My other favorite column in the Sunday Times is Modern Love. There is some intense writing in this one- she captures her teenaged self and experience- something we have each tried at one time or another in the writing we have brought to our group.
http://www.nytimes.com/2007/11/11/fashion/11love.html
The section that starts "Imagine yourself at 16" and ends with "while you blunder about with your blasted heart and torn tissue" took my breath away.
Sunday, November 11, 2007
Sunday, November 4, 2007
More devoted to the spirit than the law
I read this piece in the NY Times magazine today:
http://www.nytimes.com/2007/11/04/magazine/04lives-t.html
It was the Lives of the Times column, called "Son of the South" by Robert LeLeux, and part of it reminded me of some of the things we talked about at our last meeting, specifically about the Catholic Church.
Another thing I saw today was a bumper sticker that said, "God Bless the Whole World- No Exceptions!"
Looking forward to seeing you all on Thursday.
http://www.nytimes.com/2007/11/04/magazine/04lives-t.html
It was the Lives of the Times column, called "Son of the South" by Robert LeLeux, and part of it reminded me of some of the things we talked about at our last meeting, specifically about the Catholic Church.
Another thing I saw today was a bumper sticker that said, "God Bless the Whole World- No Exceptions!"
Looking forward to seeing you all on Thursday.
Thursday, November 1, 2007
The Slippery Slope
Ellen and I had a conversation about writers workshop today. Usually we see eye to eye, but today, I sensed a little tension. It could have just been me, though; I'm feeling disappointed in myself and my execution of the workshop this year.
I have an article hanging on the wall by my desk about teaching after the summer institute, and what a let-down it can be after the intensity of that program. Honestly, I didn't experience that at all last year after my summer with the NVWP. The SI re-energized and re-focused my teaching, and last year was a really positive teaching experience- maybe the best year I've ever had.
In my position paper, I wrote about the slippery slope that moves us from student-centered to teacher-centered activities. I freely confessed to my own slide, and I resolved to stay up at the top now that I had climbed my way back. This year, though, I feel as if I'm careening downward yet again.
I had a student tell me today that what I was asking her to do was really hard- not because she didn't understand it, but because she wasn't interested in it. Nice kid, good writer, divergent thinker, and not one to always toe the line, (but it's my impression that she will when the stakes are high) and I lost her today. My assignment was not unreasonable, and it was designed with my students in mind, but, truth be told, I noticed yesterday that many of the weren't into it.
I was teaching what I considered to be a very engaging and useful mini-lesson on leads and introductions. I was all Kelly Gallagher with my blank rubric and my models. We successfully agreed on 2 qualities that a passable introduction to this writing piece should have, and then the students had time to revise their pieces to include those things, but they didn't do it.
Why? Long story short? They really didn't see the value of it. They thought that what they already had was fine. They weren't invested in this writing, (they were doing it for me and their grade), and so they weren't really willing to push themselves on it, much less internalize what I was trying to teach them. No- to them, their pieces were FINE, really, thanks for asking. Oh? I got a C? What do YOU want me to do to fix it, then? No one wanted to revise it because it sucked, or because it could be better writing and that was what they wanted- they only wanted a better grade, if that. They weren't writers; they were just going through the motions putting in their time.
If on one side is that slippery slope, on the other side of the path we walk each school year is a cliff. It's a leap of faith to jump into a true writers workshop, and it's a leap I've only taken twice in my career- the first year I taught, and last year. This year, I'm still hesitating, afraid I'm not organized enough, or it's not structured enough, or whatever. All I know is this, though, the longer I wait, the slipperier the other side.
I have an article hanging on the wall by my desk about teaching after the summer institute, and what a let-down it can be after the intensity of that program. Honestly, I didn't experience that at all last year after my summer with the NVWP. The SI re-energized and re-focused my teaching, and last year was a really positive teaching experience- maybe the best year I've ever had.
In my position paper, I wrote about the slippery slope that moves us from student-centered to teacher-centered activities. I freely confessed to my own slide, and I resolved to stay up at the top now that I had climbed my way back. This year, though, I feel as if I'm careening downward yet again.
I had a student tell me today that what I was asking her to do was really hard- not because she didn't understand it, but because she wasn't interested in it. Nice kid, good writer, divergent thinker, and not one to always toe the line, (but it's my impression that she will when the stakes are high) and I lost her today. My assignment was not unreasonable, and it was designed with my students in mind, but, truth be told, I noticed yesterday that many of the weren't into it.
I was teaching what I considered to be a very engaging and useful mini-lesson on leads and introductions. I was all Kelly Gallagher with my blank rubric and my models. We successfully agreed on 2 qualities that a passable introduction to this writing piece should have, and then the students had time to revise their pieces to include those things, but they didn't do it.
Why? Long story short? They really didn't see the value of it. They thought that what they already had was fine. They weren't invested in this writing, (they were doing it for me and their grade), and so they weren't really willing to push themselves on it, much less internalize what I was trying to teach them. No- to them, their pieces were FINE, really, thanks for asking. Oh? I got a C? What do YOU want me to do to fix it, then? No one wanted to revise it because it sucked, or because it could be better writing and that was what they wanted- they only wanted a better grade, if that. They weren't writers; they were just going through the motions putting in their time.
If on one side is that slippery slope, on the other side of the path we walk each school year is a cliff. It's a leap of faith to jump into a true writers workshop, and it's a leap I've only taken twice in my career- the first year I taught, and last year. This year, I'm still hesitating, afraid I'm not organized enough, or it's not structured enough, or whatever. All I know is this, though, the longer I wait, the slipperier the other side.
Tuesday, October 23, 2007
Workshop
Ok - Thanks to Heidi for coming in and doing a writing territories lesson to really help us kick off our Writer's Workshop. Now, however, I am committed. So, I bought another book tonight...my normal response to feelings of panic and inadequecy (sp?) that helps with mechanics and grammar in writer's workshop. What it comes down to though, is what will I do with them tomorrow?
Tracey, I can see how the Writer's Workshop has been difficult to work into the formalized structure of "IB Unit Plans" and curriculum mapping. Although, I really like the idea from Nancie Atwell of working through genres as a structure to the lessons.
I think that we will set up our writer's notebooks and then do some writing - we'll see how that goes.
Ellen
Tracey, I can see how the Writer's Workshop has been difficult to work into the formalized structure of "IB Unit Plans" and curriculum mapping. Although, I really like the idea from Nancie Atwell of working through genres as a structure to the lessons.
I think that we will set up our writer's notebooks and then do some writing - we'll see how that goes.
Ellen
Thursday, October 11, 2007
Hmmm, just thinking - about community
Ok - what makes a community? I think most would agree that a common purpose and a sense of working together make for a valuable community - but how can you create a community without sense of purpose and the value of each other or the attributes that we each bring to the table.
After attending my first English meeting in about three years (as a member of the team rather than an outsider coming in to present) I was positively shocked by the negative feelings prevelant (sp?) in the group - never spoken - but definately, quietly there. How can community develop in such an unsafe environment?
Our community of writers is in-process of developing - I think pretty strongly, because we come with a purpose, a sense of safety to risk, and a value for what we each bring to the table. I felt like last weeks (was it only last week?) group was very strong - is it that I felt more comfortable having written to a topic ;) or is it that our community has taken a year to establish - or was this just a good experience for me?
And - how does this understanding of community transfer to my classroom? Today I was quite stern with my class and felt frustrated with this group of bright questioning students - I didn't want them to question me...just do what I ask. (Some didn't see the value in asking them to write to a contest topic which I was not going to force them to enter - I don't force them - that is their call, I just support them in being able to enter if they want. And, I reward the risktakers who do enter.) Henry wasn't happy with me. My community was a little unhappy - me too.
Ramblings...
Ellen
After attending my first English meeting in about three years (as a member of the team rather than an outsider coming in to present) I was positively shocked by the negative feelings prevelant (sp?) in the group - never spoken - but definately, quietly there. How can community develop in such an unsafe environment?
Our community of writers is in-process of developing - I think pretty strongly, because we come with a purpose, a sense of safety to risk, and a value for what we each bring to the table. I felt like last weeks (was it only last week?) group was very strong - is it that I felt more comfortable having written to a topic ;) or is it that our community has taken a year to establish - or was this just a good experience for me?
And - how does this understanding of community transfer to my classroom? Today I was quite stern with my class and felt frustrated with this group of bright questioning students - I didn't want them to question me...just do what I ask. (Some didn't see the value in asking them to write to a contest topic which I was not going to force them to enter - I don't force them - that is their call, I just support them in being able to enter if they want. And, I reward the risktakers who do enter.) Henry wasn't happy with me. My community was a little unhappy - me too.
Ramblings...
Ellen
Saturday, September 15, 2007
Politics, Religion or Sex?
A couple months ago, Mary and I had a conversation about when sex would come up in our writing group. We're the wagering kind, but we haven't put any money on that one yet.
Heidi's mom, Louise, is in town this weekend. Last night at dinner (we went to Tallulah's) Louise was catching Heidi up on all the family news; it seems one of her cousins is getting married to this guy who happens to be Lutheran, and he is rampantly anti-Catholic. Not just a little bit, he won't even allow the cousin, Katie, to invite her priest to the reception. She also happens to be pregnant, so there's a lot going on there. Anyway, I started thinking about what it means to "be Catholic", and it occurred to me that all of us in the writing group are on that spectrum, so to speak. What would you all think about all of us working on that as a topic sometime?
You know me- I don't even like to give my students topics, but I thought that it would be interesting for all of us to come at a common thing from our different perspectives.
Do you hate the idea?
Heidi's mom, Louise, is in town this weekend. Last night at dinner (we went to Tallulah's) Louise was catching Heidi up on all the family news; it seems one of her cousins is getting married to this guy who happens to be Lutheran, and he is rampantly anti-Catholic. Not just a little bit, he won't even allow the cousin, Katie, to invite her priest to the reception. She also happens to be pregnant, so there's a lot going on there. Anyway, I started thinking about what it means to "be Catholic", and it occurred to me that all of us in the writing group are on that spectrum, so to speak. What would you all think about all of us working on that as a topic sometime?
You know me- I don't even like to give my students topics, but I thought that it would be interesting for all of us to come at a common thing from our different perspectives.
Do you hate the idea?
Monday, July 23, 2007
Give more attention to "What next?"
Each time I get ready to bring a piece to the group, I lean toward starting something new as opposed to fine tuning something I've already written. Strangely enough, this is something that bugs me in my classroom workshop. As a teacher, I want the kids to have "finished" some pieces, and experience that part of the process. Obviously, I'm not holding myself the same standard. Not all pieces are worth revisiting, but I wonder if I would take more satisfaction in finding something to develop and bring to some sort of closure, with the group's help along the way.
Saturday, July 21, 2007
Another Thursday Night
Thursday was our ninth meeting. A few minutes ago, I went through my folder and organized everyone's pieces. That's a lot of writing we've done- kind of impressive when you look at it all together. There's a lot of variety as well, and pieces in different stages of the process. I'm happy to have a reason to write, a deadline to produce, and a place to share my writing. It's still a big deal for me, accompanied by adrenaline and nerves; I always leave our group wired.
I want to be honest here. I always leave our group a little disappointed, too. Every month I try to figure out what I want that I'm not getting, and there's no blame on anyone but me. I understand that figuring out what kind of feedback I want as a writer is part of the value of participating in such a group, especially since the teacher and the writer are bound in me.
I wonder what you guys think. I started this blog to give me and you, if you're interested, a place to reflect and continue our conversation about our writing pieces, but also about our group: what we do, what we want to try, what works, what doesn't.
What do you think?
I want to be honest here. I always leave our group a little disappointed, too. Every month I try to figure out what I want that I'm not getting, and there's no blame on anyone but me. I understand that figuring out what kind of feedback I want as a writer is part of the value of participating in such a group, especially since the teacher and the writer are bound in me.
I wonder what you guys think. I started this blog to give me and you, if you're interested, a place to reflect and continue our conversation about our writing pieces, but also about our group: what we do, what we want to try, what works, what doesn't.
What do you think?
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