Readers become better readers by reading and writers become better writers by writing. Just as we build reading stamina with our students we need to be providing opportunities for students to build their writing stamina.  As an instructional coach, I often notice when students are given time to write independently, they want to know what topic, how many sentences, how many pages, and/or they have nothing to write about. They look to teachers to give them that information. This doesn’t mean they can’t rely on people around them to support them nor does this mean there isn’t a time and a place for teachers to support writers. However, we need to start incorporating more meaningful opportunities for them to write every day and to select their topic. This way, they build that stamina to try first, take risks, and practice so they aren’t as reliant upon others. Teachers also have this opportunity to observe, conference, take notes, and make a plan to assist writers in becoming more independent. This can guide future lessons where they can strategically offer students support in a way that still fosters independence. We need to set them up for success because there will come a time and a day where we won’t be right beside them and they need to know at least how to get started/try.

A good place to start is building a community of writers. Start with celebration and take the time to highlight what students are doing well. By creating an environment where they feel supported and encouraged, writer’s can flourish!

What are some of your favorite ways to build a community of writers?

Today was one of those days I was reminded once again just how rewarding it is to support and empower teachers to discover their hidden potential. I had a teacher reach out for support in the area of writing instruction. We chatted about about goals and then I was able to set up a time to observe that goal in action.

What made today so great, were the reflective conversations that followed. We chatted about strategies the teacher had been using and what successes and/or roadblocks had been experienced thus far. We discussed how students research topics, the role of assessment, and individual writing conferences. After powerful reflection, the teacher shared they needed help and wanted to become stronger in empowering writing independence. This is the moment I live for. I then asked what support do you need to make that happen? This teacher shared they wanted to see instruction in action from beginning to end. Model lessons to the rescue! Not only do I have yet another opportunity to share my passion/empower a teacher BUT the writing genre will be poetry. To say I’m excited is an understatement. Every model lesson is an opportunity. An opportunity to allow a teacher to see first hand instructional practices that they can then turn around and implement. Hearing about instructional practices is one thing but seeing instructional practices I feel is crucial in ensuring teacher implementation. It makes new things accessible and less overwhelming. It may take time. However, allowing teachers an opportunity to see someone else jump in and be vulnerable can build confidence, offer a different lens, and empower them to give it a try.

Beyond proud of this teacher for being reflective, admitting they needed support, and diving deep into sound instructional practices to support students.

Today I am reminded this is why I do what I do. I do what I do to challenge, support, advise, question, advocate, and encourage teachers!