I chose to read Chapter 12; Best Practices in Teaching Writing to Adolescents because I am currently certified to teach English in grades seventh through twelfth. I have taken many classes throughout my college career that were meant to prepare me for teaching the components of English; such as reading, writing, and phonics as well as the ability to interpret various genres of literature, critically analyze, reflect, and connect and assimilate new knowledge. These are skills that I possess, but am not highly skilled or experienced at teaching to other people. I am worried that my preparation in the classroom will not be enough when it comes to students in my own classroom.
The students who enter my classroom will be at various levels of development in regards to writing. Those levels of development, mentioned on page 244, are labeled as associative writing, performative writing, communicative writing, unified writing, and the epistemic phase. The levels of development progress from a writer who is capable of the act of writing to a writer who is capable of correctly using the conventions of writing to a writer who is aware of potential audiences. At the higher levels of development, the writer is skilled enough that they are able to express opinions and evaluate in their writing. The last level, the epistemic phase, is when the writer writes to develop knowledge and to extend thoughts and ideas.
I understand the various skills that typically developed students lack or possess at these various levels, however that is not where my anxiety stems from. I feel that the trouble I may experience will come from the fact that I do not know exact activities/practices to do with the students in order to move them to higher levels of development and understanding. I feel confident that I can create meaningful activities/assignments for students that will motivate them to read, write, inquire, and learn, yet I am not confident in my ability to work with struggling readers or writers who struggle with spelling, grammar, punctuation, and mechanics, either because of lack of skill or lack or schema/previous knowledge. I want students to want to write and to do it well, while at the same time I do not want the worry of editing factors to stifle or discourage their expression.
With time and experience, I hope to become a teacher who can effectively and efficiently carry out a Self-Regulated Strategy Development (SRSD) approach when teaching. SRSD states that, “the teacher describes a strategy, models the steps, guides students as they practice it, and finally assigns independent practice.” This is similar to the gradual release model in which students are guided and challenged toward their ZPD before being released as a self-guided, “more knowledgeable other,” rather than being given the answers by the teacher.
