Reflections on Chapter 1- The Writing Workshop

Chapter 1 Reflections-The Writing Workshop
The chapter begins with the acknowledgement that teaching kids to write is hard because writing is comprised of so many skills. The authors add that all of these skills are teachable and that the writing workshop creates an environment where students can acquire writing skill and see themselves as writers. They make a comparison to how kids learn a sport such as skiing and pointing out that it is the kids active participation or “doing” that best helps them learn. I wholeheartedly agree with their belief that when this strategy is used in a writing workshop, kids are put on the spot, making them responsible for their learning which in turn creates investment and ownership of their work.
The authors point out that using the Writing Workshop requires that teachers shift roles from their former roles of dispensing information. Instead their role becomes more of a facilitator in getting students writing by creating a conducive environment for the writing workshop, providing the structure and giving students plenty of choice. (As a former Montessori teacher this “new teacher role” reminds me of my years teaching in a Montessori school where my main role was to “prepare the environment” by creating, recreating and maintaining the environment throughout the year. Their philosophy also includes “Letting the child be the guide” and “The hand is the best teacher” which compliments the “doing” philosophy that comprises writers workshop.
I found this chapter a pertinent reminder of how vitally important it is to engage students in as much writing practice as possible. Despite the constant encouragement teachers have to do countless mini lessons we need to remember that the best way for students to learn writing is to write!