closer to summer. :) I found this chapter like all the others very appropriate especially for what I am doing right now. My students do writing workshop and I keep struggling with allowing them to move quicker or slower and yet still complete something in order to keep the grade book. I really appreciated how she said that publishing is not the point. Writing is the point- sometimes I forget that. I still have questions on how exactly to work all of that but I am encouraged that this is possible. I love the list of advice from 4th graders followed by the high school students. The advice was so different which showed the maturity but I think at the same time showed how cluttered our minds get as we get older. When we are young we want to do things right and get the good grade but we don't have as much of a mess in our heads to filter through. We just haven't had enough time to accumulate "stuff." I love the line that said they need to write extensively, expansively and frequently. Sometimes I am afraid that my kids are going to say- again?! It hasn't happened yet and so I guess I need to chill about that. :) The reminder that writing is not a team process (the actual process) that we need time and to be inspired, a quiet and comfortable place to be inspired and that essentially criteria is good but should be bendable. My students get rubrics all the time but I like the idea of a specific handbook. Seems like no kidding but still its a good reminder.

Writing workshop is a continual search for one's own best personal process. What a fantastic reminder! I am trudging through National Boards right now- wish I was done, had planned to be done. But in my haste and madness to be done I sometimes forget that my kids really and truly need time, to write, process, read and think. A very timely reminder!! :)  

Chapter 3

I thought the timing of this chapter was rather ironic. We have just finished PASS testing, what fun that was. :) The prompt for the PASS was rather generic and my kids most likely went "off topic." I love the freedom that was given to me as a teacher of writing. I am constantly talking to my kids about their voice but the tough part about voice is that it can't necessarily be taught. On page 31 the question of why they don't put more voice into their writing is asked. I love the answer of why don't caged animals run more? I work so hard to give my students time to write but I need to be consciously aware to give them time to go off topic. I want my students to branch out and be brave with their writing. I constantly tell them that I want to know what they are thinking. I don't want them all to write about the same things or to feel they can't write unless I give them the material- that's boring and it isn't accomplishing my ultimate goal- independent readers, writers and thinkers. 

I understand the need for prompt writing especially for assessment but I think we as scorers in the classroom really need to re-evaluate our purpose. What was our goal? What do we want them to accomplish? 

I am currently going through the madness that is known as National Boards and one of the main things asked over and over is " What is your purpose? What did you want your students to gain from this experience?" Seems a very simple question but is all tied to having the end in mind. Which I guess is also known as backward planning. I think on some levels I do this but as a writing teacher to really look at where I want them to go with their writing or how I want them to benefit will help me as teacher and them as writers. Spandel's line on page 32  says if we just want to see if they are good writers, we don't need a good prompt because good writers can write about anything. I want my students to dig deep and get personal because I feel like if they can get comfortable with that format they can tackle the other ones. 

Really amazing writing stems from my students being comfortable enough in their own skin and showing it off. I think very often the format follows afterwards. I worry sometimes when correcting my students writing because I try to not annihilate their grade by correcting grammar and mechanics and really focusing on what they write. Asking myself if they included everything I had asked them to include and attempted to edit and re-work. My fear is that they will get to high school and their new teacher will think I am crazy because so often I am more concerned about their voice. I am not the best writing teacher by far but I must say that this chapter was helpful in feeling that working on their story, style and voice most importantly is okay.

I am excited to give my students even more reign and possibly experiment with a few of the ideas offered. I want my students to be okay with starting in a random place and allowing their writing to take them where it will. In so many ways Vicki Spandel is reminding us to be human with our students and to remember why we like to write. 

Workshop thoughts

UWP conferences always provide me with so many new ideas and a bit of validation. I was excited to hear from the speaker about pop culture because I feel this is something that we really need to get better at incorporating. Their are aspects to integrating pop culture that are a bit daunting mostly because of needing more or newer technology. But I feel that now not only do I have some fresh attainable ideas I also have a few more resources.
Inga did a great job this morning giving us ideas for how to inspire our students to write which again was through another media- pictures which are so powerful and provide so many ways for our kids to express themselves.
Paula gave us an extremely easy way to help our kids expand their vocabularies. Her strategy is one I can take back to my classroom and use even this Monday as a bellwork.
Dinah Johnson's reading was amazing- its so cool to be able to hear an author's voice and the way they meant their writing to sound.
Korina Jocson did a great job of pinch hitting for Mr. Morrell. I was excited about her information but most definitely need to process and figure out ways to incorporate her ideas in a way that works in my class. My mind is quite busy... which is exciting.

Chapter 2

I feel like I am going to sound similar to how I did on the first chapter but I just really like this book. I feel like I have just been given a whole lot of permission to do what I already want to do. This chapter did bring up the challenge of trying to allow students to have a say in what they write so that they are able to write about something that matters to them. However, very often we have non-writers and even more the possiblity of adding stress or never having students complete any writing. I have found in class that very often my students have to have some sort of deadline to work to but if they are working ahead they can work on something else. I try to give them tethered choice. This helps on a couple of levels, it keeps them from not having any thoughts but I also am able to avoid being Mr. Graphite- hilarious! The trials we put our kids through. I think a really good rule of thumb for me has been if I've asked them to write something then I better either have already written an example or plan on writing soon. My kids expect to hear what I am writing and I want them to. I am excited to continue to let my students write about things that matter to them and in the process, learn- how cool?!

Chapter 1

Wow! I am really enjoying this books. The thing that I was most struck with was the idea or need to create time for my kids to think. When we have writing workshop I ask them to move their pen or pencil pretty much constantly because I want them to get in the habit of "thinking on paper." Which brings me to the conundrum of how do I create that time for reflection while still holding them accountable for completing something in order to stay with in standards and all of that... its a dilemma I am excited to try and figure out. We only have a few months left of school and they are the craziest with all the testing but maybe I can ease some of the stress by allowing them time to think, reflect and write. Who knows?! 

I also liked how the author described books and the power that being read to provides. In some ways I felt like a few of my practices were validated. I read aloud to all of my classes. I attempt to provide reflection time although currently it has a time limit. So, again the challenge of providing time and being able to assess that in a way that keeps everyone happy- may be tricky but what an advantage they would have as students if they aren't afraid to think and reflect. 

The reminder of how little time we give them to respond was also a good reminder that thoughtful responses take time and that no response should be criticized to the point where a student doesn't want to respond. Discussion and re-direction is fine but not to the point of feeling embarrassed. 

Plus, this chapter gave me permission to take time to read, write, reflect... thrilled!

I will end my rambling with the awesome quote by Edward Albee "I write to find out what I'm thinking. " Reminds me of the quote that says- "How do I know what I think until I see what I say?" This is the quote that led to the request that they write no matter what. But now I will be working to adjust it... okay, I hope this rambling is alright. I am excited to experiment with my kids.

Until next time... L

Hello!!

Hello everyone,

This is my first post for the  2009 Summer Institute for the Upstate Writing Project.

I am SO excited to get to know everyone and embark upon this adventure. :)

See ya'll on Saturday... Laura