Much of this chapter was things we have already discussed in class; like keeping observation, response, and grading as separate steps in the writing evaluation process.
There were a couple of new key points I wanted to discuss:
1. As teachers, we need to always be aware that students pick up on our verbal AND our non-verbal communication. An important part of getting kids passionate about writing is letting them know that what they're writing matters and that you care about it- they will know if you're insincere.
2. Teachers have many roles like: Listener and learner, adult/protector, encourager and guide, coach, expert, copy editor, and judge. We have to find a way to find a balance between all of these things- our students need to know we will be there for them and our classroom is a safe place to share ideas and feelings.
3. Have the students pick their most polished pieces to go through the final grading phase. This chapter suggests that should be about 20% of what they write. This saves you work and also gives students the choice to own their work and be in charge of what happens with it (to some extent).
4. A point that I think deserves to be brought up again in evaluation is to "avoid being prescriptive. leave decisions to the writers, but encourage them to take some kind of action." Simply telling students what to do in their writing turns their piece into your piece, and they don't learn anything from it.
You're so right about needing our students to realize we're interested in what they have to say. I've had teachers again and again that seem like they could just not possibly care any less. How am I supposed to care about my writing if you don't? That's how students fall through the cracks!
ReplyDeleteI also really dig your comments on students choosing their "most polished pieces" to be graded. This goes along with an idea (in this same article) that students choose part of their grading criteria on a rubric. It says a lot to a student when you give them the power over their own work, and in turn, their own education.