This article is written with the intention to inform and provide interested parties with the opportunity for reflection. All approaches to the teaching of writing come with their own advantages and disadvantages. Being aware of certain limitations in some pedagogies is not to dismiss certain practices in schools nor those employed by teachers. Rather, this article is only looking to seek a clearer definition of the circumstances in which learning to write is likely to arise in classrooms.
The Self-Regulated Strategy Development model can help teachers incorporate self-regulatory training into their writing pedagogy.
I think teachers learn to be more useful when it is clearer that they are not [always] necessary – Peter Elbow (1998)
Many children struggle to coordinate the multiple cognitive and self-regulatory demands of the writing process. Here we describe how the Self-Regulated Strategy Development (SRSD) model of instruction, which combines the explicit teaching of writing strategies with instruction in self-regulatory skills has aided the children in our class.
Continue reading “How We Created Self-Regulating Writers & The Improvements We Have Seen.”
As some of you may know, we have recently set up a @WritingRocks_17 twitter account. One of its aims is to build of a community of writer-teachers.
- In our recent poll, only 37% of our readers considered themselves ‘writer teachers’.
- Over 50% stated they were teachers that happen to teach writing.
The truth is though that actually all teachers are writers – we write often! Some might argue we write too often – about things that don’t really matter – but that’s another blogpost! Perhaps then, as Teresa Cremin (2017) points out, we need to move away from writing being seen as some kind of ‘quasi-romantic’ practice to actually one that many of us can and do excel at!
As studies indicate (Peel, 2000, Yeo, 2007) and Teresa’s article here shows, many teachers who are passionate about the teaching of English come to it through a passion for reading – not writing. This has a considerable impact on classroom practice with reading often profiled over writing.
Continue reading “Are You A ‘Teacher Writer’ Or A ‘Writer Teacher’ And Why Does It Matter?”
As part of this blog post, my class and I decided to put together a guide to reading for pleasure. The children came up with roughly 30 rights. I’ve decided to categorise them as I think it makes for more interesting interpretation. Take a look and see what you think. You can also read our ‘Year 5 Rights Of A Child Writer‘ here.
Continue reading “Children’s ‘Rights Of A Child Reader’ Guide.”
Here is a brief outline of the key messages from the Education Endowment Fund’s summary on effective writing at Key Stage Two. The summary produced by the EEF uses a number of meta-analysis based research papers to draw its conclusions. It says:
Continue reading “What The EEF’s ‘Improving Literacy in Key Stage Two’ Report Tells Us About Teaching Writing Effectively.”
This article is based on, and written in relation to, findings of educational research (Cremin, 2008, Pieper & Beadle, 2016 & Miller & Anderson, 2009). The tenor of this article is to allow the reader to reflect on children’s reading and is in no way a criticism of any school(s) policy or teachers’ practice.
If you’ve ever felt a pang of disappointment that some (and maybe even many) of the children in your class are not turning to books with enthusiasm and engagement, despite your best efforts at providing book-weeks, author events, booktalk sessions and a selection of ‘good’ titles in your class library, then I urge you to read on now.
Continue reading “Creating A Community Of Readers: A Reading For Pleasure Article”
Language merely reflects our way of trying to make sense of the world. – Frank Smith
Writing is the meeting point of experiences, language and society. It is intimately bound up in an individual’s intellectual, emotional, social and spiritual growth. Such patterns are complex and draw on several disciplines (including psychology and sociology) (John Dixon, p.85)
Teachers all have different philosophies on what constitutes writing and therefore will respond differently to: children’s writing, organising instruction and representing children’s development accordingly. Here are some common and influential views on what writing is and why we do it.
Continue reading “What Is Writing? Why Do We Write?”
Daniel Pennac, in his book The Rights Of The Reader, created 10 rights for child readers and these can be viewed as a poster here.
In 2011, The National Writing project produced its own ten rights for writers which includes the following:
- The right not to share.
- The right to change things and cross things out.
- The right to write anywhere.
- The right to a trusted audience.
- The right to get lost in your writing and not know where you’re going.
- The right to throw things away.
- The right to take time to think.
- The right to borrow from other writers.
- The right to experiment and break rules.
- The right to work electronically, draw or use a pen and paper.
Continue reading “The 29 Rights Of The Child Writer.”