Main Ideas/Key Concepts A classroom based on real thought starts with: Time + Space + Choice = Real Writing

Time “Writing is long periods of thinking and short periods of writing” – Ernest Hemmingway Must realize that thinking is part of the writing process, and that people have their own unique writing process. Lane calls this “pimple time”, time to sit staring at the paper as you get a big pimple on your forehead. Writing tools then should become general guidelines. A regular and predictable writing time allows students time to think about and go over what they are going to write about in their heads, long before it’s time to actually write. It makes writing easier because it is a part of the thinking that came before it. You don’t have to tell students to write anymore, because they know what they are suppose to be doing during that time.

Strengths: Practical, ready- to-use lessons throughout the whole book for getting a writing workshop like this up and running. Also includes forms at the back of the book, all of which are reproducible, for organizing and assessing the workshop.

Space Information/energy flow should be decentralized. As well, students should also be given comfortable choices where to sit, as well as clipboards so they are not confined to their desks.

* Choice * “When kids groan at writing time, it’s usually a sign that they don’t have enough opportunities to choose what they want to write about. They don’t see writing time as their time to explore. It is lesson- driven, teacher-driven, and assignment driven. Kids need writing notebooks; they need open ended assignments. “Anything” must become the default subject setting of your workshop”. If a student is interested in what they are reading, then they will read more, and as a result their reading level will rise. The same is true for writing. “A strong horse will pull any cart”. Give students mini-lessons of ideas for what they can write about in their writer’s notebooks, but have them come up with own choices for a topic.

Research Base This is a new writing program “based on years of experience as a teacher and a student, a wealth of progressive pedagogy, and classroom-proven lessons” - Barry Lane Limitations : Not based on actual published research, like the federally funded (U.S.) reading and writing programs or ones like them. May be hard to prove validity to administrators over the prefabricated study based programs.

Questions for Barry How do you help administrators get it? “Most principals, even those who are misinformed and seduced by programs that promise the world, want students to succeed. Your best way to help them understand this is by explaining to them what you are doing and asking for their courageous support”.

If students are given too many choices, what if they are always writing about video games, T.V. or other popular culture? “The answer here is simple: They are writing about the world they know, and they may need to start there. A video game is a story, with characters and obstacles that get in the way of their dream. An assignment might be to take a novel you are reading in class and turn it into a video game. I guarantee some of your less motivated students will excel at this assignment and will enjoy their chance to strut their Nintendo stuff”. Strengths : Barry tackles difficult questions which have been asked him from teacher readers. He also offers his address for further questions and support implementing his writing workshops into the classroom. He shows that he cares, and that he is willing to stand by this work, for the sake of the teacher, and the student.

Text to Self/World The truth is that the Ontario Curriculum, progressive as it is, allows for, and encourages such a writer’s workshop. The only thing getting in the way may be administrators (principles etc.) who adopt certain writing programs throughout the whole school for teachers to use. In my practicum, I was using the Nelson Writing 7 Textbook all teachers were expected to use. In it were scripted lessons which I followed for guided reading. Students were very disengaged, as they were required to read a text and answer questions on it: text to self, text to text, text to world. My AT also had his students writing power paragraphs using words in the spelling list to write any story they wanted to write about. I saw the difference in the student’s attitudes between both lessons. They were more interested and invested in their writing. “No writing program can replace a teacher who creatively adapts to the needs of his students. Not now. Not ever”. We, as teachers, must give students the ability to express what they think through writing, in their own unique way. Writers fitting to the mold are not what we want to create. “We teach writing to help ourselves and our students find out who we are”.

Digital Tech - PowerPoint Strengths: - Easy to use, flexible, and vast amounts of capabilities. - When used properly, acts as a great support for student learning (present visuals etc.) - Most classrooms have projector, as well as computer access with PowerPoint installed (widely available). - Saves in class time. Weaknesses: - Easy to misuse, as much more than a support. Can disengage learners. - When used with a Smart Board, you cannot draw on slides within PowerPoint (limited editing). - Teachers build an overreliance on having access to the software at all times.