Writing Reflections
by Andrea Harwood

One of my favorite subjects to teach is science.  I like to see kids discover elemental truths through persistent observation, experimentation and reflection.  My experience at the Oregon Writing Project (OWP) this summer guided me through some of these same thinking processes in an area of new discovery for me: writing.

Writing is certainly one of the harder things we ask our students to do in the classroom.  It requires effort and determination, and most importantly, the willingness to go back, reevaluate, change and rework. I have had the experience of exerting myself creating a piece, seeing that it needs improvement, and resistance to undo what I so painstakingly achieved.  Yet, that is what we ask students to do everyday. 

The Oregon Writing Project (OWP) introduced me to revision/editing groups.  This technique brings supportive writers together to reflect and carefully respond to each personís writing. Revision/editing groups provide an opportunity to discuss the ideas, content, and flow. Through interaction, questions and feedback, the writer can gain new perspectives and see their piece with fresh vision and clarity.

Writing is a highly personal and revealing act; no wonder it is so difficult to get a group of kids to feel good about it. This summer I felt like one of the kids in my class.  I experienced the trepidation of exposing myself, and my inadequacies, to others in a public forum.  Is that how some of my quieter and less confident students felt in my class?  Is that why the same kids generally raised their hands to read their stories aloud?

The key to making sharing and response/editing groups successful is to create a nurturing and supportive classroom environment that lessens the tension and fear of exposure.  Establishing trust and building a friendly, non-judgmental atmosphere is the first step in creating a classroom environment that can sustain and support response/editing groups.   In our OWP class we got to know one another quickly through directed interviews, sharing, and conversation.  Small kindnesses, tasty snacks, and relaxed conversations

helped bring us together as a community of learners. 

Before I expect students in my class to shed their inhibitions about writing, I need to help them feel at ease with one another and with me.  The time spent establishing trust and creating connections is an important part of launching writing activities in the classroom

OWP also showed me the importance of writing what we know about best: ourselves.  I would like to start next yearís writing curriculum with students writing about themselves, and exploring ever-widening circles of topics that relate back to their experience.  It is so much easier to take risks in subject areas that we are confident with.  Each student comes with countless stories just waiting to bubble to the surface.  Classroom writing activities should engage the students immediately, and the best way to do that is to have students write about areas of immediate expertise.

A core understanding that came true to me this summer is that each and every person is a writer.  I was very resistant to the idea that I am a writer, and that the things I write would be shared or ìpublishedî in some way.  Somehow, I signed up to OWP with a very strong attachment to being identified as an elementary teacher, not a writer. I even felt I was being unduly asked to do more than I thought I could ever do.  This process of becoming a writer is new to me.  I have always revered writers and felt that I would never, ever consider myself even tangentially associated with them.  Every time Nat referred to our class as ìwritersî, I felt I had infiltrated a select group and would soon be exposed as some type of imposter.  Instead I learned that we all are writers, and that we come to the table with our own unique gifts and skills and areas that need improvement, but we are all members of the ìclubî.

Imaging myself as a writer and a teacher of writing is probably the most valuable take-away lesson from this summer.  It is a gift I can go into the classroom and share with my students.  When I see the faces of this yearís students, I will be looking into the faces of writers.  Each student comes to school full of stories to tell and skills to share.  My job will be to help each budding scribe get their stories out so they can be shared and admired by others.  Referring to them as ìwritersî will let them know that each and every one of them belongs to our club.  We are all in it together, including me!

Some of the ideas I am most excited about using in my classroom this coming year include: student notebooks, writing workshop, response/editing groups, integration of fun technologies, conferencing, publishing parties (writing celebrations), and rubric assessments.  I know this list only scratches the surface of what was taught through OWP this summer, but I am quite excited to see the results of the following equation:

students + enthusiastic teacher + terrific teaching strategies = ?

I look forward to letting you know the outcome!!