so you want to be a writing teacher?
I realize it has been longer than usual since my last post, due to nearly two weeks spent in a second grade classroom while their teacher was out. Coincidentally, her departure from the classroom fell during Martin Luther King's birthday, so we had a chance to talk about societal change and our hopes for the future. After reading and talking about MLK's famous words, I asked the kids share their own dreams. It's sobering when a second grader responds:
I have a dream that one day school won't be so boring.
Being a professional substitute teacher for a stint has been enjoyable...until I had the chance to be with the same group of kids for a sustained period of time. Now I am beginning to think otherwise. Of course sorting out my thoughts calls for list-making and reflecting upon the words of great thinkers. This post is dedicated to sorting out my thoughts, reflection and writing.
Pros of Substitute Teaching
No lesson planning
Earning a little bit of money
Observing a variety of teaching methods and systems
Flexible schedule
Experience with different age groups
Time spent with kids
Gaining familiarity with different schools
Cons of Substitute Teaching
No lesson planning
Earning a little bit of money
Not knowing kid's names
Not knowing whether or not you will find work
No benefits
Being and feeling extremely temporary in all respects
This year, I've decided to manifest what I want for myself by edging many endeavors I scrape together just to get my foot in the door. I want a classroom and a school community to call my own. I have a teaching credential and a Master's degree in the field of education. I need to spend my days doing what I love.This morning, while perusing poets.org, I came across Bukowsky's poem: so you want to be a writer? In this piece, Charles Bukowski wrote from experience, a poem that illustrates the burning desire, the unconscious physical need, writers as artists have to put pen to paper. My first reaction was to ponder the trouble I had with his writing advice, which seems to call forth a heroic idea of writing as a talent we are either gifted with or not.
When I decided to become a teacher, I didn't see myself as a writer. It was only when I began to think deeply about the process of writing during my journey through the Master's program, that I discovered the meaning of writing. I realized that I had thought a writer was someone whose words simply spilled out a pristine display of genius in written form. However, in the writing process through which I have explored, I've learned that a writer can struggle over the words and ideas. I've learned that skills can be acquired over time through practice, reflection, conversation, following through, and learning how let go of an idea once the fire has burned out. I've also learned that creation can be inspire by mimicking the work of others. The process of writing can be painful, joyful, inspired, slow, or difficult.
I was particularly struck by Bukowski's words, and inspired to compare them to the teaching of writing because of the state of teaching right now. All too often, teachers feel so far removed from what they wanted for their students in the first place. Perhaps in some respect, Bukowski is right about writing, and his thoughts apply to the teaching of writing as well.
In essence, creation is different than honing skills. Being a teacher is creating a desire. creating growth. But it should be used as tool for refining. There are skills to be gained that allow you to be an inspired and respected teacher. You are learning all the time if you're open to it. Children teach you how to teach. If you're doing it for selfish reasons and don't love doing it then I agree with Bukowski. It's all about intent and it's hard to wait for a desired outcome. We're not taught that we don't know what we want from life. That is where most of us start. There are societal pressures to know what you're going to be, what you're doing and what you're going to do. But the truth is, most people don't know, and we need to hear that that is okay so we don't feel as though we've failed. Accepting the unknown creates space for learning.
Of course the state of teaching is a reflection on the system too. Sadly when everything is choked of love and passion for what you're doing then there's no place for the student and teacher to grow. As a parents and teachers, it is our responsibility to offer choices. Providing students with time, materials, a space to write, and a comfortable place to talk about writing are good places to start. Offering writing strategies, simple writing prompts and art supplies also support the writing process. Offering your ear and a critical response encourages dialogue about student writing, which is most important. Writing is about is discovery and reflection. Simply going for a walk and looking at the plants and bugs and taking in sights, sounds, smells, textures and talking about the emotions that such observations evoke-- these are the ingredients for learning, and supporting literacy.
When I decided to become a teacher, I didn't see myself as a writer. It was only when I began to think deeply about the process of writing during my journey through the Master's program, that I discovered the meaning of writing. I realized that I had thought a writer was someone whose words simply spilled out a pristine display of genius in written form. However, in the writing process through which I have explored, I've learned that a writer can struggle over the words and ideas. I've learned that skills can be acquired over time through practice, reflection, conversation, following through, and learning how let go of an idea once the fire has burned out. I've also learned that creation can be inspire by mimicking the work of others. The process of writing can be painful, joyful, inspired, slow, or difficult.
I was particularly struck by Bukowski's words, and inspired to compare them to the teaching of writing because of the state of teaching right now. All too often, teachers feel so far removed from what they wanted for their students in the first place. Perhaps in some respect, Bukowski is right about writing, and his thoughts apply to the teaching of writing as well.
In essence, creation is different than honing skills. Being a teacher is creating a desire. creating growth. But it should be used as tool for refining. There are skills to be gained that allow you to be an inspired and respected teacher. You are learning all the time if you're open to it. Children teach you how to teach. If you're doing it for selfish reasons and don't love doing it then I agree with Bukowski. It's all about intent and it's hard to wait for a desired outcome. We're not taught that we don't know what we want from life. That is where most of us start. There are societal pressures to know what you're going to be, what you're doing and what you're going to do. But the truth is, most people don't know, and we need to hear that that is okay so we don't feel as though we've failed. Accepting the unknown creates space for learning.
Of course the state of teaching is a reflection on the system too. Sadly when everything is choked of love and passion for what you're doing then there's no place for the student and teacher to grow. As a parents and teachers, it is our responsibility to offer choices. Providing students with time, materials, a space to write, and a comfortable place to talk about writing are good places to start. Offering writing strategies, simple writing prompts and art supplies also support the writing process. Offering your ear and a critical response encourages dialogue about student writing, which is most important. Writing is about is discovery and reflection. Simply going for a walk and looking at the plants and bugs and taking in sights, sounds, smells, textures and talking about the emotions that such observations evoke-- these are the ingredients for learning, and supporting literacy.
Because of the social nature of children, and the need to be in a place where they feel safe and respected, I do believe this form of authentic learning can happen in a classroom setting. I truly believe a classroom environment can encourage a lifelong love of reading/ writing and overall learning as long as students are supported and encouraged to explore their interests. I think we need more large windows for children to stare out. We need to wonder what the child is thinking not suppose that the child isn't paying attention.
Learning flourishes when it is directed by the learner (child or adult).
Allow kids to talk to each other! It's amazing how California classroom curriculum is so steadfast on the concept of ELL (English Language Learner)-based curriculum, but we are constantly trying to control our classrooms by keeping student-student conversation to a minimum, while natural dialogue is the foundation for language learning.
Yes, part of the problem is due to large classroom sizes, which is impossible to remedy for most public schools with the state budget crisis the way it is right now. But there are solutions. Encouraging parents, students teachers, aids and volunteers to facilitate student learning in small groups is a resourceful way to utilize classroom assistance. Often teachers use parents to run photocopies and grade papers which seems like a waste of valuable time and spirit!
Teaching an exercise in listening is also incredibly valuable. Pretending to have deer ears. Hearing every detail in the world teaches kids to quietly listen. Getting students' sense of hearing up and running. Sight and touch take over sometimes.
So You Want to Be a Literacy Teacher?
Adapted from Charles Bukowski's so you want to be a writer?
Written from the perspective of a soon to be graduate of the Sonoma State University Masters in Reading and Language Program to demonstrate her literacy tenets
If it doesn't come bursting out of your students
in spite of everything,
give them time and guidance.
When it comes unasked
out of their hearts and their minds and their mouths
and their guts,
give them time and guidance to give them more.
If they are sitting for hours staring at a meaningless worksheet
Or hunched over their desk searching for words in silence,
Give them alternative choices and guidance.
If they're doing it to please you or because they feel they have no choice, correct their thinking.
Give them alternative choices and guidance.
If they have to sit there asking what they are supposed to be doing again and again,
give them alternative choices.
Give them time.
Give them guidance.
If it's hard work for them just thinking about doing it,
Let them know that learning is hard.
Give them time and guidance.
Success breeds success.
If you have to wait for it to roar out of them,
then wait patiently.
If it never does roar out of them,
give them alternative choices and guidance.
Give them time.
Don't be like so many adults,
Who tell kids what to do, and how to do it all- day-long.
Don't be dull and boring and pretentious,
don't be consumed with your expectations for their learning.
The students of the world have yawned in school.
Don't add to that.
Don't do it.
Until it comes out of their soul like a rocket,
Until the sun inside them is burning their guts,
give them time, patience, choice and guidance.
When it is truly time, the learning will come.
And it will keep on doing for life.
There is no other way.
And there never was.
Wow, awesome post Tegan. I love your adaptation of Bukowski's poem too. You are a model of a 'reflective educator' and any child would be honored to have you as their teacher. I have no doubt, even with today's lay-offs and crappy climate, that you'll find your way.
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