WRITING SKILLS -- 4

WRITING  SKILLS  --  4

The role of a teacher : -

Much has been written about teaching children how to write.

         While teaching methods and emphases are influenced by social, political and economic factors, teachers’ own understandings about teaching and the ways in which their students learn best are of fundamental importance to the ways in which they develop their writing programs.

         Even though many teachers share common beliefs and philosophies about language learning, no two classrooms will look and sound the same.

         When they translate their beliefs into practice, teachers make decisions which create unique learning environments to support both their own needs and those of their students.

The first decisions teachers make include ways of

·   Providing a range of authentic language activities.

·   Planning and modelling appropriate writing forms in context.

·   Providing a balance between informational and narrative reading and writing opportunities.

·   Observing and supporting children as their writing develops.

·   Intervening appropriately so that each child can achieve success.

         Writing is an amazingly complex activity.

         The writer is simultaneously involved with thinking of

What to write,

Coherence and cohesion of the text,

Formation and legibility of individual letters,

Spelling,

Grammar including punctuation,

Layout,

Tone and register,

Organisation and

Selection of appropriate content for an intended audience.

         It is impossible to control all aspects of writing at once.

         Children need a clear framework within which they can express and order their ideas, thus reducing the complexity of the task and the demands on their memory.

         They also need to be able to focus on one or two aspects of writing at one time so that they can practise new skills until they become automatic.

         The teacher who demands neat writing, correct punctuation and perfect spelling while children are learning to master new skills runs the risk of promoting the creation of short boring texts written by children who have no interest in the message only in what the teacher demands.

         Children cannot manage all the demands of written language concurrently.

         Opportunity to interact with the teacher and peers is an essential part of learning to write.

         Children can be encouraged to question, compare, modify and share with peers throughout the writing process.

         The talk generated in problem-solving sessions provides crucial information and insights for teachers into the students’ understandings of the writing process.

         Time to practise the skills and develop understandings is an essential component of the writing program.

         Children also need time to reflect on what they know and to think about what they need to know so that they have ownership and control of their own writing development.