I am sitting in writing workshop, deep in thought as I confer with a seventh-grade writer. Just as I trhink we're really getting somewhere, starting to work together to move the writer forward, there is the inevitable tap on the shoulder. “Mrs. Ullmer, I'm stuck. Can you come help me?” And just like that, our conference is interrupted, and several precious minutes of our already minimal time together disappear.
I thought I had already solved this problem, establishing clear expectations and structures during our class time together, but apparently, I hadn’t done a good enough job. When I sat back and thought about what I was missing, it had nothing to do with procedures and everything to do with providing my writers with strategies to pull from when they lose steam or get “stuck.” I had to help my students build stamina and teach them how to overcome the stumbling blocks they encounter in their everyday writing for them to become truly independent.
Building Stamina
In sitting down with my department colleagues, we decided that ito fix our problem we had to train our writers to be able to write over extended periods of time. We referred to the running analogy, something that always seemed to resonate with our students.
"Good morning, writers. I want to start class today by telling you a story, a story about my experience with running. How many of you are runners or have ever experienced running as sport or leisure?"
Most hands shoot up into the sky—good, I have the connection.
"I took up running in college, since I was no longer a high school athlete and wanted to do something to keep in shape. My brother and my dad were runners, so I started out training with them. I still remember that first day: I made it about a mile, and had to stop before my lungs burst and my legs fell off. I was disappointed that I couldn’t last longer than that, and resolved to go farther the next day. Day two, I lasted only about four blocks longer. Day three, maybe six or eight blocks. I wasn’t super thrilled with my performance, BUT each day I was getting better and better. You get the picture, right?"
Students nod and giggle.
"Today, I am able to run for much longer periods of time. I even ran a half marathon. But to get to that point, I had to build some major stamina." (I write the word stamina on the board). "What does this word, stamina, mean?"
With this discussion as our jumping-off point, we segue into the connection with writing.
Stamina Strategies
In what could be a minilesson (or several) in itself, we spend the afternoon talking stamina strategies and about taking the time, as writers, to apply them when we “get stuck” or experience that inevitable writer’s block.
Why I Can’t Write:
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Topic
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Timing
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Fear
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Perfectionism
Strategies to Overcome These Obstacles:
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Draw: A creative doodle may help relax your mind or could even help you tell a story.
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Freewrite (stream of consciousness): Write down exactly what you are thinking. It may help provoke new ideas or get you back on track. Example: I don’t know what to write. I don’t know what to write. I really wish my teacher wouldn’t make me write for so long. My hands get tired and my brain can’t even think of anything to say. Should I write about my grandma? We had fun last weekend when we went canoeing. I guess I could retell that story.
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Listing: Making a list can help you organize your thoughts.
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Change in location: Move your seat; get up and stretch your legs.
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Listen to music: Music can relax your mind and allow for creative ideas.
When Strategies Aren’t Enough
I found that my writers made some solid gains once they were introduced to these stamina strategies. They seemed to be writing more, for longer periods of time, and needing my immediate guidance less often (which allowed for focused, productive, small groups and conferences). However, we seemed to hit a stumbling block as we were working through our narrative practice. The strategies were no longer enough, and students thought they couldn’t overcome their struggles in a way that allowed them to keep writing. It was time to revert to my go-to solution: anchor charts. Together my students and I created a list of “cues” to use when we felt we just couldn’t go on in our writing.
When I’m Stuck As a Writer . . .
LOOK
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at the board for writing samples/models to guide your thinking.
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back in your notebook for previous work or notes.
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at I CAN statements on the board.
LISTEN
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to what you hear Mrs. Ullmer talking about with other groups.
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to what quiet chatter you might hear coming from other peers.
ACT
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Ask a writing partner or neighbor for clarity on instruction.
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Ask a writing partner or neighbor for FEED-FORWARD on a specific portion of your writing.
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Skip that portion, and move on for now.
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Try one of your stamina strategies (if that is helpful for what you’re working on).
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When other options are exhausted, raise your hand for help or wait until Mrs. Ullmer isn’t conferring with others.
REFLECT
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What did I do to help myself overcome that hurdle as a writer?
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What didn’t help me overcome this hurdle?
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What are my next steps with Mrs. Ullmer?
These options helped drive students in the direction they needed to go when they just weren’t sure of their next steps.
Why Does Stamina Matter?
Students are being asked to write for longer periods of time, to respond to more rigorous writing prompts, and to be able to articulate higher-level thought in writing. We need to provide our writers with a toolbox of strategies and cues that enable them to write for extended periods of time, and more independently so that they can thrive not only in writing workshop, but in a plethora of other subject areas and other facets of their lives.
