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.