Chapter 13 discussed a
very important topic, communicating with students. I think many teachers
tend to forget the impact they can have on a student with only writing or
speaking a few words or the lack there of. Even now, I can't wait to see
what a professor thought about a paper I have turned in. Waiting for an
assignment to be returned can be torture, especially if the assignment is
returned late. Also, a grade with no comments at all can be equally
frustrating. With that said, I have been guilty of leaving only a few
words when I have been rushed to return journals to my students. I try
not to write negative comments, but instead I will write, "come see
me".
Negative comments can
stay with students for a long long time. I can remember my 6th grade
teacher being frustrated with me for not understanding how to complete a
writing assignment. Compounded with the fact that I was extremely shy and
soft spoken annoyed her even more, because I did not ask for help when I should
have. Previously, she had taught my sister, who was very outgoing and
honestly tended to pick things up academically faster in those days. She seemed
to be rushed and finally barked out something about how I would never go to
college and it didn't matter anyway. For the rest of my life, I will
never forget that experience and it is what I remember the most about that
teacher. While going for my undergrad in education, I used her as an
example of what a teacher should not be like.
The chapter also pointed
out that teacher comments, especially when they are very vague, can be
misunderstood. Positive comments can actually be taken in a completely negative
way. I think the example on page 354,
13.1, involving what a kindergarten student enjoyed about the school year is
excellent.
I love the two minute
conference idea as well as the conference topic suggestions. Conferencing with students about their writing
is definitely something I need to do more of in the library. The two minutes conference will give me a way
to do it, but I still think I may struggle.
I will not be able to conference with every student on every writing assignment,
as I only see them once a week for about 40 minutes. That does include book
checkout time. Peer response groups may also be another way I can go to save
time, but I also must model it correctly and define the student roles clearly!
Parent involvement with
reading and writing is always a good idea and I like how the chapter encourages
parents to read and listen to their children.
A parent writing with their children is probably not as often practiced,
but something parents should still do. Teachers can help guide these experiences
by sending home good examples and suggestions for writing at home. Maybe this could even be a topic for open
house or parent teacher conference night.
This is an excellent reflection on the chapter, and something we should all strive to remember. As teachers, we are only human, and can sometimes say things in the heat of the moment, out of frustration. However, harsh words can stay with a person for a lifetime.
ReplyDeleteI agree with you that our feedback should be overwhelmingly positive. We should look for the good we see in students. However, if we don't show them where they need to grow, they won't improve. Many students are very conscientious. Others don't seem to be bothered by creating inferior work, or receiving inferior grades. I guess this is one of the instances when we just have to know our students. I believe this is why a computer can not teach a child. It takes an empathic human to diagnose the situation and the student, and provide the feedback that will encourage the student to be their best.
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ReplyDeleteBethany, I agree with on the notion of being compassionate critics of our students' writing. I was very sensitive as a writer in elementary and high school, and I still am to a certain degree. Our skin thickens with age, right? Writing is a very personal form of expression.
ReplyDeleteWith that said, I also agree with Andy. We still need to ensure that students are learning and growing as writers. Yes, I do have a few students who, unfortunately, are very apathetic about writing, and often, school as a whole. Knowing our students is key so we can tailor our approach to the uniqueness of each individual.
With my current project, I am going to attempt enlisting parent involvement by asking my students and parents to both complete the self-check rubric before submitting the writing to me for a final grade. I hope this initiative is well received.