We've all had those students who like to follow us around the writing workshop like puppy dogs or a little posse. It does get quite annoying, but also flattering because they want and need help. However, you realize that this is the only strategy they have to go to when they don't know what else to do. Chapter three gives some great ideas to help those students who only work when you are right beside the. So that's where you begin. The problem when students only write when you are sitting is that Colleen says it's an invisible problem. It makes you feel better to be able to help others. That's what we want to do as a teacher. But it's doing more harm than good. We know it's easier to just go along and help them. It's tougher to stick it out and let them struggle. I don't know if I have that problem, totally. Just because kids are uncomfortable, doesn't mean they are doing to die during writer's workshop. It means that they may have to refer to something I've taught them before to get themselves out of this predicament. I can't just hand it to them.
Colleen says though, that sometimes, having to "work harder isn't always appealing. Many students slide back and struggle more. If we try and take away any support, they regress and struggle more than they did before we started to support them." So what do we do?
One thing that we need to keep in mind is that when we are helping too much, it will be costly for them later in their life. We have a big job to do. We are allowed to step back and watch to see where they are, what they can actually do without us around. They have to experience some uncomfortable times in writing, because we are "taking away an opportunity for them to learn that they can fail and still be okay." Having us as a safety net is good. But, they will also leave us. We have to give them the self-confidence they get when things don't always work out and they figure out a way to succeed anyway.
Experiment: Mindfully Handing Over the Reins
The first thing that stopped me a little in my tracks, was to assume competence. We need to assume that they can of course, do what you ask, but almost let that be an expectation. But if there comes a point where they struggle, you give some support, until they are not frustrated anymore. She says to apply the least restrictive, more tailored scaffolding. For example, not every student needs to use a graphic organizer. That could be stifling to some writers who do not need a graphic organizer. She also suggests that when a scaffold is put in place, that there is a timeline on when and how to remove it. The same goes for building scaffolding. You can eventually pull that away. The idea of independent writing projects is a great way for students to actually have the energy to continue their own project with stamina and volume. Maybe that's why they're following you around anyway? One thing that I am really excited to try next year is the independent writing projects. They can also prepare a time once a month or more where we can have them teach seminars to the class on what ever topic they choose.
Ongoing Work: Keeping the Student from Slipping Back into Dependence
Colleen says not to worry if this happens, but to give it time. Check in with the student, but if it doesn't get better, then you may have to seriously conference with the student. Sometimes, all it takes is just a reminder. But you may have to may have to ask a colleague to observe and report what they see--if there are many dependent students, what resources you may not know that you provide, etc. Constantly looking for the places in the class where students can be as independent as possible only starts putting you out of a job, which is actually our ultimate goal.
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