Learning Log Entry #1

As I begin to think about blending the principles of writing workshop with technologies, there are challenges that I foresee.

First, the most difficult part of blending new technologies with writing workshops is finding the time within the day to work with these. Finding time to go to the computer lab is difficult and often there are not enough computers available within my school or available labs that coincide with my the classes I am teaching. I also think that children would not see the value in this. Students often see these activities as fun time or 'not real work'. I believe that administration and parents may see it the same way. Sometimes, students may have a difficult time seeing the connections between working with technology and more traditional forms of writers workshop.

I am stuck right now trying to form the next idea.

Got it-

no still stuick

I also foresee students struggling to use the technology. Often in my experience students struggle to use the editing tools available to them on a computer. I know that for many of my students that a spell checker does not-oops-is not effective. Many students only choose the first word given to them becuase they do -are unable to spell the word or even recongnize the correct spelling when they view it.

Students may not take the work with technology as seriously as tradition writers workshop. I think from a teachers persepctive it is more difficult to manage students working on a computer. Some students may be on websites and there are-oooops-is a varying level of student abilities when working with technology (for teachers too.)

During my first three years of teaching, I was an ELA teacher. The core principles that I teach when stuck stuck stuck teaching .  Don't like that sentence let's try it again.

The core principle that I value in my classroom when teaching writing is mainly put forth an effort. Most of the students that I worked with (and work with now) are reluctant to write because they struggle with spelling, penmanship, and getting ideas down that are detailed and in a logical order. Many of my students would compose a partial sentence and then believe they have completed the assinged writing. So the major principle in my classroom is "Don't worry about spelling, just get your ideas down on paper." After preaching this for months, my students usually believe me. I also instructed my students on a step-by-step process of writing. first, they would plan, nevermind, don's like

Students would begin this process by spending time planning which included brainstorming ideas and topics. Next, students would begin the drafting stage of the process which included filling out a graphic organizer (I know the name, just can't think of it, I will come back to that later) and writing their first drafts. Students would then begin to revise and edit their drafts, conferencing with me twice during this step. Finally, they would complete their final copies. I did not have a share or publish piece to this process. Working with the reluctant students was difficult at first but modi HATE it

My students were reluctant to complete writing pieces but then after some time of working thought this process they began to feel more comfortable and accomplished as writers. Initially when I introduced the writing process I did not give a graphic organizer. Providing the students with the graphic organizer was beneficial to students. They began to write more and feel at ease using this tool. Over time, I began to take away more and more of the graphic organizer so that students were eventually working independently with this strategy. My students' EOG -End of Grade- tests in NC- all went up at least one point when working through this method.

These have not remained constant over time, especially because now I teach math.