During this class session
presentations were made by different groups within the class. The previous
class session we were refreshed on the steps in the writing process and also we
learnt about the writer’s workshop. There was a distinct link between the writing
process and the writer’s workshop. However this link was not realized until the
lecturer gave different groups an activity where they had to link a stage in
the writing process to a phase in the writing workshop. This is when we came to
the realization that the writing workshop and the writing process worked in
tandem for the development of students writing skills. Each group presented
were enlightening, and as a result a lot was learned that would be useful to us
as future teachers. Although there were phases in some of the presentations
that needed improvement, overall a lot of knowledge was gained from these
presentations. Further into the presentations we discovered that writing goes through a process. Therefore as
teachers it is important we understand writing must take time. A student cannot
be
given a topic and produce a perfect piece in an instance. When we look at
the writing process it was understood that students must go through different
phases in writing before they become competent or even close to competent.
Therefore teachers must aid in teaching students how writing is done, taking
into consideration the steps involved in the writers workshop which is
critical. Upon entering the classroom, amongst ourselves it was established
that writing takes time as we may encounter students that possess problems with
writing. For example, as a form of demonstration a group of classmates
displayed a piece of writing that a typical student might write. In the piece
of writing there were a lot of errors. This appeal to us as future teachers
that we should implement strategies within our classrooms that will aid
students writing. The strategy that the group used was called “editing marks”.
With this strategy there were different editing signs that were used to edit
students writing. We found this strategy very interesting and once used
effectively can aid students in becoming better writers as it regards editing
their work and as a result impacts the end product. This means that as teachers
we should transfer these skills that we have learnt to every content area.
Additionally when giving students
writing assignments it is important that a model must be shown to them as
students may grasp the instructions but still may not know how to go about the
piece of writing. Therefore it is essential that we show our students a model
of what should be expected of their writing.
We noted for
another group presentation that the teacher wrote a passage on the board “how
to make lime juice”. Firstly, the teacher demonstrated to the students how the
piece of writing should be written. Secondly, allowed them in assisting with
the writing of a second topic “how to boil an egg”. It was clear that showing
the students a model will enhance their writing. Upon entering the classroom we
as teachers must ensure that students understand what we are asking them to
write about whenever we ask them to write and additionally we must never become
complacent in thinking that students understand what we want them to write when
we have not showed them a model. This means that instructions must be clear and
appropriate as it regards writing.
In addition, we learnt that it is
important that we reward our students writing or in other words let them feel
good about what they write. When students have completed a piece of writing it
is important that we as teachers reward them. This will encourage them to work
even harder as they will feel a sense of
accomplishment. One of the presentations that was really intriguing was a
strategy demonstrating the publishing stage (writing process) called the
author’s chair. In this activity a chair was placed at the front of the class
with the name tag author’s chair. The teacher called students randomly to sit
on the chair and share their excerpts to the rest of the class, while wearing a
crown. The pieces read were then placed on the publishing wall where others can
view. The author’s chair is a strategy that can be applicable within our
classrooms once used effectively will boost students’
confidence in their writing and as a result be motivated to write even more.
Example of the
activity author's chair:
In
concluding we thought that some of the charts did not fully explain what the
presenters were trying to say. In one of the presentations, focus was made on
the revising stage in the writing process and sharing in the writer's workshop.
A piece of writing was showed that was done incorrectly by a student and
immediately the corrected version was displayed. We did not see the transition
aspect emerging, as in we did not see how the student got from point A to point
C (there was no editing or revising). Therefore in further sessions presenters
must show that as students write they will not get it in an instance, they must
be taken through the process. We also needed to see when the work was being
revised (gradual steps). Similarly in another presentation some of the drafting
strategies were not appropriate for the topics which were given. This would
have placed students at a disadvantage because they would not have understood
what is to be done in generating their ideas. For further sessions and equally
more important the classroom, we must remember that the strategies used must
cater for the topic and must be age appropriate. Finally, the absence of an aid
(chart) made explanation harder for another group that presented. Overall, a
fair job was done but with the aid (chart) the presentation would have been
more effective.
