Nine years ago, when I decided to jump head-first into education, I had visions of my new imaginary students. These students would voluntarily record all of their thoughts and feelings in composition notebooks, and I would be like Michelle Pfieffer in Dangerous Minds, giving my students a voice and letting them soar to new heights with their newfound empowered voices.
Then I started teaching real students. Unlike my imaginary students, these students did NOT want to write in notebooks. They didn’t see the benefit in writing. It was boring and it was work. We kept notebooks in class, but my students weren’t thoughtful in their writing. They’d write a sentence, then stare at the wall until time was up.
Halfway through last year, I read Penny Kittle’s Write Beside Them, and I started experimenting with journaling alongside my students while they responded to my prompts. I gave them a prompt, and then I sat in a desk with my notebook and wrote. The very first day I did this with my freshmen last year, they wrote FOR 30 MINUTES without stopping. Until the bell. It was an actual dream come true.
I used to be a total jerk.
Before I sat next to my students and wrote next to them, I’d force them to keep moving their pencils until time was up.
I didn’t realize what a jerk I was until I sat and wrote with my students. When I actually did what I was asking them to do, I realized how much I naturally pause, stare, and think before writing my next thoughts on the page. As I did this, I noticed my students doing the same thing as they were writing.
They weren’t off-task, they were thinking. Just like me.
Now, I tell them to pause and stare as much as they want. If they don’t get where they want to go with their piece during our writing time, they can just continue during our next class.
If they go off prompt, that’s okay too. I do the same thing. I just want them to write.
Fitting this into our daily agenda.
After last year’s successes, I’ve decided to incorporate quickwriting into our class agenda every day. This is completely new for me in class this year.
I teach in a funny schedule. We have a six day rotation, with two of my classes meeting for 80 minutes every other day, and the others meeting four times per rotation for 60 minutes.
For the last two years, I’ve started all of my classes with 10 minutes of choice reading. As I work to adopt a full-press readers/writers workshop model, I’ve started to incorporate 10 minutes of quickwriting after our reading time every.single.day. It might seem tedious, but my thought is: the more they write, they better they’ll get.
I also know that more I read and comment in their notebooks, the more they’ll write, but I have a hard time figuring out how to respond to 100 notebooks on a regular basis. This year, I’m giving myself a schedule of reading certain classes on alternating weeks and sticking to it.
Don’t have time? Make it.
Know this: my goal with quickwriting is to help my students become better writers, but…journaling is therapy, too.
I’m always going to respect my students’ privacy when writing about our class (and their pieces) here. With that, I can say: I was in literal tears after reading some pieces this afternoon. These kids need quickwriting for reasons beyond a formal competency-based education. These students need a voice, and they need me to listen.
Do I have time for this? These students are worth (more than) ten minutes of our class time.