I began as a teacher of deaf students and, having finished college in 1981, was not familiar with the idea of the process steps of prewriting, drafting, revising, editing, and publishing that were so in vogue when I decided to leave deaf education and enter the 'regular education' world. I always loved writing stories and poetry and fancied myself a wannabe novelist, so I thought teaching writing would be fabulous. I just didn't have any real experience in teaching writing to the non-deaf population. I remember asking the resident reading specialist in our building what buzz words I should know when interviewing for this position. She handed me an article on the writing process and explained about the various stages involved.
Being the quick study I am, I had all the facts down pat and wowed the principal in the interview. He was familiar with my teaching style since I was already in the building in the special education department, so he was sold! I have to smile when I think about that because I didn't know what I was doing for quite awhile. I loved it, though, and eventually learned that wasn't the only way writing could be taught.
So, can creative writing be taught? It seems many experts disagree. The statement that "writing cannot be taught but that writers can be encouraged" (p. 106) seems a little too nebulous. I believe people can be taught to think in different ways that encourage creativity. I've witnessed this with my students. They can learn about craft and read like a writer, but when it comes down to trying their hand at creating something, they fall back on replicating plots of TV shows, movies, or other books. When introduced to the 'What if' game of taking an everyday situation and applying 'what if' questions, students begin to think differently. Granted, it's a guided creativity, but once they are successful with this, it comes easier after awhile.
That's just one example. I do feel frustrated with the old fashioned notion that elementary teachers should teach all core subjects. How in the world are we supposed to be experts in everything? I'm the first one to admit that I shouldn't be teaching math. I can handle 4th grade math concepts, but I'm not the best math teacher these kids could have. Likewise, there are teachers who don't really know what it means to be a writer and continue the antique notion that good writing means spelling, punctuation, capitalization, and grammar are correct and nothing more. This continues to be a point of frustration for me.
My favorite line, "Teachers are the books that students read most closely" (p.112), is a direct reflection of my assertion that teachers of writing should be writers, themselves. Would we accept teachers of reading that don't read? That notion seems just silly, yet in classrooms everyday there are teachers teaching students how to write based on out dated models and little if any true writing experience.
Please visit The National Writing Project site for wonderful information regarding the teaching of writing.
I so appreciate your honest comments about being a beginning writing teacher. As a former elementary teacher myself, I often felt frustrated at not being an expert in every subject I taught.(!) Fortunately I worked with a great team of teachers who were wonderful resources for each other. In working with student teachers, I witnessed the same "team effort" shown by so many faculty members at various grade levels. Perhaps as we mentor our pre-service and beginning teachers this concept of "it takes a village" should receive more emphasis...
ReplyDeleteGreat story about your job interview, Kathy! Good thing you knew the basics of "The Writing Process!" It blows my mind to think back on how little substance there was to my early job interviews, and how I got the jobs anyway!
ReplyDeleteI love your story about getting your job! It's great to know someone on the inside who can help a little! Prior knowledge is priceless!!
ReplyDeleteI absolutely believe that writers can be taught to think differently. What good would it be if any of us were always stuck in the same old mode-sometimes we need a little push, creative idea or maybe even some background knowledge if it is an area we have never attempted before.
I love when creative writing is taught for just that-creative writing and not for the grammatical aspects of it. Sure editing is important, but overkill can stifle the creativity that is needed for this kind of writing. Editing will eventually come when the time is needed.
I, too, chose the same quote about "teachers are the books that students read. . . ". I felt this says so much about how and what we as teachers teach.
Your post title captured my attention.
ReplyDeleteRecently, a twelfth grade student came to the public library searching for materials that would help him/her understand (what I interpreted as) a predominantly creative writing assignment. The student (and accompanying adult) were so frustrated with the task that even the simplest brainstorming or researching techniques I suggested were not within their reach. (e.g. Read several definitions. For five minutes, write any ideas that come to mind about what you have read.) The student's mental block brought back memories where I had experienced the same sorts of paralyzing feelings when I tackled subjects like math and physics.
I tried to end our consulting session on the hopeful idea that creativity just means you have ideas -- none of them "right" or "wrong." Unfortunately, thinking seemed to be the main "subject" this student disliked and was not prepared to do ...
How can we inspire interest in certain ideas, subjects, and topics? I agree with you, KAT. Give them the BEST, the most knowledgable, the most passionate, the most communicative mentors in those fields.