Genre Practice really gives students a chance to get involved in the writing process, like no other program I have seen. I have been reading a lot about Genre Practice, and learning about it from my NYU classes. I found myself giving my fourth grade students more free writing time, and giving them the responsibility to make their own choices. I was a little skeptical at first; worried about those children I figured would be goofing off if given the freedom to do so. But instead, I have seen those same children producing pieces that I never thought would come from them. Students are crossing boundaries and experimenting with different genres. I have seen students create amazing comic books, and short stories, as well as children’s books and poems. They get inspired by each other when they see something new during conferences or the whole group share. I have one particular child who is usually very quiet and reserved, and during this social writing time, he is the one many students run to for peer conferences. Not only does he get the opportunity to share his writing/editing skills, but he is also gaining acceptance from the other students, and I can see a difference in his self confidence. I love that all students, despite ability, are socially involved in the writing process, and can learn from eachother!

This account is so powerful! By giving the student freedom to write anything; he was able to express something that is obviously extremely sensitive in nature. The student was able to feel comfortable to share feelings about a situation that he probably wouldn't have in a more traditional writing situation. The writing piece not only does amazing things for the student by allowing his free expression, but also teaches the teacher about the complicated lives of these children.

Your account is very powerful! Having observed Genre Practice in action at P.S. 126, and learning about it in my grad classes, I have discovered the immense power that such an approach to instruction holds. What amazes me even more, though, and something that you really drive home in your post, is the incredible effect it can have on English language learners. In my experience of being in schools, I have never seen an approach that includes English language learners. Those students are always either pulled out to a "special" classroom, or they are segregated within the actual classroom, with an ESL teacher in their constant presence. Genre Practice makes these children feel like they are an integral part of the classroom (which they are!), does not segregate anybody, and most importantly ensures the learning and success of all of these students. It sounds magical, but when observing this approach in the classroom one can see that it truly works, and the testing results support the practice as well. Thank you for your inspiring account!

I love this because I think this could also be a door on how to handle behavioral disruptions. Students always want to share stories and often they are told that they can share later or that they are getting off topic and they need to stay focused. By allowing the students freedom of topic choice, we can direct them to share their stories and to use their voice in their writing. This will motivate students to write and it will prevent this "off topic" conversation. All of a sudden, this child's experiences and stories becomes the focus.

Sometimes we categorize our students but we don't take the circumstances of their lives into consideration. By opening up the floor for them to share through their writing we can learn more about them, what they are going through, what they are thinking, and just who they are as people.

As I was reading your story, I was constantly thinking about my own ELL experience. I was taken out of class, with other ELL students, and we'd work alongside a teacher in her office. Initially, I didn't really understand the purpose of this. However, I began to understand VERY quickly and began to dread the visits. The visits were mundane and I always felt like the spotlight was on me. It felt uncomfortable to always "get" was I was supposed to learn in a short period of time. However, after listening to the presentation last week and reading this article, I am intrigued by Genre Practice's approach for ELL students. It alleviates the burden of always "getting" and being able to produce immediately. I wish that while I was in ELL, I had this. I hope to learn in depth more about Genre Practice's approach as the year continues.

Thank you.
Bharti Vural

I had never realized how lucky I was to be in a school system that tried many of the techniques described in this approach to literacy long before there was a cohesive approach and support system to this style of literacy education. I had always assumed all students were given the benefit of choosing their own writing genres - I was always encouraged to find the genre that best suited what I felt like writing, and when I came to education from the other side - now as a graduate student in childhood ed / childhood special ed., I realized how little choice children are often given in their education, and how lucky I truly was. Children come to learning excited, and by allowing them to have choice about how they express themselves, we are nurturing that excitement. Thank you for your post sharing your excitement about learning about your students from the other side of education - I am so excited to start seeing students from this angle as well. 

I am currently a Grad student learning all about Genre Practice. It is really exciting to hear a first hand experience of how it changed you as a teacher. As I read through your blog, I could see myself reading lots of journals from my students and thinking that they were pretty good, but they didn't give me any insight to their personal lives. I am really looking forward to learning more about this new way of teaching writing and I can't wait to put it in practice!

Thanks!

I love how you claim to rediscover a child through there writing. It is so true that a lot of the time children are able to express themselves in artistic ways that would never be able to express themselves through speaking and actions. It is fascinating that through their writing you are able to learn about your student’s lives. It is so important for a teacher to really understand where a student comes from and what happens between the hours that he lives school and comes back the next day. I understand it can be a struggle to get this information out of a child (particularly one who is struggling with language.) It is great that your students are comfortable enough with you to divulge their secrets in their writing.

I too hope that I will be able to concent with my students.  I want to get to know them so that I can support them in the right ways, I want to nurture their individual personalities and help them find who they are.  As you've demonstrated, writing is a wonderful way to get to know your students and get a window into their life to better understand their culture, background, and their perception of the world.  Reading your blog makes me want to experience the thrill of getting to know my future students in the same kind of way. 

I just wanted to say that your blog is so touching and inspirational to me as a future teacher. You get to know your kids on a deeper level than anyone else has before and I find this amazing! I feel like the deeper of a connection you have with your students the more comfortable they will feel and thus share more. You are able to be a friend, a teacher and a mentor to your children! I am so impressed by your work.