Once you learn to quit, it becomes a habit.
—Vince Lombardi
Nobody Wants to Write
“What do you do when kids won’t write?” This was asked by a teacher who loves teaching writers and is exasperated by the number of students who won’t write.
In my pause, the teacher continued, “I’ve been teaching for many years, and writing has always been my superpower. I turn non-writers into writers, but lately, it seems there are more and more students who won’t even make an attempt.”
There were many nods in the packed room. They are not alone. Teachers around the globe are facing this same issue: Kids won’t write.
If there were an easy answer, she would have already figured it out. Many teachers are asking this same question, and I’ve been pondering why we are seeing more students who resist writing.
Writing is a creative endeavor, at the peak of Maslow’s hierarchy of needs. This means that to engage wholly in writing, humans must have the majority of their other needs met. In today’s world there are many students who have experienced hardships, disruptions, and trauma in their lives. They have a difficult time feeling secure, which makes for a difficult time to write.
More than ever, to understand the way writers work, we must also understand the emotional needs of writers. Giving students low-risk writing experiences is the first step in enticing them to write. Writing notebooks are one of the best tools I’ve found for low-risk (and high-success) writing opportunities.
This week we curated articles about enticing students to write. As you read through the articles and view the videos, consider how to offer more low-risk writing opportunities to your students. It’s a baby step that can make a big difference.
Shine on,
Ruth Ayres
Editor in Chief
In a QuickTake video, Ruth Ayres cautions us to not let our pet peeves get in the way when working with student writers. This video was first published in 2021.
Tammy Mulligan promotes independence in her student writers by supporting them in creating writing plans. A download of a planning template is included so your students can create writing plans, too. This article was first published in 2021.
Jen Vincent strengthens the authenticity of a share session in writing workshop by building and tending to relationships that honor a circle process that originated in Indigenous communities. This article was first published in 2022.
The Lead Learners is reading Leading Like a C.O.A.C.H. by Matt Renwick. This is a virtual study group that includes a book club plan, information about facilitating a book club in your school, and resources to support reflective practice for those reading alone. Grab a copy of the book and join us!
(The Lead Learners provides workshops, mentoring, and a supportive community for grassroots teacher leaders.)
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
What do you do when students won’t write during class? Gretchen Schroeder offers a creative, practical, and effective solution for her high school students.
Cathy Mere outlines ways writers can position themselves to hear (and use) feedback.
In an encore article, Ruth Ayres is interrupted during a busy day by a first-grade teacher who enthuses over the details in a student draft. This leads to some reflection on the importance of taking time to marvel.
New members-only content is added each week to the Choice Literacy website. If you’re not yet a member, click here to explore membership options.
Stella Villalba questions the traditional practices of parent/guardian-teacher conferences. She offers a reflection and a call to action for everyone to consider the possibilities for more connection and equity during conference nights.
In a NEW PD2GO, the focus is on the importance of listening to students, especially when they have different answers. It pairs an article by Dana Murphy and a book club discussion with Gigi McAllister.
Jennifer Schwanke shares the poignant tale of connecting with the parents of English language learners.
Julie Wright and Mark Bazata reimagine intervention by putting students back at the center of instructional design.
Quote It:
March, when days are getting long, let thy growing hours be strong to set right some wintry wrong.
—Caroline May
That’s all for this week!
