Happy Pub Date!
Tomorrow is the publication date of No More "I’m Done!" and I couldn’t be more excited. Thank you to all of who’ve written to express your anticipation.
This book explores the ways in which we teachers, with the very best of intentions, train our young students to become dependent rather than independent writers. Here is a chart I include in the book that pinpoints some of the ways:
Teacher selects writing prompt.
Teacher is “keeper of supplies” handing out paper and pencils.
Teacher “stretches out” words or provides the spelling of words.
Because writing is assigned, students brainstorm whatever comes to mind in ten minutes and then exclaim, “I’m done.”
Writing lasts as long as a writing period or a journal page (or shorter!).
Students who are often minimally engaged in their work resist revision.
Students select writing topic.
Materials are available in the writing center.
Students know that by “recording the sounds they hear” they are teaching themselves to read and write.
Students often plan what they will write in the future, and consequently organize their thoughts in the space between one writer’s workshop and the next.
Students often work on the same writing piece for many days.
In anticipation of conferences,
author’s chair, the possibility of co-teaching a mini-lesson, students willingly revise.
Any thoughts, concerns, experiences? I’d love to hear them!