Welcome to the Heinemann PD Professional Learning Community Series. This month we look closely at the creating opportunities for ourselves and our students to consider the power of the reading-writing connection.
“Read, read, read. Read everything—trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write. If it is good, you’ll find out.”
By Katherine Bomer
The secret to teaching how to write is to read, but that doesn't mean standing in front of the How to Write section in Barnes & Noble and picking a book by an author you’ve never heard of. Instead read what you’re passionate about and then try to widen the scope of that passion, reading different genres, so that you can say you’re passionate about good writing with the confidence that you know what good writing is regardless of genre. Trust in your own responses as a reader—good writing excites you, moves you, gives you clarity, makes you laugh, and makes you realize how deliciously complicated life really is.
When we think about engagement we almost immediately focus on the student who won’t talk or just doesn't engage. But what about the student who is over engaged? On today’s podcast we’re continuing our series of conversations with Cornelius Minor. Today we’re talking about a student he has nicknamed “Prez” short for president of the class.
Today we have Kristen Hawley Turner giving her thanks and appreciation to the teachers of the Fordham Digital Literacies Collaborative, who are working to make differences in the lives of children every day.
Homework. The word alone evokes strong emotions from children, youth, parents, and teachers. For most teachers, this word sits right between rock and hard place. Assign too much homework, and teachers run the risk of complaints, if not outright misery, from parents, students, and—feeling the need to give feedback on all that homework—themselves. Assign too little homework, and teachers risk being seen as “soft” and lacking in rigor, and because homework can feel like it helps “cover” the curriculum, feeling further behind. And that just regards the issue of how much homework. Then there are all the complexities around what kinds of homework.