begin this task is to find a locally published journal and read the manuscripts as a sample to become more
comfortable with this type of writing.
One teacher, after authoring her first article, noted that when beginning the activity, she didn’t
think she had anything to say that others would want to read. She confessed, “I was nervous about writing
something someone else would read.” However, after preparing a manuscript and having it accepted for
publication, she now views herself not just as a teacher, but as a writer.
Activity #5: Reflect upon the writing process.
While the first four activities ask teachers to write, this activity asks teachers to pause and reflect.
Self-reflection is an important part of the teaching and learning process. A teacher who is proficient in selfreflection takes an open-minded stance, is willing to let go of being right, and takes time to slow down for
deeper thinking to occur (Larrivee, 2006). Because some teachers are often not aware of what they do as
they write, taking time to reflect on the writing process is an important activity. Reflecting on what a
person does while writing and what strategies are used during the writing process can help deepen the
understanding of the writing process and some of the struggles that all writers face. This knowledge can be
applied in the classroom as students are asked to write.
In this activity, the teacher is asked to examine her own writing process. She should identify the
strategies she uses during each phase of the writing process. In addition, the teacher should reflect on
what strategies she uses when hitting a “writer’s block.” Further, the teacher is encouraged to list her
strengths and weaknesses as a writer, noting which aspects of writing come easily and with which aspects
of writing she struggles. Additionally, the conditions needed to write well should be examined…is a quiet,
cozy environment or an environment with music and chatter preferred? Finally, the teacher is asked to
interview another writer to see how his/her writing process/strategies are similar or different than her
own. Examining these aspects of the writing process will assist the teacher in understanding the various
strengths and needs of her student writers.
Activity #6: Observe a classroom implementing a writing workshop.
One of the most effective professional development models is to observe other teachers. Their
experience and wisdom can contribute to the ongoing education of other teachers (Graves, 1994). Seeing
teaching in action is desired by most educators. Ask a principal or inquire to district policies about taking a
professional day to visit another classroom. By examining how other teachers implement a writing
workshop in their classroom, teachers can gain valuable information about how to structure a writing
workshop in their own classrooms. Fletcher and Portalupi (2001) describe a teacher observing a writing
workshop for the first time as being surprised at how much time was actually spent writing. Until a writing
workshop is witnessed in person, teachers may not understand how it actually works in a classroom.
When observing a writing workshop, the teacher should critically look at the classroom and note
how the classroom is organized and what activities the students are involved in. After observing the
classroom, the teacher should reflect on what was observed. What was the role of the teacher? What
were the roles of the students? What kinds of interactions took place between the teacher and students?
What kinds of interactions took place between students? What was the structure of teacher-student
conferences? What was the structure of student-student conferences?
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