July+15

July 15, 2010 Report by Erin AM Discussions about process were in progress when the tardy recorder showed up today. Rod mentioned using a “How’s It Going?” note wherein all students write a quick note on their feelings about the process of whatever is going on in class. This is especially useful to check on that one kid you’re not sure about. Rod led us in a great note-passing activity. Each person started with one blank quarter sheet of paper to write a note to one person in class. As soon as the notes were addressed, Rod delivered them to the recipient and handed the writer a new blank sheet to write to someone else. Each person only writes to one person at a time. This is a good ice breaker activity. Later, kids could write about what they learned. They could also categorize the notes in an outline or organizer. Concerns: How do we make sure all are included? What if a kid doesn’t get a note? Solutions: Create rules. Write to everyone in the class or your group. You must respond to those who write to you. If you see someone without a note, send them one. Next we moved to the packet of readings on Generating a Climate for Writing. Partners were assigned and then assigned one article and told to choose two others to share with the group. We reconvened after about 40 minutes, and Katie and Lisa started the sharing with a report on “Ways to Unintentionally Make Writing Difficult” that described six ways teachers inhibit writing. They chose to read “The Tyranny of the Thesis Statement,” which Jane and Korey also read. Lively discussion followed about whether structure creates a strait-jacket or foundation for writing. Rod posed a question to consider: How does it affect the climate of the classroom to have to follow a structure? Katie and Lisa also reviewed “Life Ain’t No Crystal Stair” that discussed ways to be emotionally involved in the writing of your story. Then, alas, we realized the morning had flown, and it was time for lunch. PM Marty started with a preview of the afternoon’s agenda, and she read more from __The Bat-poet.__ Monday we will do our Author’s Slam in Klinger-Neal Theatre or the auditorium in this building. We discussed the presentation format: Will there be new pieces or old? Does the opportunity for performance change the writing? What will you perform? These ideas are left to the performer. Marty suggested checking YouTube for Poetry Slam examples. Next we took 40 minutes for the Silent Reading Table to read and make brief written comments on others’ work. Some “Works in Progress” on the wiki were included in the review. Issues and ideas on Silent Reading Table: Student comments must be monitored before they’re shared. It’s helpful to see what others had written. This table is a good thing for someone who’s done early. It can be really useful for checking research reports. We continued filling our toolbox of response techniques with Throwing Bouquets, oral compliments to the writers about the works we read. Tossing bouquets to someone requires advance planning and creates anticipation. Marty will post a list of sharing and responding techniques on the wiki. The idea of using responders from outside the classroom was raised—how about college students or nursing home residents? They would need some training. Next we broke into three groups to discuss the formatting of our IWP Sioux City 2010 anthology. Committees include Graphics, Format, and Editorial. Guidelines were established as each group met for about 30 minutes. The guidelines were voted on and approved. The Format and Editorial information will be added to the wiki. Korey read her essay that illustrated why blaming teachers for student deficiencies is analogous to blaming the doctor when the patient ignores medical advice. The day concluded with sharing of ideas for bumper stickers that promote teachers and education (or slam ignoramuses who slam teachers and education). ~