Tuesday, September 26, 2017

Review Reading #3 'In the Middle, Third Edition - A Lifetime of Learning About Writing, Reading, and Adolescents' - Nancie Atwell

Review Reading #3 In the Middle - Nancie Atwell
ISBN: 978-0-325-02813-2
ISBN-10: 0-325-02813-3
Publisher: Heinemann Publishing
Publication Date: 2015


Here is my third 'Letter-Essay,' this time reflecting on 'In the Middle.'

Dear Reader,

In 2014 I was introduced to Nancie Atwell's work in the way of three photocopied extracts from her 1987 publication ‘In the Middle.’ It seems silly to comment but I had never experienced, in all my university readings and countless books I have sitting on my book shelf about the teaching of English, a plan so simple in its brilliance that it is without replication. I will continue to purchase books and read articles about teaching, literacy, English teaching, and writing instruction, etc. – it just seems to me that Nancie Atwell’s workshop approach provides a place for everything I have learnt to hang from (insert umbrella or coat hanger analogy here!).

I read the extracts from ‘In the Middle’ and then purchased both the 1987 and 1998 editions. I was delighted when only a short time later a third edition hit the shelves (serendipitous or what!?). I was heartened to continue this journey with Atwell. Her philosophy and methods remained at their core the same, but in the 2015 iteration Atwell relaxed some – instead of the ‘nevers’ that populated her workshop model in its earlier stages there was a call for flexibility, a trust of teachers to know when to comment on student writing and when to hold back, encouragement to utilise some of the scripts and scenarios provided in the text as a support but to continue the development of rapport with students and to assist them in working in a more student centred environment.

The teacher is not redundant in the workshop model but is more indispensable than ever. They are the ultimate guide - meeting their students’ needs directly and immediately and it is this aspect that I feel could enhance the current classroom model. Accountability has made all actions ‘transparent’ to a point. It is easy to view the quality of feedback that teachers are providing students on the grading sheets that are returned to students after a task is marked. But, I cannot see or ever really know if any of it means something to a student and the way that tasks are currently completed (task outline provided, student completes task with some support or in isolation, the tasks are handed in and marked which could take from 1-3 weeks, feedback is written by the marking teacher, the task handed back to student with a numerical mark as well as written feedback, the student looks at mark and may look at the comment briefly, students move onto the next task). The next task is of a different nature and the feedback provided on the previous task is no longer available, nor is it relevant, students start the process again, from the beginning, for the next task.

Student growth is possible in the workshop model through immediate feedback. It is, of course not possible to thoroughly read a piece and provide written feedback within a few minutes but it is possible to sit with a student to problem solve an aspect of their writing and set them on a path of experimentation with clarity and focus. Students are accountable for creating their best work, they develop efficacy and independence when composing and ultimately authority as a writer. Written feedback is provided periodically by the class teacher and it is accompanying by a short conference explaining the mark up and comments – time consuming in a regular classroom perhaps, but in workshop it is the core business of the day.

What stands out for me in Atwell’s ‘In the Middle’ is how much value is placed on student writing. A very expansive scope and sequence details what types of texts students study from K-8 so students access a wide variety of genres. Students study exemplar texts, are taught specific skills to support their work in particular genres via explicit instructional chunks – mini-lessons and then, they get down to it, and write. And write. And write. Students are on their own schedules for their composition but are given a bit of a nudge if they aren’t making progress. The teacher acts as a rudder, steering students through difficulty and confusion, answering questions whilst reinforcing protocols around the workshop. Writing is celebrated through students compiling portfolios of their best work to explain to their parents during Parent/Teacher Conferences whilst setting goals for the next semester. Students also contribute to the long running publication, ‘Acorns’ which is a compilation of student writing. This is all supported by, you guessed it, reading workshop.

All editions of ‘In the Middle’ are mammoth, especially the third edition which is absolutely jammed packed full of practical strategies, organisational templates, scripts to inform teacher/student conferences, student writing, and anecdotes. It is a beautiful story of Atwell’s teaching career to this point and the impact she has made upon both her past (including her daughter Anne who now teaches the school) and present students at the Center for Teaching and Learning. The striking honesty, ‘The teaching didn’t come easily either…,’ ‘…my uncertainty about how to about how to talk with kids about drafts of their writing…,’ gives way to poignant reflection such as; ‘freedom of choice does not undercut discipline or rigor,’ ‘I saw them take chances…,’ and ‘I watched them take time, as they wrote and planned their writing outside of school as well as in’ are a testament to change as a difficult but worthwhile journey to take and the continued success of the school and the growth in the students present reinforce what a difference it can make.

Yours,


K

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