As practicing teachers and students working towards a career in education, we acquire a unique and specialized body of knowledge. We are well versed on educational theories and jargon. We have subject area expertise, yet even more importantly, as elementary and secondary educators we have countless strategies and methods that allow us to present, transfer, and teach basic skills, knowledge, and an excitement in regards to learning. The challenge, in my opinion, is creating meaningful, authentic, and memorable lessons that students will grasp and find enjoyable while being challenged at the same time.
Teaching Writing in Middle and Secondary Schools is set up in three major sections; instruction, assessment, and planning for instruction- a compendium of instructional resources. Each section is filled with sub-headings or chapters that provide the reader with a very readable and navigable text. Blasingame and Bushman provide the reader with countless ideas and examples for instruction to the physical set-up and environment of the classroom to the physical, cognitive, and emotional development of the adolescent learner. The authors also speak in great detail about the importance of authentic assessments because “assessment is one of the most important and pressing issues facing the literacy community” (p. 94). It seems clear that the book by Blasingame and Bushman support the theory and practices of hands on, social cognitive learning situations especially during the writing process. Therefore, if you also tend to lean towards the theory of social constructivism made popular by Vygotsky then this book should definitely be sitting on your book shelf or on your desk with sentences highlighted and pages bookmarked.
To begin your journey towards becoming an effective teacher of writing, the authors suggest that you be a “reflective practitioner.” I agree that “to reduce writing apprehension in a writing community, student opinions, beliefs, needs, and personalities are extremely important” (p. 7). (Look at section 1, chapter 1 for great ideas for “getting to know you” activities in your classroom). Students need to know that what they think matters, however in order to express what they are thinking and feeling, students need to be shown; it may not come automatically to all students. This can be achieved through modeling.
As teachers, we should never assume that students can do something. In the beginning stages of writing, it is essential to show them how what is expected of them and walk them through the steps. For instance, if you want the students to write a mini biography or journal entry then you should show them one that you wrote. Not only does it set the tone by showing the students that you are an interested and personally involved teacher, but it also illustrates a guide to an assignment. Together you can go through it; extracting meaning, editing, and revising. The composing and revising process will eventually become routine for students and as a result they will learn how to give and take constructive criticism, become aware of audience and purpose, and take pride in their work. Here is a suggestion that will motivate the less motivated students to write; “advise young writers to write what they know” (p. 74).
Blasingame and Bushman advise using the Six Trait Model (ideas/content development, organization, voice, word choice, sentence fluency, conventions) when teaching writing because it “provides a means for teachers to help students to achieve quality writing and a model for both teachers and students to assess their writing and the writing of others” (p. 121). In other words, teaching students how to develop ideas and talk about writing with others should be done in a process approach: a step at a time using literature as relatable examples. Previous to reading this book I was unaware that the Six Trait Model existed, though now I feel a sense of confidence in my own ability to teach writing in a step-by-step process before letting students go out on their own as successful writers.
If teaching writing is a topic of interest to you then I would suggest that you pick up Teaching Writing in Middle and Secondary Schools as well as A Community of Writers: Teaching Writing in Junior and Senior High School by Harvey Daniels and Steven Ziemelman and Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and Joann Portalupi. The first suggestion show “teachers of writing and all subject areas from grades six through twelve how to promote involvement and growth in students written language” while the second book is full of lesson ideas set up in two parts; “discussion” and “how to teach it.” I look at them as jumping off points in which teachers have the freedom to make a lesson their own and mold it to fit their purpose and audience.
I believe that as human beings we are constantly learning. We acquire new information and facts everyday. We learn from others and we learn through personal experience. (See part 3 for information about service learning and the involvement of the community in education). We are affected, perhaps subconsciously, by our environment/location, race, and culture. We are constantly integrating the new data into the existing compartments of our brain and working memory. That is why Teaching Writing in Middle and Secondary Schools, written in an easy to read format, will remain in my personal library for years to come. The text provides the reader (the teacher) with numerous rubrics, questionnaires, techniques, lesson ideas, step-by-step teaching strategies, and samples of student writing. With the help of this book and several others I hope to teach in such a way that my students become independent and curious learners. “When the teacher can stop teaching…then he has succeeded” ( p. I can guarantee that the information and insight provided by this text will be a useful guide to me when I have my own classroom and students.
Click on the following link to lead you to Amazon: Teaching Writing in Middle and Secondary Schools
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