5 Ways to Nudge Students to Engage with Outside Reading

My previous post gave 4 factors to persuade teachers to start giving outside reading assignments. I am sure, however, that you still have concerns about your students’ motivation to complete an assignment like this while avoiding the temptation to cut corners and cheat. I share in those concerns.

Over the years, though, I have come up with ways to steer students to complete their outside reading assignment faithfully. I still have to guard against apathy and students who insist on cutting corners instead of doing the work, but I have drastically reduced the amount of energy I spend on keeping watch over this behavior. And I would like to share these tips with you! Continue reading “5 Ways to Nudge Students to Engage with Outside Reading”

The Transformative Power of the Writer’s Notebook

Over the course of this past academic year, I tasked my students with writing 150 entries–at least 150 words per entry–in their Writer’s Notebooks. I assigned specific topics, theme-weeks, story starters, and a lot of free writing over the span of those entries. I collected their work every three weeks (calling these due dates “checkpoints”), checked up on their writing, and gave it right back so they could keep going.

For the final checkpoint, I was burnt out and recently spent almost all my energy grading big inquiry-based argumentative essays and co-creating a live action role playing game inspired by Fahrenheit 451 (This will definitely be a post later on). I didn’t plan anything special for their final submission, so it was unassigned free-writing. But I received quite a gift from a few of my students! On their final entries, many of my students decided to treat it like a yearbook and leave me notes of appreciation, some thanking me for making them do all that writing.

Don’t take it from me, let’s hear from Robert:
Continue reading “The Transformative Power of the Writer’s Notebook”

Kelly Gallagher’s Books Aren’t as User-Friendly as Teachers Think They Are

Has this ever happened to you when reading one of Kelly Gallagher’s books (or a book by another inspiring teacher-writer)? You read about a practice in his classroom, stare off into the distance, the look of epiphany on your face, and with a raised pointer finger you declare “I must start doing this today,” slam the book shut, and start typing up lesson plans. Now, let’s say you finish those lesson plans, does everything go smoothly in the classroom?

For me, it’s hit and miss. Sometimes the lessons are clear, and I can start using them right away. But some, for me, are complete bombs. The failures usually go like this: I hit an obstacle I did not anticipate, I furiously flip the book to the spot where I had the epiphany in a desperate search for answers that aren’t there. Next, I panic, admit defeat, let the lesson die a quiet death, sulk, and then move on. Continue reading “Kelly Gallagher’s Books Aren’t as User-Friendly as Teachers Think They Are”

3 Ways to Wrangle the PIG!

“I have to plan the next unit.”

“What am I going to teach tomorrow? And how am I going to teach it?”

“But I have to grade these papers!”

Planning, instruction, and grading–if you’re like me, these three elements of teaching huddle up and, like specters, follow you around all year long. Each takes its turn whispering in your ear, especially grading.

It seems that right when you get one settled, one of the others crops up, jolting you with guilt, anxiety, or both. It seems never-ending.

Continue reading “3 Ways to Wrangle the PIG!”

What’s the 1 Thing You Can Do To Make Your Students Better Writers?

For the first ten years of my career, this was a question I wrestled with constantly. I purchased my fair share of books and attended more than a few workshops in search of the answer. I DID find it, but I didn’t realize it at the time. Then I kept looking.

The answer came in my third year on the job: Make them write more. That’s it! Make them write everyday. Make them write at the start of a lesson. Make them write at the end of a lesson. Make them write for homework. Write. Write. Write.

How? There are a lot of ways a teacher can do this. For me, the answer came in the form of The Writer’s Notebook.

MTPI Cover Compbook TG (1)

In year three, I gave it a try. And I failed. Several times actually. And because I couldn’t make it work on those trials, I decided to give up and moved on.

But now I’m back! And I am even more convinced that this is the best tool in a writing teacher’s equipment bag.

Continue reading “What’s the 1 Thing You Can Do To Make Your Students Better Writers?”

MTMI Mail: Yes, I CAN Help!

I received an unexpected, yet most welcome, email the other day. A fellow teacher, and reader of Make Them Process It, sent me this message:

I’ve been reading your book and your blog and they both have been a big help. Thank you for all of your hard work and sharing your ideas with others. The ideas from your book and posts present the direction I want to move in as a teacher.

This made my week!

For a long time, I have wanted to be a help to other teachers. This feels like a step in that direction. Continue reading “MTMI Mail: Yes, I CAN Help!”

Students Need to See Writing as a Process

I just had 170 students revise a piece of writing, and none of them complained about it. Let me qualify that. None of them groaned aloud obnoxiously, as if the assignment was causing them physical pain. For the most part, they completed their second draft with ease and some even expressed a mild delight that they made their writing a little better. A few voluntarily asked me for suggestions about how to word certain phrases. A few students expressed grave concern that they had exceeded the word limit (the accidentally wrote more than they were required).

This is a dramatic contrast to how my former students used to behave when they were presented with the notion that their writing needed to be fixed. Typically, the mere suggestion that they were not yet done with a piece of writing was met with sneers of derision. I had to drag them a long through what they thought was an agonizing process of revisiting a piece of writing they believed they had completed.

Not this time. Actually, not in recent memory.

What, you may ask, has made the difference?

Continue reading “Students Need to See Writing as a Process”