Because I teach homeschoolers, I only meet with them once a week for 1 - 1.5 hours. I cram in as much as I can in that time, making sure each student understands for the most part.
Each of my classes follows the same format or schedule. When the students arrive they pull out a pencil, and I hand them the ice breaker slip of paper. I ask the ice breaker question and give example answers, If you had wings, where would you fly to? As high up as possible. The top of the Los Angeles US Bank building at night with its lights on. Over the mountains to the desert. (For ice breakers explanation, please see my post of Ice Breakers, Jan. 2018.)
Next I ask the students to take out the poetry handout I gave them the previous week. They read the poems as homework, and now we discuss them fully and have our Poetry Madness vote. Poetry is a quick package as a model for writing and literary analysis. (Please see my post of Poetry Madness, Jan. 2018.)
I have also assigned a reading. It might be an act from a Shakespeare play or a few chapters of a novel. We discuss this as much as possible, and I give them background on the author, the novel, or a character. For instance, many novels contain dragons. I will give them historical background on dragons and tell them what a dragon represents or symbolizes. Or I might concentrate on a character, discussing strengths and weaknesses, archetype, and character conflicts.
I tell the students with poetry and literature analysis: they are never wrong because it is interpretation. It’s better to guess than to not try. Analysis takes practice too, again hard work and diligence. I do allow the students to discuss issues with opinions. Animal Farm and 1984 by George Orwell bring up many issues that we face today, and the discussions can be lively.
Finally we reach the writing portion of class. Here’s where I introduce a writing tool, skill, or formula. I often give a handout and model on the board, using student ideas. Then the students practice it. This is when I try to walk around and see if everyone understands, brainstorming where needed. At home, students will incorporate the skill into their homework assignment.
One of my goals as a writing teacher is to create a safe environment in the classroom to share writings. I know how difficult writing is; it takes focus and diligence. In class we are at this phase: hard work, so the writing is not perfect or refined when I am asking the students to share. In a group the ones who offer to share first are the extraverts. I try several ways to soften each class into one in which a quieter person can also feel comfortable to share. The ice breakers work miracles toward this goal. Everyone shares, and everyone is heard and noticed. Rarely does a student not participate in the ice breaker; it’s usually when he/she can’t think of an answer to write down. The ice breaker does its job: serves as an easy, fun way to get to know each other. Pretty quickly a bond forms between the whole class; they all are eager for the ice breaker when they walk in the door. It almost becomes a game, like Apples to Apples, guessing who might write which idea.
I do not allow comments on content. I constantly remind the students of this for the first few weeks in class, but they usually understand by the time we are well into the semester. Peer pressure aids me in this. The students want to hear others’ writings and ideas.
Sharing your writing among others requires a safe environment. Writing can be art or from the heart, and baring either is risky. I always point out the best parts of the writing or simply whoop. I want the sharing to be positive.
Sometimes putting the students in groups helps the fear of sharing. If they have to present at the end of class, commiserating makes it less frightening. I don’t use groups that often, because writing is personal and, really, a solitary activity. However, the students do learn from others in a group, even if they are not offering much. And I feel the presentations hold value for safety.
Last, I don’t push students to participate in anything; I believe this also helps in creating a safe environment. Some students need to observe first before deciding to join in. During the classes with group activities, some students prefer to work on their own.
There are the rare students who will not feel safe to speak up in class or share writing. I do not comment on this. I ask gently, and I take “no” for an answer. I believe this builds trust between us. After all, they are handing me their papers. They know I read them intently, and this is a safety issue in my eyes too.
