EDUCATIONAL JOURNEY

One of the prompts in Michelle Obama’s book Becoming: A Guided Journal for Discovering Your Voice that I mentioned in a previous blog is “What is the last great book you read? What did you learn from it?” Although I read Educated by Tara Westover over a year ago, I would rank it as one of the best I have read recently.  She shared how in spite of a lack of formal schooling, but with her belief in reading widely on all subjects, she excelled.  It reaffirmed my strong belief in the power of education.

I grew up in a small rural community during a time when few people (especially girls) went on to higher education after high school.  Most of my friends chose to enter family businesses or get married.  My parents supported my decision to attend the state university, but they were unaware of how important it would become in my life.

Before graduating from college, I married and welcomed my first child; however, my husband and my parents supported my desire to complete my education and earn my teaching degree. During our early years of marriage, my husband and I both continued to advance our education.  Sharing household responsibilities and caring for our growing family, we pursued ways to attend educational institutes or programs to gain more advanced degrees.  I don’t think I ever anticipated how important my education would become.

Then when my husband became terminally ill in his early 40s, I was able to support the family, and my education opened new doors for me.  I was able to assume leadership roles in my school district and eventually even in national writing organizations.

Looking back on my educational journey, I never anticipated having a career, but I was fortunate that I had the opportunities to prepare myself through various educational experiences and was able to meet the challenge.

MORE ON THE 5 PARAGRAPH ESSAY...

Just sitting here reflecting on a recent conversation I had with a former colleague, Alex. He has been selected as head of English/Language Arts in his district, 9-12. Since I once held a similar position, 7-12, he was looking for advice, especially on how to incorporate more writing in 9th and 10th grade classrooms. Please share any ideas you have and/or use in your classrooms.

We talked for quite a bit about the 5-paragraph essay, and I asked if he had listened to the podcasts Muriel and I had made. He said that he had listened but didn't quite agree with us. In his experience, students come into 9th grade not knowing how to put together an essay. He feels strongly that they need help with structuring their thoughts and that the 5 paragraph essay meets that need. What do you think? Are you using the 5 paragraph essay format in your classes? Do you go beyond that and what are some of the essay prompts you are using?

I think it's critical that we share our successes as well as what doesn't work so that we don't have to keep reinventing the wheel. If every teacher only teaches the 5 paragraph essay, how are students to grow in their writing? I'd love to hear how your school or district approaches writing and/or how writing is developed from grade to grade.

Meanwhile, carve out a few minutes today to write...maybe try a 5 paragraph essay and let us know any thoughts you have about the process. Have a great weekend!

OUR WRITING GROUP # 4...WRITING PROMPTS...

Thinking about Muriel's recent post, I'll say a bit more about our writing group...we are 8 women connected through the MN Writing Project...with former middle school, high school, special education and administrative backgrounds, yet all of us find value in personal writing - our own and that of others.

As mentioned in an earlier post, we start out by writing to a common prompt. This time the prompt came from Wild Mind, Living the Writer's Life by Natalie Goldberg. But, before giving the prompt, I shared Natalie's suggestion from p. 46 to "make a writing schedule for the week and stick to it." I struggle with finding time to write, but her suggestion helps me find time. She suggests to look at the week ahead and carve out small blocks of time to write. As I look at my week, I can predict which days allow no time for writing and which days will allow me to reflect and take time to write. I no longer worry or berate myself if I only have 15 minutes on two different days. The key is to put time on my calendar and just do it. Sometimes I write about my day or what's on my mind at the moment...other times I look through past pieces I've started and begin adding to previous thoughts. Try scheduling writing time for yourself and let us know if it's helpful.

I do the same with my oil painting, but that's another story!

Barry Lane has a book called WRITING as a Road to Self-Discovery.  This is a great book to prompt reflective writing. Put it by your notebook and pen and pick it up whenever you need a topic or time for self-reflection. Chapters focus on "Remembering, Reframing and Refocusing."

For our group this time, our prompt was, "Write about what disturbs you, what you fear, what you have not been willing to speak about..." This is a wide open topic and while a few focused on the current political climate, others ranged widely with their concerns. We wrote for 10 minutes and then shared around the group. It was interesting to hear the variety in our concerns.

Being an effective teacher of writing means being a writer yourself. Take time to write about what bothers you, things you love, places you've been or will go to, a favorite relative...
Experience the struggles your students have and share your frustrations and successes with them. Have them help you edit one of your pieces.

Within a short time, you will have created a writing climate in your classroom and a group of thoughtful writers. Please share successful prompts you've used in class and the results!

WINTER IN PORTUGAL...

Here's a quick reaction to my Portugal trip:

If you are considering a trip to visit another country, I would strongly recommend considering Road Scholar.  Recently I returned from my first adventure, and I couldn’t be more enthusiastic in recommending their program. You have the opportunity to become immersed in the history and culture of the area (all program components are included in the program cost).  Here are a few of the highlights of my trip:

·      Savor traditional cuisine at a local farmer’s market and enjoy a personalized cooking class

·      Visit a tile factory to observe the art of creating and preserving tiles 

·      Tour the Gulbenkian Art Museum

·      Learn the history of Mafra Royal Palace and Monastery built in the 18^thcentury--while touring it 

·      Investigate the Pena Palace, the Sixth Wonder of Portugal

·      Experience Fado, a genre of traditional Portugal music dating from the 18^thcentury

A week in Portugal was just a brief introduction to the country’s rich history.  Let me know if I can share additional information with you.

         

         

         

OUR WRITING GROUP #3...

What a fantastic morning I had yesterday!  Eight "former" MWP colleagues gathered at Micki's home to renew friendships and share writing.  We began the day by sharing our MWP connections with each other, which date back to the early 1990s!  Then we proceeded to form a writing group, much as we had when we were "fellows."

First we did a writing prompt.  Micki suggested a couple of favorites from Barry Lane and Linda Reif, and then I mentioned a book I had received from my family at Christmas -- Becoming: A Guided Journal for Discovering Your Voice by Michelle Obama.  The book contains prompts and quotations that guide the reader to discover his/her own story.  It is definitely worth checking out.

After our responses to the writing prompts, which brought out many quick stories/ideas for future writing, Micki reminded us about our guidelines for sharing our on-going writing endeavors.  Some of us are writing family memories; some of us are writing poetry; some of us are working in editing positions; some of us are trying to make "sense" of our life's journey!!  Whatever we are writing, we received an audience.  I strongly believe that is the power of the writing project -- support for our writing process and our "voices."