Skip to main content

Teachers Write Summer Camp - Post #1

Below is my writing plan for this summer and the next school year - the first assignment of sorts for the Teachers Write Summer Camp started by Kate Messner.  I am making this plan public so that my friends and acquaintances can hold me accountable/responsible for following through.  So, every so often ask me how I'm doing with my plan.  Or, ask me what I wrote today.  Then, observe me for signs of hesitation or hedging.  Don't nag though.  Just be supportive and nice :-)

Writing plan for the summer and the next school year: 
1.     Write every day. (Summer and school year)
2.     Write for at least 30 minutes.  This doesn’t include writing. (Summer and school year)
3.     Write first thing in the morning, if possible, or at lunchtime in school. (Summer and school year)
4.     Alternate between writing blog posts and short articles about teaching.  EdD research related writing has to happen every day. (Summer and school year)
5.     A weekly schedule might look like this:
a.     Monday – writing; EdD research related writing
b.     Tuesday - writing; short article; EdD research related writing
c.      Wednesday – writing; blog post; EdD research related writing
d.     Thursday – writing; poetry or fiction writing; EdD research related writing
e.     Friday - writing; EdD research related writing
f.      Saturday - writing; free choice; EdD research related writing
g.     Sunday - writing; SOL blog post; EdD research related writing

If I spend about 20 minutes on writing and 30 minutes on the other kinds of writing listed above, then I’ll be writing for about 1 hour every day.  This hour can be divided into shorter chunks of time throughout the day.  I think 3 twenty-minute chunks make sense.  I’ll try this and see how it works out.  I will be blogging about this throughout the summer.  Check back for updates.  And, in the meantime, check out the Teachers Write Summer Camp    

1 comment

Popular posts from this blog

Mini Lessons

Sometimes, I plan too many teaching points for one lesson. For example, instead of focusing on one strategy that students need in order to become more proficient readers and writers, I try to teach several strategies at the same time. 

Sometimes, I stretch out a teaching point beyond the 10- or 12-minute time limit I've given myself because I worry that my mini lesson wasn't enough or my students won't have understood what I intended to teach. So, sometimes, I beat the lesson to a pulp one too many times, or forget to have the kids practice the lesson before they go off to read or write. (Asking students to practice a lesson after you teach it, with you right there to observe and help guide students through the process, is very effective. Try not to skip this step!)  

Here's an example of a mini lesson that lasted less than 10 minutes and resulted in better learning.

My students are in the second round of historical fiction book clubs. In a couple of weeks, we will start …

A Confession

I have a confession to make.

I want to write a book. 
A professional book. 
I think I have a lot to say. 
I think others could benefit from my experience.
After all, I have been an educator for over 30 years.

But, what could I possibly say that hasn't been said before?
What new knowledge could I add to the table?
Who would even bother to read what I have to say?

These are questions borne of fear.
Fear of not being good enough.
Fear of not being able to complete such a daunting project. 
(At least, that's what it feels like to me right now.)
Fear that I won't make time.
Fear that I'll run out of time.

But, over the last couple of days, I've gotten some encouraging words of support from the Innovative Teaching Academy - 
#ITA17 Facebook group. 

You can do it!Write for yourself.
But the message that is propelling me forward is this one: 
It doesn't matter how many times something has been said...each time someone else says it, new people hear it...and that's where you make the d…


Today's post is short and sweet because I just got back from a night of playing Bunko with friends. 

I share some questions I'm grappling with in my classroom. 

No answers. 

Just questions.

(1) What purpose do math stations serve in my classroom?

(2) How can I continue to engage writers without overwhelming them or me?

(3) How can I determine if my tangled readers are learning to be better readers from the books they choose to read?

(4) How can I strike a balance between student choice and making sure my students learn what they need to learn at any given time?

(5) Am I demanding too much from my students?

As I find responses and solutions to these issues, I will post some ideas on my blog.

Any thoughts are more than welcomed!