Change is Good!
By Lindsay Geitter

Dear Diary,

Today I finished the Oregon Writing Project through the University of Oregon. I really did not know what I was getting myself into when I signed up for the class several months ago. Today, however, I have emerged not only a better writer, but also have a much clearer vision on how writing can be taught in my classroom next year.

When I looked back over the past few years, I came to the realization that I taught writing very compartmentalized. In the fall, we wrote Native American Legends to complete an imaginative story and then moved into narrative writing. I assigned assignments solely to get the kids writing in a certain genre in order to prepare them for the state test, rather than helping them to become better writers. Genres and conventions were my focus.

Last year I thought things would be different. I had been to the Six Trait workshops that our district encouraged us to attend. I was introduced to a whole new way of writing. Yet, when I began planning and implementing the ideas in the classroom, the writing lessons and activities were still very choppy and isolated. I would teach a trait individually and have the kids practice only that skill rather then getting them to incorporate many writing techniques. No wonder some of my kids had trouble producing work. I was not allowing my students to take ownership of their own writing and enjoy the process of creating a piece of work. Instead the focus became the state test, and mastering a particular skill, rather than understanding the whole process of writing.

Now, having taken this course, my eyes have been opened to a new way of teaching. This new way does not teach skills in isolation. Instead of reviewing grammar skills and jumping right into a meaningless paper in the fall, I want to teach my kids how to critically look at a piece of writing and ask the important questions in order to help each other make their writing better. I want to share my own writing with my students to help inspire them and show them ways that they can grow in their own writing skills.

In addition, I want my kids to be writing daily, whether they take something to a final draft or not. In the past I was so concerned about taking every piece of writing from outline, to rough draft, editing, and then to a final copy, I didnít stop to take the time to really explore what these different stages actually meant and looked like. The Oregon Writing Project has shed new light on different ways that I can show the importance of these different stages to my students.

I have also realized that good writing can take many shapes. My students do not have to do a formal five-paragraph paper every time we write but can explore new skills through journals, poetry, digital story telling, and art.

The Oregon Writing Project also opened my eyes to the vast array of technology programs that can be used to get kids more involved in the writing process. Digital storytelling is a great way for kids to practice narrative in a creative and fun way. The computer program Inspiration also gave me great ideas about teaching kids how to outline using another model besides the 4-Square method.

There are so many more exciting things I learned about diary, but there are just too many to share. My hope and fear is that I am able to take all of this new information and share it with my colleagues without falling back into the same rut of teaching skills in isolation.

Well diary, that is about all I have to say. I am so glad that I was a part of the Oregon Writing Project this year. It has been extremely fun to improve on my own writing and learn how it feels to be in my studentsí shoes. I will definitely have more empathy, for all of my writers, beginning this school year.

Until next time,

Lindsay