SIWP III

During the 1984-1985 school year I took the Level III Southeast Iowa Writing Project. The course lasted the entire year and we met every two weeks except over the holidays. We met at the AEA office in Coralville. Anne Weir and Sandy Moore and I took the class together. It was good to have someone to ride with and take turns driving.

The course was designed around our journaling. We actually kept two journals. We would journal in one for two weeks and then turn it in and journal in the other for two weeks. We would exchange journals with Jim Davis, the instructor at each class session. He always responded to the comments we made in the journal and the first thing we wanted to do when we got them back was read the comments. They were always positive and supportive.

I wrote about my teaching almost everyday day that year. It was the most intense learning experience I have ever had. I think I grew tremendously as a teacher that year. It seemed as though one idea after another kept exploding inside my head. I wrote about what I planned to do in my classroom and then afterwards wrote about how it went and what I would do different next time. It was a period of intense reflective practice. I am convinced to this day that reflective practice is unparalleled in value to growing as a teacher.

Very early that year I wrote about having my students write to the local city council thanking them for the recent swimming pool renovations. I gave the kids the basic format for the letter and asked them to tell the council what they liked best about the pool. The pieces were so well received that they were read aloud at the council meeting and the newspaper did a story about them. The students were energized by the experience.

Another project we started that fall was having the students write letters to the high school football team. I delivered the letters to the local radio station. At half time during the games they picked two or three letters to read. The students were thrilled. I learned that writers need an audience and if that audience responds like the city council or the radio station did the writer feels empowered and anxious to write again.

It’s all about audience and reason to write. The job of the teacher is to help the student find both. With an audience and a reason the motivation is within the writer. It may sound simple but it is a profound truth for teachers. Most of them do it backwards. Rather than giving the student an audience and helping them find a reason they try to motivate them with the threat of a bad grade. It just doesn’t work for most kids and never has.

My reason for writing my journal was to help me better understand where I was going in my classroom, what I was really trying to do and why I was trying to do it. Jim Davis created a non-threatening environment and I wanted that for my students.