Viatouch Teacher Articles
Language Arts

Be a Writing Example

by Sandy Carlson

It was the first teacher’s staff meeting since I attended the Pikes Peak Writers’ Conference. After attending lectures and workshops, I looked forward to sharing my weekend’s knowledge with my fellow teachers. People in my school knew of my weekend adventure at the writers’ conference. I couldn’t keep my excitement contained the three days since my return. Our principal gave me one day of SNA (Salary Not Allowed) to be able to travel to attend it. For since it was not a conference geared specifically for educators, I willingly accepted her designated leave.

In the staff meeting, we brainstormed about writing activities done in the classrooms. I was inspired to share some of the activities from the conference, but I waited to let the others discuss their ideas first. Several great activities were presented, some I even implemented later in my classroom.

However, after a while it became obvious something was missing. No one mentioned "be an example" – write in your own journal when the students do, or write a short story or research article each time you assigned one to your class. But before I could share, another teacher was called upon.

"Be an example," she said. "Write when your children write."

I smiled. The literacy team smiled. They added it to the list on the overhead. I did my imaginary happy dance, but I was quickly shot down.

"I won’t do that," whined a teacher of twelve years. "I know I’m a terrible writer, and I don’t want to be a bad example to my students. I’d rather have them read good writers."

Several in the room grunted their agreement.

But– , I was thinking.

Then another teacher spoke up. "And I use that time to take attendance or grade papers." More grunts from the group. I know how difficult it is to carve time for paper grading and planning. Our literacy team assured the group that no one had to do any writing themselves. These were only suggestions. As there was such dissension about this last item, it was scratched off the list.

I slumped in my chair. I hadn’t spoken a word, but I felt defeated. I kept quiet the rest of that staff meeting. But not now.

Research shows that children have longer eye-contact with posters that are hand-written than those that are printed. Similarly, children will have more contact with teachers willing to put some of themselves – their writing – on the line.

Throughout the year and especially after the writers’ conference, I urged my fellow teachers that even though we educators are not all excellent writers, kids will pay attention when we write. They will follow our examples of actually sitting down and writing. You needn’t be an excellent writer to be an excellent example.

Be brave. Be an example to your students. Go ahead and write.

The End

Bibilography

DeFord, Diane, Carol A. Lyons, and Gay Su Pinnell. Partners in Learning. NY: Teachers
College Press, 1993.

Fountas, Irene, and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children. NH: Heinemann Publishing, 1996.

"Interactive Six Trait Writing Process", (1/14/05)

Sandy Carlson is a former elementary school teacher and literacy teacher, having taught grades K-8 in four states. She has attended many, and spoken at one, writers’ conferences. Currently, she is a freelance writer living in Michigan.