Not only am I working to inspire myself to write, but I’m also trying to encourage my students as well. I've been having them work on short stories and have given them the choice to choose from pieces they've already started or to start something new. I provide them time in class to do this, which allows them the opportunity to peer conference with each other and teacher conference, too. What I also find is important is to create opportunities for them to reflect on their process as a writer, whether or not writing is something they enjoy.I’ve recently provided them with a blog, in which I have asked two specific questions to help them reflect on their writing. The first was to ask them to explain their experiences while working on their short stories, then for them to talk about the pros and cons that they have regarding the writing process. What interested me most was that, although there are some students who struggle with story ideas, there was an overwhelming amount of students who found it easy to come up with a story. It didn’t matter whether they were writing fiction or nonfiction; the results were basically the same. What they liked least, which I expected, was the editing portion of the writing process. There were several who enjoyed the peer conferences, but I’m sure it was because they received positive and constructive feedback from their peers. There is one student who simply feels that his peers are unable to provide feedback that he can use, but I expected this from him, mainly because he’s announced it freely to me before several times in class.
This student, who so dislikes peer conferences, is the one who feels that no one in class can write better than he can. Perhaps he’s right. The fact that I’m trying to get him to understand is that even the best writers out there need some kind of feedback from their peers. It’s what a writer does with it that determines the kind of writer he or she is. Unfortunately, this young one can’t seem to see farther than his own words and completely shuts everyone out. I’m hoping that the little time I have left with him, he can understand that it’s okay to get feedback from others, and perhaps try some of the suggestions they may give. Not only that, but allowing his peers to constructively criticize his work, helps them to strengthen their skills as critiques as well; a symbiotic relationship, so to speak.
While reflecting on his concern of his peers not providing him with constructive criticism, I’ve come to realize what changes I need to make at the start of next year. Although these students have been taught how to do peer conferences since the first grade, many need the refresher course on how to do it effectively. How to provide feedback that peers can actually consider using is vital. Without proper structure, students will become frustrated and the writing process becomes a negative tool rather than a useable one. It’s obvious that this activity of students reflecting on their process of writing has become as useful for me as it has for them. I guess that's what being a teacher is all about. I'm continuously learning and evolving myself while I'm helping my students do the same.
