In my first blog, I emphasized the importance of creating an environment that children will first and foremost feel comfortable within, which still holds true. As Robin Stevenson explained, keeping everything optional will create and maintain a supportive environment. If a child is uncomfortable with the writing process, we as teachers should provide them with variety and choice as to how they would like to present their ideas.
For most children, the act of recording their voices, on a podcast, is a great outlet. They are still developing their oral language and listening skills throughout the process of interacting with such technology. As mentioned before, I want my ELA classroom to focus on choice. If children do not feel comfortable using podcasts, but are comfortable writing, allow them to do so. Guest author, Robin Stevenson, mentioned that it is important for children to get their ideas down and whichever way they choose to do so should be up to them; this is a mentality I completely agree with. I would choose to focus on the children’s ideas rather than the way in which they choose to record them. Of course writing will be a focus in my ELA classroom, however, not all children excel at the same rate, which is something we, as educators, need to be aware of. If you start children off doing something they are comfortable with, they will gain confidence and eventually take part in the writing process. It may take more time than it does with other children but it is part of the teachers job to be patient with his/her students and to cater to the different learning styles evident in the classroom.
I feel quite strongly about not forcing children into doing something they aren’t comfortable with, as mentioned before. Another great way to allow them to grow at their own individual pace is through encouragement. A great example of this kind of encouragement is seen through the character of Jack from “Love that Dog.” In the beginning of the story Jack was reluctant to write poetry, which the teacher willingly accepted. The teacher allowed Jack to grow at his own pace, becoming more comfortable with the writing process and his own writing, and more specifically, the sharing of his ideas with others. The teacher allowed him the time to realize his own potential, and in turn he became confident in his writing and wanted to share it with others.
Another great way to encourage children’s ideas is to stress the importance of getting their ideas down on the page. Much as I mentioned with podcasting, drawing is another great way for children to present their ideas. Drawing is just as important as writing for early writers (Savage, 41), as it is still story telling. Robin Stevenson also stresses the importance of drawing. For a lot of children, writing is a barrier, especially for those with really wonderful ideas. It is important for teachers to be aware of these children and the difficulties they face with writing and have them focus on their ideas, by drawing and even keyboarding. We want to encourage their ideas and show them that they all have the potential to be equally wonderful writers. This is also a great brainstorming process for some children, which may get them on the right track for compiling a piece of writing. It is important to stress that there are varying ideas on how to approach their writing, but everybody has a starting point (Savage). It doesn’t matter what that starting point is, it just matters that children find which one works for them.
On a contrasting note, incorporating drama into ELA is something I had never thought of before completing our ELA lesson plan for “Franklin Fibs.” By involving children in a fun, interactive activity, such as our story circle - which includes a fun story stick - children are still paying attention to the format of the story, but are doing so through creative means. It is also great because not all children need to participate (that rhymed); if children are shy, they are still developing their oral skills by listening to the teacher read the story. They are also working on their viewing skills by watching their classmates act out the story.
When it comes to grammar and punctuation, I feel as though having a variety of fun conventions will prove to be effective. A spaceman or bookworm (Savage, 43), which will help children accurately space their words, which may actually make the somewhat boring side of writing fun. This will prove to be rewarding for both the students, and the teacher. The more fun writing is, the more children will feel inspiration to write and in turn, the more improvement they will make. Creating a “Look, Write, Check” book, which allows children two chances to spell an unfamiliar word is a great tool as well. To make this fun for the children, allow them time to decorate their book into something they are proud of.
Overall, I want to create a classroom that is comfortable and encouraging for the children to excel in. If you give children choice in their learning, they will gain confidence in what they feel comfortable doing. They will realize that their ideas hold just as much value as the other students, which not only builds their confidence, but creates a supportive and dynamic classroom environment. Catering to children’s individual learning styles will allow them to gain confidence, providing them with the foundation for future development.
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