Supporting our Struggling Writers In Writer's Workshop --One Apology at a Time

Today was the second time I have taught the drafting process using the Columbia Teacher's College Writer's Workshop model. I have the curriulum Units of Study for Teaching Writing, Grades 3-5.  Now we're in Lucy Calkin's second personal narrative unit "Raising the Quality of Narrative Writing."  The first time I taught drafting, during the first unit "Launching the Writer's Workshop", was rather a dud for the most part.  Mostly because I didn't insist that everyone go through the process together 100% or scaffold the process as well because I was trying to follow the Lucy Calkins guide which, how I implemented it, just wasn't supportive enough for my third graders who are in their first year of the Teacher's College Writer's Workshop. (My third graders are still struggling with understanding what a small moment is; they don't get the watermelon versus seed analogy; and they need me to be very explicit.)

Since the first unit then I've added a song to our routine about the writing process to further their understanding of what we're doing when and why and how.  Not surprisingly, it worked better than a checklist, especially for our struggling readers and bilingual students --though the checklist is still an important chart in the room.

After modeling and discussing what they needed to do, I sent everyone off who knew what they needed to do.  A few students remained on the carpet --three I think.  One left quickly, and another, with a sad face needed some encouragement.  "What if I can't do it good enough?" she asked.

"Of course, you can; if you're doing your best effort," I naturally tried to encourage her, not yet fulling understanding her concern.

"But last time, you told me to write more, but I couldn't."

Now I understood the problem, and I remembered our conversation.  "I am always going to push you, but your best is always enough."

Later, once I got the third student to work, I returned to this student an gave her a sincere apology.  "If I made you feel bad that was my error, I'm sorry and I hope you accept my apology."  She seemed to feel much better after this and got to work with a smile.  But it was another reminder to me that I must compliment and celebrate what students call "done" unless I can take the time to guide them into adding more without them losing ownership.  I must be so careful with their writing egos or they get frustrated and stop believing in themselves.

This day was a great lesson for me and a great moment as a teacher.  I don't always do just the right thing, but I can admit that and we all move forward because of it.