Creativity is the process of having original ideas that have value. It is a process; it's not random. + Ken Robinson
Writing is a process. Writing is fun. Writing is inspiring and creative. Writing is freeing, powerful, intimidating, and purposeful. As a secondary educator, my aim is to motivate students to write and to see the benefits from writing. Through the building of classroom community and active participation, students will feel comfortable to openly discuss new creative ideas that can assist in their writing. I believe that students should value writing as a process and not solely a product; writing for themselves and not for the grade. Students are already writers and I want to value their craft so they can become inspired with the skills they already hold. Writing requires personal experiences and students’ exploring their own world. My writing demonstrates my creative side while displaying my skills. It shows that I am not afraid to take risks and make mistakes, which hopefully will then inspire my students to follow in risk taking.
Writing activities should not be only “empty exercises.” They should be a time and space where students can explore their talents and what they want to know. Writing exercises need to tap into the creativity each student holds, support their personal writing, prepare students for the future, and prepare the students for the writing tasks students may complete in their professional worlds. By making it clear to students that writing is a process and not just for the final score, it can allow them to revise, rewrite, brainstorm. Thus allowing for students to organize their thoughts, ideas, and arguments in a reader friendly, coherently structured, final paper that they can be proud of. I hope that from both the rewriting process and patience displayed by students individually will directly enhance not only their ability to write but also their passion.
Everyone has different classroom needs in a classroom and I hope to meet them all. I believe that technology can enhance students’ learning for a wide variety of learners. Incorporating technology correctly and consistently in the classroom can assist in the learning process for different learning types. In order to meet the needs of all students, I will begin the course with individual conferences between all my students and myself.
The feedback I give to students will be based on what they want to hear, while integrating feedback that they need to hear to become the best writer.. I will employ a survey on the first day of class asking how much students want. If students do not want a lot of feedback, I will respect their wishes and only give them what they want to succeed. By modeling peer review sessions in the future, I will demonstrate the kind of acceptable feedback in the classroom while also building community within.
I believe that students have to know their value in the classroom; they need goals, ideas, and a community. I hope that my students will be aware and value my own goals, approaches, and thoughts for the course as the instructor. By the end of the school year, I want students to experience writers confidence, inspired, powerful, and excited for their writing in the future. I want them to experience my love of writing and all the benefits it holds. My writing directly shapes myself and my roles in situations. I imagine a classroom full of students anticipating their next journal write because they just had a great experience happen to them.
Writing activities should not be only “empty exercises.” They should be a time and space where students can explore their talents and what they want to know. Writing exercises need to tap into the creativity each student holds, support their personal writing, prepare students for the future, and prepare the students for the writing tasks students may complete in their professional worlds. By making it clear to students that writing is a process and not just for the final score, it can allow them to revise, rewrite, brainstorm. Thus allowing for students to organize their thoughts, ideas, and arguments in a reader friendly, coherently structured, final paper that they can be proud of. I hope that from both the rewriting process and patience displayed by students individually will directly enhance not only their ability to write but also their passion.
Everyone has different classroom needs in a classroom and I hope to meet them all. I believe that technology can enhance students’ learning for a wide variety of learners. Incorporating technology correctly and consistently in the classroom can assist in the learning process for different learning types. In order to meet the needs of all students, I will begin the course with individual conferences between all my students and myself.
The feedback I give to students will be based on what they want to hear, while integrating feedback that they need to hear to become the best writer.. I will employ a survey on the first day of class asking how much students want. If students do not want a lot of feedback, I will respect their wishes and only give them what they want to succeed. By modeling peer review sessions in the future, I will demonstrate the kind of acceptable feedback in the classroom while also building community within.
I believe that students have to know their value in the classroom; they need goals, ideas, and a community. I hope that my students will be aware and value my own goals, approaches, and thoughts for the course as the instructor. By the end of the school year, I want students to experience writers confidence, inspired, powerful, and excited for their writing in the future. I want them to experience my love of writing and all the benefits it holds. My writing directly shapes myself and my roles in situations. I imagine a classroom full of students anticipating their next journal write because they just had a great experience happen to them.