In reading Best Practices in Writing Instruction, I increasingly became frustrated with what the authors presented and in what/how I teach. For instance, “It was not at all unusual for 40 minutes or more of language arts instruction to be dedicated to writing…” left me feeling irritated and helpless. Since I began this school year, I have been sent to a day long Empowering Writers workshop as well as a day long workshop specifically geared towards introducing teachers on how to begin implementing a county-wide writing program. Yet, I have difficulty finding time to teach writing. The expectation for my teaching performance is that my reading instruction will ensure that our EOG reading scores are above expected growth, and heaven help me if my math scores are not at the projected growth of 12-19 points. The pacing guides for these two subjects would have children moving through the curriculum so quickly in order to cover everything, that it amounts to little more than a cursory nod before flying on to the next topic. So, all that to say, I want to be a really good writing teacher, but I don’t think I can be a good teacher at all because I can’t teach it to all of expected standards.
Another piece I would like to comment on mentions the importance of handwriting. Handwriting is not emphasized at my school. Last year, despite the handwriting strand in the NC SCOS, cursive handwriting was not taught. From county specialists to the adminstration, it was stated that handwriting (manuscript and cursive) were not areas of emphasis due to the technology (word processing) that makes the need for legible handwriting minimal at best. There has been debate (and downright argument) between grade levels as to who teaches what and what style. Also, I knew nothing about effective spelling instruction until I was introduced to Teaching Words Their Way and I have not even had the time to really study and implement that.
Fletcher’s article proposing writers notebooks is exciting, but even he acknowledges that high stakes testing and curriculum mandates affect classroom writing practices.
Perhaps I am reflecting more negatively on these readings as I found out earlier this evening that we have a faculty meeting this week on “Learning Centered Schools” and to plan on being at school until at least 5:00. This is just the sort of thing that takes away so much time for planning. It seems that so much time is being spent on telling us how to teach, that I for one, do not believe I can effectively teach.
Holley,
I am pleased you have this space to reflect and I appreciate your honesty and concern. We all go through this sense of uncertainty and uneasiness when “change” or the prospect of it is looming. I feel similar feelings (like those you expressed in the first paragraph) when I am at conferences or reading professional materials and I read about all that “I am not doing.” I challenge you, as I do myself, to think about what is currently working, focus on a few areas that I know need improvement, and move forward. : ) So, let’s do that…
A few questions: Do your students currently have an opportunity to write daily and engage in authentic literary tasks? Do they see themselves as writers? Do they have an opportunity to self-select any topics? Let’s talk about these in class.
Again, thank you for a thoughtful blog. Have you had an opportunity to read Ch. 10?
Holley: I feel your pain and frustration regarding not having enough time to plan and/or get all the NCSCOS requirements in….I too teach 3rd grade, and yes I understand your “negativity”. It is really difficult to get in writing, handwrting, etc.