Informational Essay
There are so many ways to separate ourselves from others. When we really focus on it, I’m sure we could come up with thousands of ways. However, in today’s society it is important to focus on our similarities, make connections with those around us, and learn from each other’s experiences. When talking about writing from the heart, this refers to writing what you would rather not express verbally- what is too difficult to think about, talk about, or share. This can often be the case with troubled or at-risk students. However, each time we learn something new about someone from their writing, we are more able to relate to and build relationships with them.
As educators, writing is a great way for us to get to know our students. However, we must start by making writing relevant to our students. There is a need to "make connections between children's learning in school and personal-social development” which means that students need to see the purpose of writing and how it can be applied to their lives (Meyer, 1996). They need to see the impact that writing can make on oneself, the community, and the world. In the classroom, the quality of students’ writing improves when the writing tasks are meaningful and authentic (Needles, et. al., 1994). As students are able to begin to see the purpose and meaning of writing, they begin to improve.
One of the most valuable strategies to use with any group of students is journaling. Journals can be a great way that students can express their feelings without saying them out loud. Or, in more serious cases students can use journals as a cry for help (Meyer, 1996). In dialogue journals, the student can write to the teacher and the teacher will respond in the journal. The student and teacher can carry on a written conversation as the teacher responds to the students writing (Tompkins, 2012). This is also a great strategy to use to build rapport with students and build their confidence so that they realize what they have to say is important. As Cecil (1987) suggests, “positive self-esteem of a child depends on whether that child is affirmed or infirmed, praised or belittled, recognized or ignored, and respected or ridiculed”. This suggests that even simple non-verbal clues can affect a child’s view of himself. This exemplifies the importance of providing positive experiences during a child’s elementary years.
Although students may have positive self-esteem, many may still have a negative attitude toward writing. When writing becomes more about following a certain format or writing within a certain genre, it becomes a non-creative activity (Strong, 2006). As writing becomes a stifling activity rather than a creative one, it breeds negativity. Another aspect that may influence students’ attitudes toward writing as well as academics in general is cultural background. As Heaney states, “students who come from family or community cultures that are far removed from academic discourses and hierarchies, accepting a new form of thinking is akin to widening a rift between them and their home cultures” (2006). Because of this conflict, some students may feel pressured to perform badly so as to not alienate their families (Heaney, 2006). It is important to encourage positive attitudes about writing in the classroom in order to ensure that each child has the opportunity to be successful.
References
Cecil, N. L. (1987). Teaching to the heart, an affective approach to reading instruction. Salem, WI: Sheffield Publishing Company.
Heaney, A. (2006). The synergy program: Reframing critical reading and writing for at-risk students. Journal of Basic Writing, 25(1), 26-52. Retrieved from http://search.proquest.com/docview/231201625?accountid=7113
Meyer, R. J. Stories from the heart, teachers and students researching their literacy lives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 1996. Print.
Needles, M.C., & Knapp, M.S. (1994). Teaching writing to children who are underserved. Journal of Educational Psychology, 86(3), 339.
Salzman, M. (2006). True notebooks, a writer's year at juvenile hall. New York, NY: Random House, Inc.
Strong, W. (2006). Write for insight: Empowering content area learning, grades 6-12. Boston, MA: Allyn & Bacon.
Tompkins, G. E. (2012). Teaching writing, balancing process and product. (6th ed., pp. 106-133). Boston, MA: Allyn & Bacon.
As educators, writing is a great way for us to get to know our students. However, we must start by making writing relevant to our students. There is a need to "make connections between children's learning in school and personal-social development” which means that students need to see the purpose of writing and how it can be applied to their lives (Meyer, 1996). They need to see the impact that writing can make on oneself, the community, and the world. In the classroom, the quality of students’ writing improves when the writing tasks are meaningful and authentic (Needles, et. al., 1994). As students are able to begin to see the purpose and meaning of writing, they begin to improve.
One of the most valuable strategies to use with any group of students is journaling. Journals can be a great way that students can express their feelings without saying them out loud. Or, in more serious cases students can use journals as a cry for help (Meyer, 1996). In dialogue journals, the student can write to the teacher and the teacher will respond in the journal. The student and teacher can carry on a written conversation as the teacher responds to the students writing (Tompkins, 2012). This is also a great strategy to use to build rapport with students and build their confidence so that they realize what they have to say is important. As Cecil (1987) suggests, “positive self-esteem of a child depends on whether that child is affirmed or infirmed, praised or belittled, recognized or ignored, and respected or ridiculed”. This suggests that even simple non-verbal clues can affect a child’s view of himself. This exemplifies the importance of providing positive experiences during a child’s elementary years.
Although students may have positive self-esteem, many may still have a negative attitude toward writing. When writing becomes more about following a certain format or writing within a certain genre, it becomes a non-creative activity (Strong, 2006). As writing becomes a stifling activity rather than a creative one, it breeds negativity. Another aspect that may influence students’ attitudes toward writing as well as academics in general is cultural background. As Heaney states, “students who come from family or community cultures that are far removed from academic discourses and hierarchies, accepting a new form of thinking is akin to widening a rift between them and their home cultures” (2006). Because of this conflict, some students may feel pressured to perform badly so as to not alienate their families (Heaney, 2006). It is important to encourage positive attitudes about writing in the classroom in order to ensure that each child has the opportunity to be successful.
References
Cecil, N. L. (1987). Teaching to the heart, an affective approach to reading instruction. Salem, WI: Sheffield Publishing Company.
Heaney, A. (2006). The synergy program: Reframing critical reading and writing for at-risk students. Journal of Basic Writing, 25(1), 26-52. Retrieved from http://search.proquest.com/docview/231201625?accountid=7113
Meyer, R. J. Stories from the heart, teachers and students researching their literacy lives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 1996. Print.
Needles, M.C., & Knapp, M.S. (1994). Teaching writing to children who are underserved. Journal of Educational Psychology, 86(3), 339.
Salzman, M. (2006). True notebooks, a writer's year at juvenile hall. New York, NY: Random House, Inc.
Strong, W. (2006). Write for insight: Empowering content area learning, grades 6-12. Boston, MA: Allyn & Bacon.
Tompkins, G. E. (2012). Teaching writing, balancing process and product. (6th ed., pp. 106-133). Boston, MA: Allyn & Bacon.