A Guide to (Teacher) Self (Workshop) Improvement
July 6, 2017
Let’s say you (or I) want to improve upon our writing workshop, what might we do?
Apply anything you want to change to this model.
When we think about getting better at anything, there are so many metaphors for improvement. Insert your best improvement metaphor here. What made you want to improve? What did you notice that you didn’t like? What could you keep but improve? Make a list right now…
It’s difficult to target what might be getting under our skin about the workshop. The workshop has 3-4 components: minilesson, guided practice which includes strategy groups and conferring, and independent practice. I would include share and a quick tip time too.
In his book, The Construction Zone, Terry Thompson writes about focus, flexibility, responsibility (by student), and feedback. The focus is our road map. I often talk to newish teachers about ‘trying to teach everything’ until they have a solid vision of their destinations. I want to amend that in light of clearer, more concise thinking. If I could envision what I wanted it to look like and sound like, what would that be? Maybe you are in a place where you can picture that. If not, here are a few ways to get there.
Think about each part of your workshop: minilesson, gradual release, conferring, conferring notes, goal setting, independent work, interactive writing, and share.
Think about how to leverage your reading work with your writing work
What strong minilessons and gradual release/strategy work do you have in your reading workshop that gets to author’s craft/technique/mind work? For example, if you can teach structure in informational reading, it’s not a long journey to informational writing.
Watch videos (TCRWP VImeos are great), other teachers, your students. Have someone teach your students, video your own workshop, or watch someone else teach.
For me, planning is about assessment and observation. IF you’re planning now for an unknown future class, what did your last class succeed/struggle with? One thing I’ve noticed is looking at the grade before and ‘pre/reteaching’ is so helpful. It’s also helpful to do a quick/flash draft to see what your students are starting from. Use a checklist or rubric to see what techniques you want to focus on?
What is the most difficult thing for you? For me, it’s narrative. Read blogs, read books, practice, write… One blog is key, Two Writing Teachers.
One last word about success, change, and getting it right. Generally, if it feels wrong, we should think… is this fun? My friends, Clare Landrigan and Tammy Mulligan, reminded me last week to keep a playful stance about the WORK. Good advice.