I also liked learning about the four different kinds of sharing. Before reading Ray’s book, I only though that there was one form of sharing. I thought that students would write during the allotted time and once that time was up, students would read there texts aloud. Often times, that is all the sharing would entail and very little feedback would come of it, yet with simple response share, survey share, focused share, and student-as-teacher-share, there provides so much room for variety and multiple responses. I like the idea of switching the form of sharing up because it does not allow for students to get stuck in a routine and some very influential and positive feedback.
Monday, February 14, 2011
Chapter 14, 15, and 17
I think that conferencing is such a vital aspect to teaching. I really enjoyed Ray's take on the idea that as a teacher, you have no idea what you are going to hear or learn in conferences; however, I think that there is something very special about conferences in this sense. I think not being able to be prepared creates an opportunity for a genuine reaction to students' writing, so it is a great learning experience for both the teacher and the student. As a student, I was always the constant perfectionist, so from what I can remember, I think that I was the student who was always signing up for conferences and needing my teacher's help for my writing. Looking back when I needed help, I was always asking questions concerning proper spellings, new word choices, or correct grammar- never realizing that in reality, these were not pressing problems that needed to be fixed at that very moment. I liked how Ray's idea of conferencing was not about the students relying on the teacher for help or editing, rather it was a time for teaching. I still struggle with my perfectionist complex as a teacher and often want to correct my students spelling errors and grammatical miscues during writing workshop. I am glad that I am able to recognize this folly of mine, so I can learn from my mistakes and hopefully, grow from them in the future when I conference with students. I have learned that when I spend time focusing on these mechanical errors, I am wasting precious time that I could be spending teaching them about writing.
I also liked learning about the four different kinds of sharing. Before reading Ray’s book, I only though that there was one form of sharing. I thought that students would write during the allotted time and once that time was up, students would read there texts aloud. Often times, that is all the sharing would entail and very little feedback would come of it, yet with simple response share, survey share, focused share, and student-as-teacher-share, there provides so much room for variety and multiple responses. I like the idea of switching the form of sharing up because it does not allow for students to get stuck in a routine and some very influential and positive feedback.
I also liked learning about the four different kinds of sharing. Before reading Ray’s book, I only though that there was one form of sharing. I thought that students would write during the allotted time and once that time was up, students would read there texts aloud. Often times, that is all the sharing would entail and very little feedback would come of it, yet with simple response share, survey share, focused share, and student-as-teacher-share, there provides so much room for variety and multiple responses. I like the idea of switching the form of sharing up because it does not allow for students to get stuck in a routine and some very influential and positive feedback.
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I think there are many perfectionists among us. This is not a bad thing. Your skill in editing and polish will serve you well when the time comes - the same goes for students, who need to polish their work for an audience. But, there are other things to spend time on, too, as you point out.
ReplyDeleteSwitching up with sharing is a great approach. Helps to share different aspects with different audiences on the way to a finished piece.