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Shifting My Mindset

 

I love reading. My feelings for writing are mixed. Although throughout my life I have found comfort in journaling, I have not enjoyed the traditional genres of essays and reports. It is not that I am unsure of what to say, a lot of ideas quickly flow from me and perhaps that is part of my struggle. Half of what I want to write ends up on the page while the other half remains in my mind so the reader is left confused and trying to fill in the missing pieces. I am not a writer, yet I teach writing every day to young learners. I agree with Sumara (2002) when he posits, "If teachers love what they are teaching, and invite students into an inquiry of that subject matter, both the teacher and the students will experience love" (p. 119). If I do not enjoy writing and if I do not practice or participate in writing activities outside of school, how am I inviting students to be passionate about written literacy?

 

After reading Barry's (n.d.) text What It Is I was immediately enthusiastic about the ease and creativity in her writing activities. Barry's writing strategies are highly personal and typically completed in a short amount of time which struggling students, in my class, enjoy. They can commit to focusing and trying to write their ideas knowing that their time spent writing is limited. I have implemented a few of her ideas and created a Prezi blending Barry's ideas and the writing strategies the students have completed. With these writing activities, I find I am more excited to have the students write. Almost all students are able to participate and the few that are not, are drawing pictures or writing the alphabet. I am able to provide feedback each time they write and the students enjoy collecting their writings in their treasure box. Please click on the link below to view my interpretation of Barry's writing banks and activities.

Student Portfolios: Encouraging Reflective Practices 

One June, about eight years ago when I was teaching junior students, I saw several students recycled all of their reading and writing activities. I immediately felt disappointed that they did not value the hard work they had done all year. It was clear that even though it was their writing, they felt no value or interest in keeping it. As a result of this experience and moving to teach at the primary level, I wanted to support students as they created a portfolio of their work that they would be proud of. Ideally, something that demonstrated their academic progression and voice in grade one.

 

Here are their grade one portfolios. All work that is in the portfolio is chosen by students and includes a reason for their personal selection. Similar to Martin and Thacker (2009) who wrote "at the end of every term, the children reflected on their progress as they examined their work" (p. 35), I have students go through each subject area at the end of a unit. Students inevitably become more reflective (e.g., choose their work because it demonstrates their ability to write, problem solve, and create rather than a criterion of neat printing). As in Martin and Thacker (2009), "in the process, they selected the pieces they wanted to showcase their parents and other interested parties" (p. 35). All grade one students are proud of their portfolios. We share them with their parents during student lead conferences, with reading buddies throughout the year, and in a portfolio parade to several classes in June. Please listen as students describe our portfolio process. 

"In recent years there has been increased attention to the teaching of writing, in many cases writing is not being taught by writers" (Sumara, 2002, p. 157).
Students choosing their portfolio piecies
Students draw and write about how they felt on the first and last day in grade one.

Super Learner pictures taken in September and in June.

Students decide which is their best work.

Students decide which pieces were a little hard for them.
Monthly reflections, completed by the students and teacher, of their learning skills. 
What would you tell other teachers that are considering starting portfolios in their classrooms?
 
What do you think about your portfolio?
Super Learner A
 
 
Super Learner B

Year-end portfolio picture.

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