Do You Need to Shake Up Writing Time?
How do you feel when you are engaged in writing? How do you sit? What is going through your mind? What is your energy level? Do you stay in one spot? Do you take breaks?
When I am writing in my notebook, which is my favorite way to write, I am usually sitting in a comfy spot in a comfy way-legs folded under me as I sit on my living room chair with a wide cushion-while music plays or I can hear birds singing outside my window. I am cozy, comfortable and content with my thoughts (although sometimes I have a fleeting feeling of sad or angry, depending on my topic of choice!).
When I am writing a post like this one, I most often am sitting at my desk in an upright position but can sometimes be found with my laptop on my lap on the couch. I am most often typing in silence but at times will have low music playing in the background. I am focused and still for the most part, but often have to take a break to gather my thoughts or shake out my fingers. Overall, I am feeling peaceful and in "work mode", until I'm not! Then, I may leave my piece until later that day or the next when I am again ready to write.
Let's switch gears and consider a classroom full of Kindergartners or First, Third or Fifth Graders. Imagine a student or students in each of those grade level classrooms and how they may be feeling or thinking, or what their energy level is like (should they have the freedom to show it, that is). Do you think every 5- or 6-year-old child is always content and ready to write for lengths of time just sitting in their chair or on the floor, quiet and focused?
I'm sure this can happen, but I can't recall many times that I've witnessed a young child, whether at school or at home, writing or drawing something while looking peaceful and sitting in silence, not for long anyway! What I have seen is children who are moving from side to side while adding things to their paper, jumping up and down in between words or parts of their picture and sharing out loud what they are working on to those nearby. They are happy and energetic. They are comfortable but moving. They are quiet and loud!
This isn't only true for Kindergartners or First Graders. Although older students may be able to spend some of their writing time working quietly and staying focused, they also need time to do the same as their younger counterparts. They need to find their comfortable spot and way of sitting (or standing) and take breaks to rest or to get or share ideas with their classmates. They want to be in an environment that works for them so they may produce the best writing possible.
You see, children are in a different stage than we are as adults (obviously Melissa!) and therefore, are going to often write and work in a different way. They want and need their learning and writing to be fun, exciting and social. They need to be able to move around, take breaks, and talk to classmates as they create. Writers of all ages benefit from a writing community. Although I did not mention it above, I too enjoy and at times, need, to share my writing with friends, colleagues or family members in order to work through it, gain more ideas or excitedly share what I am proud of.
Why Do These Things Matter?
As I walk into a classroom during writing time, I am immediately hit with a vibe or feeling that shows me many things about the expectations and ideas of the teacher as well as how engaged and therefore, successful, students are and will be.
When I see a classroom full of students in different spots around the room; some on chairs, some on carpet squares or bean bag chairs, some standing up at the heater or window, I know that the teacher is aware that students can work and create in different positions, and that their autonomy and feelings are valued; physical and emotional. I know that students are feeling safe to write and to share that work with others. I know that the teacher is aware that we all work in different ways, and that we need to feel our best in order to produce our best.
When I see students sitting up straight at their desks, keeping their heads down and their pencils in hand with everyone quiet (and yes, this happens often, even in a first-grade classroom) I know that the teacher believes that successful writing is predicated upon only serious, completely independent work, and that talking and moving are only a distraction to real writing. This usually also indicates that the teacher is more concerned with how the writing will look and not how the writers feel or how they write best.
Imagine what would happen if the students in the above-mentioned example classroom were given the freedom to "shake things up"-move around, get comfortable, ask questions of or share writing with their peers, take a quick break-I think they would be not only enjoying writing so much more, but would be more productive and successful.
When students understand their role as agent (the one in charge) over their own feeling, thinking and learning behaviors, they are more likely to take responsibility for their learning.
-Barbara McCombs, PhD, University of Denver
We, children and adults, are unable to learn and grow in any area if we do not have the ability to work in a way that suits us. We need to enjoy what we are doing or at least feel comfortable enough with not only our physical self but our capabilities and vulnerability. We need to feel safe enough to do what we need to do, whether that is move, take a break or talk to someone who can help us. Our students very often need to be immersed in a buzz of excitement and energy. Therefore, our classrooms need to be a place where these things can occur.
What would I see if I were to visit your classroom? What feeling would I get as I walk in during writing time? What feeling do you get during writing time? If your answer includes words like nervous, unsure, bored or strict, I think it's time to shake things up!
Take a moment to consider how you would LIKE it to feel, for you and more importantly, your students. How can you create an environment and set of routines and possibilities during writing time that help your students feel excited, safe, energetic, creative and confident?
Once during a coaching session, students in third grade were writing an opinion piece. The teacher had just reviewed a few things including having a thesis at the beginning of their piece. I do not believe they had done any planning prior but were able to if they wished. As I watched the students getting to work on their writing, sitting at their desks, I could see many of them hesitating. I also noticed the slow, methodical writing of most writers. I felt as though they were very concerned with getting all the parts of their piece in the right order, with the right details and even with neat handwriting, and I just had to stop them and shake things up. I physically wanted to pick up the entire classroom and give it a shake! I wanted to them wiggle it out, loosen up and enjoy writing!
I do believe many of them were engaged in and enjoying writing time, but overall, I felt they needed to feel more relaxed and able to just get things down on paper, regardless of the order or depth. So, I talked to them a bit (hoping their teacher would hear me as well) about how their drafts can be messy, or even just a mess! I reminded them that drafts are never the final product and shared with them that not only are you supposed to need to change things around after writing it, but that they do not need to start with an introduction write anything in order. I also shared that my handwriting when drafting, especially when I am really into it or thinking fast, is almost illegible.
Then, I had them decide whether they would continue from where they just left or start their piece over, but with the idea that they just want to write what comes to mind, without any concern for handwriting, structure, details or anything else. Then, we wrote together. I began my piece, starting with what MAY have been an introduction or may not have, writing quickly and not neatly. As I had more ideas pop into my head for the later parts of the piece, I jotted them down somewhere on my paper. After the 5-minute time I had given them, I shared with them how my writing went for me and showed them what it looked like. I then asked them to share with each other how it felt or how writing time went for them. Most students said things like: I got so much written, I wasn't so worried about getting it right, this felt better.
What's Next for Your Classroom's Writing Time?
So, if you are thinking, maybe it's time to shake up your writing time, have no fear! You can get started as simply as telling your writers you are going to change things up and would like their input. Ask them where they would like to sit and whether or not they like quiet or talking or both at different times. Or tell them you want them to choose a place to write today and that they can talk with a neighbor about writing if they wish...then, see what happens and follow their lead. I bet you will begin to see MORE writing, not less.
We don't always work best at our desk, backs straight in silence, and it is definitely not true for your students! Think of what you know they need and want, and how you can make them happen.
Let them move, let them talk, let them BE WRITERS!
