Chapters 7-9: Conferences for Improving Craft

Many important aspects of teaching craft were addressed in these chapters that I found interesting and helpful.  For example, the format structure of using mini-lessons to teach reading and writing followed by a try-it exercise, independent writing, and sharing session seem to be very efficient in a short time span for a given lesson to teach.  I also found it very helpful when comparing concepts and which lessons to teach to consider the what and why.  Thinking about what exactly I am teaching and why I am teaching it to my students will help me focus on the outcomes of the particular lesson.  It is also important when deciding which lesson to teach to not focus on something I have already covered, but an extension or a new topic.  

Live writing was something I found very interesting in the chapter.  I can't decide how beneficial it would be in a classroom setting because I feel like this is one of the first times I have been introduced to the idea.  I know that my elementary teachers did not use this method, and maybe that is why it seems hard for me to envision.  I thought it was an interesting concept because it pointed out that this is one of the only ways students get the chance to see firsthand how a person can verbalize their thoughts into words.  If I only plan to instruct my literacy lessons with published materials my students will not get the opportunity to observe how one transfers thoughts into words.  By having my students watch me go through the thinking process out loud and have them participate with me, it will hopefully help them when they start the writing process individually.  

Also discussed within the chapters that I found very important is the concept that students desire to learn is an internal battle.  If a student does not have the desire or motivation to learn, it is very possible that they will appear very shut-off and disengaged during class.  This is why I found the try-it technique of mini-lessons very beneficial.  As the text states, the try-it method not only creates an opportunity for all students to actively process the lesson, but it also supports accountability.  When students know they are going to have to either talk about or try out the skill you are teaching, their internal motivation to listen while you are teaching naturally increases.  Using student writing is also a way to increase their desire to listen.  Using student writing as examples for the rest of the class reinforces how doable a craft technique really is.  

One technique that I didn't like a whole lot growing up, but still see advantages of, is the talk and turn technique.  One reason that I do not like this technique is because when this is used, I feel like students like to get off track and talk about something off subject.  I understand that this is why Hale says to keep these sessions fairly short, only 30 seconds or so, but I feel that using the technique with elementary aged children, it would not run smoothly enough.  I feel that the only way to efficiently use this technique would be if the students are aware of what is expected out of this 30 seconds and I am not so sure that with their energy and attention span such a goal would be accomplished.  I understand that the talk and turn techniques gives all students a chance to reinforce the lesson just covered, but I am not so sure it would run as smoothly as described in the text.  

The chapters that focused on conferences with children and their writing strengths raised a lot of good, helpful points.  The example in which Hale focused on the writing of Jonathan, and his increased passion for writing was very touching.  It definitely portrayed to me how important it is for a teacher to understand and identify what students are doing well and how to relate this information to the student.  In Jonathan's case, he would have continued to hate the subject if it weren't for Mrs. Hale's praise of how well he used names in his writing.  Just this subtle compliment raised Jonathan's confidence in himself to continue writing.  Students can feel so discouraged, so it is important to make sure that we first focus on craft skills that they are using correctly and well and then focus on craft skills that can be used more effectively in their writing to improve it's quality.

I found the in-depth analyzing of students' work to be both helpful and also somewhat difficult.  For me it seemed easier to identify craft skills such as using color, sounds, and proper nouns in writing over other skills.  It was also a little intimidating reading the section "When Strengths Are Hard to Find", it really occurred to me that students are going to be on such wide skill levels for writing that they are going to be developing craft skills at different paces.  So while one student is focusing on the use of color and sound, another may be focusing on starting sentences with words of variety.  It was also interesting to read that students may not necessarily need compliments and praise for skills that have always used correctly in their writing.  If they have always been using color in their writing, it is apparent that they are used to the skill and it is important to then move on to a new craft skill rather than keep focusing on a skill they have always used well in their writing.  

The main things that I took out of these chapters was it is not about noticing what students are doing as writers, but what they could do.  It is important to acknowledge their potential and to help them reach it on their own.  Looking at student's work through two lenses is also important: one that looks for strengths and one that looks for the next steps.