Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year!
Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework for utilizing mini-collections of linked content into your professional development time.
This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice.
Exploring the meaning of the words “duty” and “neutrality” in the context of your role in education will call upon you to examine and articulate your belief systems. Make a list of what comes to mind when you consider your definition of duty in education. Make a list of instances where you find yourself seeking a “safe zone” of neutrality.
“Children want to write.” These words are just as true now as they were twenty years ago when I first wrote them, at the beginning of Chapter 1. I would only add, “If we let them.”
–Don Graves, 2003
By Jaclyn Karabinas
Teaching is hard. Writing is hard. Teaching writing can be extremely hard, especially when you believe so strongly in the value of combining these crafts, but you feel isolated and lack the community to support this hard work. Perhaps you have never taken on Writing Workshop with your students but know this is what will spark engagement and growth in your students. Maybe you have been at it for awhile… but feel as though you keep hitting roadblocks. We all have a story. Together, we can make this happen in the name of growing student writers.
In a video blog below, author Colleen Cruz describes what she believes to be something great happening in schools today: teachers building relationships and working together. We agree—and this is why we look forward to hosting a summer book study!
Welcome to the Heinemann PD Professional Learning Community Series. This month we look closely at creating opportunities for ourselves and our students to consider the power of the reading-writing connection.