Principle #1: Balance the Basics

[Brenda Krupp]

I had a hard time with this principle; not because I disagree with it but because I so agree with it. As I tried to think of discussion starters I was stumped. I teach in a district where the elementary writing curriculum's foundation is process writing, where the focus of instruction is helping kids discover what they want to say and how to best write it. I have been the Professional Development Coach for three years and my job was to model writing instruction that works. I have helped elementary schools create curriculum maps that balance reading and writing, and have personally seen how reading is taught and then used as a model for writing. I have had a hand in helping teachers see that social studies writing happens during social studies time and that writing time is learning to write well (that what is learned can be used in writing to learn).

And yet...teachers still believe "grammar must be taught before they can write", the "five paragraph essay is the only way to write that informs", young writers "don't know enough to write as an expert", and what saddens and scares me the most are the newest teachers who look at me and honestly say "no one ever taught me how to teach writing". This chapter made sense to me because I write. But how did I get there? What made us teachers who write? How do we help our newest colleagues understand the importance of writing themselves in order to be teachers of writing? I ask this because in order for this principle to actually take hold, we need to help our colleagues understand the principle, and we need to build a cadre of our youngest, newest colleagues that will stand firm long after many of us have retired.

So I ask simply...how do you balance the basics? How did you learn to be a writing teacher? What are you doing to mentor our newest colleagues since colleges are avoiding teaching teachers how to teach writing?
(read Penny Kittle's article "Writing Giants, Columbine, and the Queen of Route 16" Voices in the Middle, V.9 No.1 Spet. 2001)

[Julie Koontz]

There is no way that I could teach writing and not be a writer. I started keeping a writer's notebook 10 years ago and I'm still discovering who I am as a writer. I love that I can be there struggling right along with my students. I have times when my writing feels successful and times when it doesn't and I believe that this helps my students realize that their writing can be both and that it's okay. I feel that it's important that students see their teacher trying things with his or her writing to become a better writer. Students and teachers are able to learn more because we are sharing this writing journey.

[Ken C]

Although Newkirk touches on many things in this chapter, I see it as a basic Reading vs. Writing argument. For Newkirk, Reading vs. Writing, over the years, has been like Godzilla vs. Lambchops.

Why? For one, because reading has always been emphasized, making it a "sins of the fathers" thing for many teachers (it's true, we DO sometimes adapt the habits of many of our own teachers from the past).

Compared to reading, writing is a messy business and difficult to teach. It's also difficult to assess -- not only the quality but the quantity. So many English teachers shy away from it or minimize it, either because they're more comfortable devoting the lion's share of the curriculum to reading OR because they're more comfortable having fewer papers to wade through. Let's not kid ourselves -- that's work (the undeniable workload that writing instruction brings will be addressed by TN in a later chapter still).

If we all grant that reading and writing are mutually beneficial, that each makes the other stronger, then why do some teachers continue to cheat writing for a little more reading instruction (or grammar drills, or what you will in the way of "desk work")? Isn't it like working your right bicep with a dumbbell and not your left? After awhile, you're only well-armed from one side.

Clearly, Principle #1 appeals to me. Then again, I love to write (on and on, as you may have noticed), so teaching it comes more naturally to me.

[Amber White]

The excerpt Newkirk included from the U.T. internal memos faculty debate is a sad reminder of how writing has taken the back burner to other subjects over time (p. 53). I'd like to think we've made tremendous progress since then, but unfortunately, there are still teachers at all levels who rely on grammar correction as the crux of their writing instruction. To be an effective facilitator of writing, I'd argue you'd have to be a writer yourself. Not in the epic novel sense, but simply wield the pen to explore, discover, reflect, on the power of writing, allowing you to see the special role it should have in the curriculum. I'm pretty confident that a vast majority of teachers would say they have little personal experience writing and received little writing instruction, Kindergarten-Masters Degree. The result, teachers fall into the trap of assigning writing (or skipping it altogether), not facilitating. Think about your own degree...lots of reading, but probably little writing to no writing requirements (unless you went and sought it out on your own, like the NWP).

Newkirk brought to light a very simple, powerful point: writing does not fit any disciplinary model. The implications of this are immense! Just look at the curricular constipation going on. Things keep getting added to what should be taught each year, while nothing is getting eliminated. So the challenge before us is not to squeeze writing time into an exisiting framework, but to help our colleagues, students, and community see writing as a vehicle to understanding the disciplines (or the real world around us) better. Since my sister is a police officer (one of the occupations Newkirk cited to develop this point), I couldn't resist asking her about writing on the job . She quickly responded, "Writing is a significant portion of my job. I'm already framing the report at the scene." The idea that disciplines are as much defined by writing as by content is critical in getting balance. Seeing writing as a way to help organize or pattern thinking is powerful. Definitely, a good idea!

[Ken C]

Amber wrote: To be an effective facilitator of writing, I'd argue you'd have to be a writer yourself. Not in the epic novel sense, but simply wield the pen to explore, discover, reflect, on the power of writing, allowing you to see the special role it should have in the curriculum.

I couldn't agree more. As for grammar's siren call, it's also true that some teachers DO teach writing (and not just grammar worksheets), but then, when they collect papers, just correct grammar, spelling, and mechanics errors without commenting on the content and returning it for another draft. It's easy to fall into this trap. You might even get parents who act stunned when they see a returned paper without all the red marks over these cardinal sins, so you're further intimidated into playing the classic School Marm (or her sidekick, Grammar Maven).

But hey, it's better to choose one or two persistent errors to mark, then try and teach those in conference (personally) and through mini-lessons (whole class). If you just mark up the whole thing until it looks like Friday the 13th Part VI, the kid won't even bother looking at it, making all your time and effort so much busy work.

[Barry Lane]

Here is a section of a book report I wrote in hs. I love the teacher comment. It speaks to this discussion.

Ken C said:

Amber wrote: To be an effective facilitator of writing, I'd argue you'd have to be a writer yourself. Not in the epic novel sense, but simply wield the pen to explore, discover, reflect, on the power of writing, allowing you to see the special role it should have in the curriculum.

I couldn't agree more. As for grammar's siren call, it's also true that some teachers DO teach writing (and not just grammar worksheets), but then, when they collect papers, just correct grammar, spelling, and mechanics errors without commenting on the content and returning it for another draft. It's easy to fall into this trap. You might even get parents who act stunned when they see a returned paper without all the red marks over these cardinal sins, so you're further intimidated into playing the classic School Marm (or her sidekick, Grammar Maven).

But hey, it's better to choose one or two persistent errors to mark, then try and teach those in conference (personally) and through mini-lessons (whole class). If you just mark up the whole thing until it looks like Friday the 13th Part VI, the kid won't even bother looking at it, making all your time and effort so much busy work.

[Ken C]

Wow. Period F. Talk about bad juju

[Penny Kittle]

Period F. Okay, that cracked me up.

Barry, I can't read the comment on this report, can you write it?

This is a topic I am most passionate about. I feel that fear is at the heart of this. Teachers who don't write often had horrible school experiences with writing and don't want to teach it. They want the teacher last year to have taught it so they can assign and assess it. Not because they're bad people, but because they don't know what to teach. We aren't getting a lot of PD out there in the world of teaching and if you let teachers choose, they often choose workshops about things they're already good at.

Here's what I wish we could do with some of Obama's stimulus funding for education. We could offer conferences from the Atwells in the world and allow teachers to go for free. Why can't the secretary of education actually support good PD for local districts that can't afford it? We could have statewide conferences four times a year and have great presenters and smart conversations and all of the materials provided for teachers to take back to their classrooms; that would be change I could believe in.

Teachers want to be good! I think they teach grammar because they don't know how to teach craft.

[Amber White]

Penny,

Looks like the teacher comment says, "It's nice to read type written work, but you must learn to proofread your work!"

Gee, she even underlined proofread twice.

I completely agree with your ideas about stimulus funding!

[Barry Lane]

PD seems to be not very high on the agenda. Bush's folks build strong railroad tracks directing all the money to testing and textbook companies. I see no will to dismantle those tracks and opt for something new, beyond the charter school dream. All schools could be charter schools if they got their mojo back! I think they might listen if we can find a way to band together and make some noise.

Penny Kittle said:

Period F. Okay, that cracked me up.

Barry, I can't read the comment on this report, can you write it?

This is a topic I am most passionate about. I feel that fear is at the heart of this. Teachers who don't write often had horrible school experiences with writing and don't want to teach it. They want the teacher last year to have taught it so they can assign and assess it. Not because they're bad people, but because they don't know what to teach. We aren't getting a lot of PD out there in the world of teaching and if you let teachers choose, they often choose workshops about things they're already good at.

Here's what I wish we could do with some of Obama's stimulus funding for education. We could offer conferences from the Atwells in the world and allow teachers to go for free. Why can't the secretary of education actually support good PD for local districts that can't afford it? We could have statewide conferences four times a year and have great presenters and smart conversations and all of the materials provided for teachers to take back to their classrooms; that would be change I could believe in.

Teachers want to be good! I think they teach grammar because they don't know how to teach craft.

[Ken C]

Amazingly, many teachers (like many students) doubt themselves as writers. That's why I agree with Penny's home medicine of trying to write with the kids -- meaning, the same assignments you give them -- and then being braveheart enough to use your own struggles and drafts (in addition to theirs) as teaching material. Talk about plans being right under our noses (um... writing hands?)! Talk about earning the kids' trust while at the same time figuring out in a hurry whether your assignments are reasonable or not (ever been stymied by your own wonderful idea?).

Still, a lot of teachers are hung up on appearing "vulnerable." It's back to that "Confessional" thread, wherein Mr. or Mrs. or Ms. English Teacher is expected to know every grammar rule, know every correct spelling, know how to write professional journal-worthy essays, know how to wax poetic about every great book he or she has read from Uncle Tom's Cabin (couldn't find it with a GPS) to The Rise and Fall of the Roman Empire (it both rose and fell while I was otherwise occupied).

We know that perception of us is false, but the kids and their parents and the people we meet at cocktail parties apparently don't. Showing them that "messy writing" is both messy and a process for all of us (yes, even your English teacher) is a first step. Showing them that the writing process is the Cinderella archetype all over again (your paper, too, can become a glittering carriage with white horses and uniformed footmen!) is an invaluable teaching device that's in all of our tool boxes -- we just have to look.

[Barry Lane]

Thiis is the cartoon I created to describe a writing class where the teacher never touches the clay. That was my english teachers for the most part.

Ken C said:

Amazingly, many teachers (like many students) doubt themselves as writers. That's why I agree with Penny's home medicine of trying to write with the kids -- meaning, the same assignments you give them -- and then being braveheart enough to use your own struggles and drafts (in addition to theirs) as teaching material. Talk about plans being right under our noses (um... writing hands?)! Talk about earning the kids' trust while at the same time figuring out in a hurry whether your assignments are reasonable or not (ever been stymied by your own wonderful idea?).

Still, a lot of teachers are hung up on appearing "vulnerable." It's back to that "Confessional" thread, wherein Mr. or Mrs. or Ms. English Teacher is expected to know every grammar rule, know every correct spelling, know how to write professional journal-worthy essays, know how to wax poetic about every great book he or she has read from Uncle Tom's Cabin (couldn't find it with a GPS) to The Rise and Fall of the Roman Empire (it both rose and fell while I was otherwise occupied).

We know that perception of us is false, but the kids and their parents and the people we meet at cocktail parties apparently don't. Showing them that "messy writing" is both messy and a process for all of us (yes, even your English teacher) is a first step. Showing them that the writing process is the Cinderella archetype all over again (your paper, too, can become a glittering carriage with white horses and uniformed footmen!) is an invaluable teaching device that's in all of our tool boxes -- we just have to look.

[Barry Lane]

I think it all comes down to the fact that teachers need to write with their students and model the process from start to finish. Parents always catch on when they get a glimpse of the real deal. I've talked to principals and found that the real problems with parents always stem from poor communication. Books by Penny Kittle should be required reading for all new teachers.

Barry Lane said:

Thiis is the cartoon I created to describe a writing class where the teacher never touches the clay. That was my english teachers for the most part.

Ken C said:

Amazingly, many teachers (like many students) doubt themselves as writers. That's why I agree with Penny's home medicine of trying to write with the kids -- meaning, the same assignments you give them -- and then being braveheart enough to use your own struggles and drafts (in addition to theirs) as teaching material. Talk about plans being right under our noses (um... writing hands?)! Talk about earning the kids' trust while at the same time figuring out in a hurry whether your assignments are reasonable or not (ever been stymied by your own wonderful idea?).

Still, a lot of teachers are hung up on appearing "vulnerable." It's back to that "Confessional" thread, wherein Mr. or Mrs. or Ms. English Teacher is expected to know every grammar rule, know every correct spelling, know how to write professional journal-worthy essays, know how to wax poetic about every great book he or she has read from Uncle Tom's Cabin (couldn't find it with a GPS) to The Rise and Fall of the Roman Empire (it both rose and fell while I was otherwise occupied).

We know that perception of us is false, but the kids and their parents and the people we meet at cocktail parties apparently don't. Showing them that "messy writing" is both messy and a process for all of us (yes, even your English teacher) is a first step. Showing them that the writing process is the Cinderella archetype all over again (your paper, too, can become a glittering carriage with white horses and uniformed footmen!) is an invaluable teaching device that's in all of our tool boxes -- we just have to look.