1. De-Centering the Teacher Building a Writing Community with At-Risk Students Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

2. Think-Pair-Share What are two beliefs that teachers may or do have about at-risk students? How do these beliefs impact practice?

3. Dawn Izzi - Southgate Adult and Community Education, Southgate, MI Getting real: Making my beliefs visible Why am I doing what I’m doing? Uncertainty about my role as their teacher Institutional constraints Harmful; assumptions about my students Am I a bad teacher?

4. I wanted something more…  I deeply desired a writing community where students saw themselves as writers and felt free to take risks, make mistakes and share their work with others because these are the things that real writers do and experience. Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

5. A Cesar Millan approach Being the pack leader Assigner and corrector vs. Mentor and modeler Calm and assertive energy Relinquishing frustration and judgment Balance Thinking of myself as at-risk Rehabilitating the students and training the teacher Quit blaming the students Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

6. Transforming my practice De-centering the teacher Doing what real writers do Writing beside them Using the writer’s notebook Scaffolded and authentic writing experiences I Am From Poems Building community and confidence with reluctant writers Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

7. Setting up the writer’s notebook Emphasize the importance of the notebook Safe place to learn new ideas and experiment with your writing Decorate for inspiration Label first page “Mini-Lessons Table of Contents” Skip a page and begin numbering on third page at bottom right corner (only front page) Open to middle bind, label first page “Quick Writes Table of Contents,” and repeat above steps Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

8. Building community with I Am From poems Title your first quick write “Where I’m From,” and respond to the following question: What does it mean to be “from” some place? How can the place we are from influence our identities (who we are)? Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

9. I Am From: Using a model text What do you notice? Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

10. Getting started In the same quick-write entry, brainstorm where you’re from:  Items found in your home backyard, neighborhood  Names of influential or important relatives  Sayings (if I told you once)  Names of foods or dishes from family gatherings  Significant childhood memories  Family traits or traditions  Favorite stories, songs or TV shows  Important beliefs or values, etc. Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

11. Why use I Am From poems? Writing and sharing your own poem humanizes the teacher Writing with the students gives insight - my experience can speak to their frustrations and concerns Make personal connections Explore and celebrate the struggles that make us who we are Easy to execute and builds confidence Dawn Izzi - Southgate Adult and Community Education, Southgate, MI

12. Sources to consult  The 9 Rights of Every Writer: A Guide for Teachers by Vicki Spandel  After the End: Teaching and Learning Creative Revision by Barry Lane  But How Do You Teach Writing? A Simple Guide for All Teachers by Barry Lane  Mechanically Inclined by Jeff Anderson  Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson  Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word by Linda Christensen  In the Middle by Nancy Atwell  Both Art and Craft: Teaching Ideas That Spark Learning by Diana Mitchell and Leila Christenbury Dawn Izzi - Southgate Adult and Community Education, Southgate, MI