For NWP teachers, applying what they've learnt from their own writing groups is an obvious next step. So, what kinds of thing do they do?
1 Teachers might discuss the ‘Rights of the Writer’ with pupils/students - in pairs and small groups before whole class discussion. Remember, these are rights NOT rules – what’s the difference? Even though they may write a lot, some people hesitate to describe themselves as writers. They reserve that term for people who have been published by someone else, or people who make their living out of writing. Do you consider yourself as a writer? Why or why not? Which rights do you agree with/disagree with, or would seek to modify? Can you think of another 'right' which writers should have? Which rights do you have at school - and why might they be extended or denied?
2 Teachers might observe particular pupils/students when they are writing - whether it be note-making, drafting, collaborating, editing or proof-reading. Observers might note the writer's preferred writing equipment, their environment, where they like to sit, how easily they settle to their writing, the books and notes they refer to during the writing process, how they move back and forth across their text, and whom they wish to talk to. Observers might notice a writer's willingness to reflect on their own writing, whether they like to read aloud to others and to whom, what responses they find comfortable or useful.
3 Teachers might write alongside pupils/students, share their own enthusiasms, approaches and difficulties. They might compare notes. If teachers keep writing notebooks themselves, they might show these, complete with doodles, notes, lists, edits and marginalia. If they felt confident and it was appropriate to do so, they might share their writing by reading it aloud and ask for feedback and advice. This would be a way of 'modelling' their own writerly behaviour.
4 Teachers might teach children how to listen and respond to each other's writing – what helps? – and when? (see response partnerships)
They might cultivate writing partnerships and response partnerships.
5 Teachers might introduce writing notebooks for pupils/students (see writing journals)
6 Teachers might encourage and practise free-writing – non-stop for 2, 3,4,5 minutes -, experimentation.
7 Teachers might writing in different locations.
8 Teachers might show children how to write to think, to explore, to challenge, to hear and express the rhythms of feelings - to use writing at times of uncertainty and ignorance, as well as other times.
9 Teachers might lead observation and imagination walks - through texts and outside them - cultivating precision, articulation, connection, spring-boarding.
10 Teachers might Role play, voice and orally rehearse writing.
11 Teachers might Use a range of stimuli from language play, reading, objects, music, pictures, video/ film, olfactory and tactile ...
12 Teachers might Practise reading like a writer and writing like a reader
Advice to teachers ... Keep writing yourself, keep notes on your teaching of writing, take photos and recordings where allowed, keep attending your writing group and talking with others. Please use the contact form to submit any evidence to the NWP evidence base.
2 Teachers might observe particular pupils/students when they are writing - whether it be note-making, drafting, collaborating, editing or proof-reading. Observers might note the writer's preferred writing equipment, their environment, where they like to sit, how easily they settle to their writing, the books and notes they refer to during the writing process, how they move back and forth across their text, and whom they wish to talk to. Observers might notice a writer's willingness to reflect on their own writing, whether they like to read aloud to others and to whom, what responses they find comfortable or useful.
3 Teachers might write alongside pupils/students, share their own enthusiasms, approaches and difficulties. They might compare notes. If teachers keep writing notebooks themselves, they might show these, complete with doodles, notes, lists, edits and marginalia. If they felt confident and it was appropriate to do so, they might share their writing by reading it aloud and ask for feedback and advice. This would be a way of 'modelling' their own writerly behaviour.
4 Teachers might teach children how to listen and respond to each other's writing – what helps? – and when? (see response partnerships)
They might cultivate writing partnerships and response partnerships.
5 Teachers might introduce writing notebooks for pupils/students (see writing journals)
6 Teachers might encourage and practise free-writing – non-stop for 2, 3,4,5 minutes -, experimentation.
7 Teachers might writing in different locations.
8 Teachers might show children how to write to think, to explore, to challenge, to hear and express the rhythms of feelings - to use writing at times of uncertainty and ignorance, as well as other times.
9 Teachers might lead observation and imagination walks - through texts and outside them - cultivating precision, articulation, connection, spring-boarding.
10 Teachers might Role play, voice and orally rehearse writing.
11 Teachers might Use a range of stimuli from language play, reading, objects, music, pictures, video/ film, olfactory and tactile ...
12 Teachers might Practise reading like a writer and writing like a reader
Advice to teachers ... Keep writing yourself, keep notes on your teaching of writing, take photos and recordings where allowed, keep attending your writing group and talking with others. Please use the contact form to submit any evidence to the NWP evidence base.
