My Teacher's Notebook

One of the first things I do at the start of summer is to begin a new notebook. It is not a writer's notebook, nor is it a reader's notebook. It is my teacher's notebook, a notebook that keeps my reflections, ideas, and learning. It's my roadmap on how to become a better teacher of writing.

You may wonder why I do this at the end of the school year. I strongly believe in the power of reflection. And what better time to begin reflection than at the end of the school year when things are still fresh and the recharging is about to begin.

Let me take you on a summer walk through the three main sections of my teacher's notebook.

Reflection
In this section I create lots of lists. I reflect on the lessons and instruction of this past year and brainstorm or make lists of lessons that went well and lessons that need tweaked or taken out of my curriculum. I look at the skills my students did not master or need a little more instructional time or practice, and I create another list. I also look at the list in my previous notebook and carryover any items from those lists I still need to address.

After brainstorming, I write notes on what went well or did not go well. I constantly ask myself how can I use this and become a stronger teacher-writer. These reflections aren't long, just enough to spark my memory when I look at them as I plan this summer or during the school year. Finally, I make a list of goals that I want to achieve.

Instruction
This section is where I develop new units or expand on existing units. Planning in my notebook allows for the messiness needed for change to occur. Sometimes I write on sticky notes and post them on the pages. As the ideas develop and change, the sticky notes allows me to rearrange them while keeping everything together in one place. 

I also have pages where I try out writing ideas and assignments I want my students to do in the following year. I practice my own craft because we don't learn if we don't write.

Professional Development
This section is probably my favorite section. As I listen to podcasts, watch webinars, or attend professional development sessions and conferences, I write all my notes in this notebook. As I listen or reread a second time, I use a different colored pen to differentiate the learning. Gleaning though the notes, I then make a new list in the reflection section of what I want to implement from my learning into my school year.

A teacher's notebook may not be what some people think of as "summer writing." But this writing helps me become a better teacher of writing by reflecting, planning, learning, and practicing.

And that is always one of my summer goals!


Leigh Anne just finish her 12th year of teaching, seven years at the elementary level and five years at the middle school level in Southwestern Indiana.  She recently earned her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Breaking Away by Leigh Anne Eck

The past two weeks have been testing weeks for my students. They have plugged away reading multiple passages, writing short answer responses and an essay, and working multi-step math problems. This year we arranged our schedule to allow for more breaks. We staggered our testing days and have a short break in the two-hour-long sessions. I have noticed how much my students need these breaks, whether it is days in-between or a short 10 minute break. 

What do breaks mean for us, as writers?

The #TeachWrite Chat Blog took a much-needed break. I took a much-needed break from blogging after the March Slice of Life Challenge.  As writers, we need those breaks much like my students needed the breaks during testing. Many times breaking away from writing becomes moments of reflection, moments of noticing.

I notice...

I must give myself some grace. Breaking from writing means I am no less of a writer. It simply means I need to walk away for a while. My reasons for taking a break are my own, and I need not to be apologetic.

I come back recharged. When I return from a writing break, I am recharged and refueled. Usually I see stronger writing upon my return.

While I am away, I see things from a different perspective. Taking a break from writing lets me see things in a different light. Maybe it is because I am not searching for a writing topic; instead, topics come naturally and come in ways I don't expect.

Upon my return, I am more willing to take risks. Breaking away from writing for a little while gives me courage to try new things and take risks with my writing once I return.

I think we all need breaks. If you need to break away from writing, then do it and notice what you learn while you are away. You know we will be here to support you upon your return.


Leigh Anne will soon finish her 12th year of teaching, seven years at the elementary level and five years at the middle school level in Southwestern Indiana.  She recently earned her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

#letswrite2019

Happy New Year from Teach Write!

As the new year arrives, we tend to think of resolutions, goals, and plans. Writers are no different. We welcome you to join our chat this Monday, January 7th, where the topic is goal setting. We look forward to an hour of reflecting on our writing celebrations from 2018 and looking toward 2019.

If you have been on social media recently, you may have seen reading lists and reading challenges for readers. One thing you probably have not found is a writing challenge.  After thinking about this dilemma for writers, I decided to create the #letswrite2019 challenge. I like to think of it as a panorama view of our writing plans for the year. 

The Teach Write Facebook page nourishes and inspires us daily with the Word of the Day and the "I Did It" round-up. Jennifer, our fearless leader, makes it so easy to begin a writing habit and to support our growth as writers with her inspiration.  The #letswrite2019 will help us to explore and plan for where we want our writing lives to go. We will also celebrate along the way with quarterly progress updates. 

If you are interested in learning more about this challenge, then check out my blog post at A Day in the Life for all the details. I hope you consider joining us!

And I hope you will join us for our January chat on Monday the 7th at 7:30 ET.

Leigh Anne has entered her 12th year of teaching.  She has taught 4th and 5th grade and currently teaches 6th grade ELA at a middle school in Indiana.  She recently earned her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Mirror, Mirror, on the Wall...

Each year when I book talk a Jason Reynolds book, I always ask my students the following questions.

What do writers look like?

If you were to describe a writer, how would they look?

Close your eyes and picture a writer.  Tell me what you see?

The most common answer, or picture, is an old man with grey hair and glasses. Many actually tell me they think a writer looks something like Albert Einstein.  I laugh and tell them to take a look at the author of this book.  Then I show them a picture of Jason Reynolds. You should see their reactions.

This conversation gives me valuable feedback. The most important being that my students have a very outdated and stereotypical view of writers, and they lack exposure to contemporary authors.  

It also makes me wonder that if this image is how they picture writers, where and how do they fit into this image.

I know many teachers have yet to add "writer" to their list of identities. Yet, if we do not see ourselves as writers, how can we effectively encourage our students to do the same.  Maybe we need to take a look in the mirror and ask that important question...

When we have the confidence to say, "I am a writer," then maybe, just maybe, our students will see themselves in that mirror, too.

Leigh Anne has entered her 12th year of teaching.  She has taught 4th and 5th grade and currently teaches 6th grade ELA at a middle school in Indiana.  She is working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

"We forgot about the flowers." by Leigh Anne Eck

Happy Labor Day!

For some of us, Labor Day means a welcomed break from the start of a school year.  While for others, it's the much anticipated day before the school year begins.

Whether you have been in school for weeks or are starting tomorrow, I am sure ideas of how to build a writing community have permeated your thoughts.

Maybe you have planned quickwrites, or have your own writer's notebook ready to share with your students.  Maybe you have writing centers ready to go with fun pens that you love and different kinds of paper.  Maybe you have mentor texts that you have written this summer to model for your students.

You are ready to bring your writing life into your classroom.

But how many of you have "forgotten about the flowers?"

Back in 1978, I was an eighth grader, and the movie, Ice Castles was released.  I had this thing for Robby Benson (we share the same birthday!) so this quickly became one of my favorite movies.

It is a story about a figure skater who becomes blind, and with the help of the character played by Benson, finds a way to skate again.  He prepares her for a big competition, but no one knows she is blind. (Suspend reality here!)  She skates a flawless routine to the theme song of the movie, "Through the Eyes of Love."

The audience gives her a standing ovation and begins to throw flowers out onto the ice.  She takes her  final lap, not knowing that the flowers are in her way.  She stumbles and falls, revealing her secret to everyone there.  Robby goes out onto the ice to help her and says, "We forgot about the flowers."

On the second day of school, I planned a "write-around" activity where I gave a starter sentence and students had to add on to the story.  Then we moved to another student's writing and added to that story.  We moved four times to four different stories.  I thought this would be a great way to get kids up and moving while writing fun, silly stories.

Only I had one student who refused to participate.  I tried to coax him to write by telling him how much fun this activity could be.

Still nothing.

I came back to him and told him he only needed to write one sentence, just one sentence.

Still nothing.

So I let him be.  I later found out that he struggles with writing.  I was creating a space where he could stumble and fall, revealing his secret to everyone there, simply because I "forgot about the flowers."

I forgot about those students who struggle with writing or who have a fear of writing.  This is why being a teacher who writes is so important. When we write ourselves and bring our writing life into our classroom, we have a better understanding of the challenges our students face.

Here's to a year of bringing our writing life into the classroom...

and remembering the flowers!

Leigh Anne has entered her 12th year of teaching.  She has taught 4th and 5th grade and currently teaches 6th grade ELA at a middle school in Indiana.  She is working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Celebrating Teacher-Writers by Leigh Anne Eck

Any time I here the word celebration, it takes me back to my junior year in high school.  We were the 1981 boys basketball state champions in Indiana.  "Celebrate" by Kool and the Gang was our theme song that we played at every pep session and rally throughout the tournament.

Today is a different kind of celebration.

#TeachWrite Chat will celebrate its one year anniversary next month. Seeing a need for teacher-writers to find a safe place to share their writing, we began our call for guest contributors in December. Since then, we have had over 40 different writers who bravely chose to share their writing with the world. Our writers include published authors and teachers and principals and instructional coaches and doctoral candidates. Our grade levels range from kindergarten to college students, and areas of expertise come from all subjects.

Many writers have found themselves through this process. Many had never "published" outside their own notebooks.

Of the twenty-one posts for the month of July, twelve of those were first time contributors. This tells us that we continue to fill a void for teachers as we continue our mission. Teachers are seeing the need to write and the desire to share. And #TeachWrite Chat Blog is celebrating it all.

We may come from all walks of educational life, but we all have something in common.  We are writers.

Today, as we wrap up our month of celebrations, we are honored to celebrate with each of you!


Leigh Anne is about to begin her 12th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach. Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life. You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Independence Day by Leigh Anne Eck

One of my favorite summer days is the 4th of July.  I love the food - grilled burgers and hotdogs, homegrown sweet corn, cheese potatoes, and pudding cake!  Plus it always includes a pool party with the family and fireworks as the exclamation mark on a fun day.

Summer is not only a time to celebrate our independence as a country, but it is also the time to celebrate our independence as writers.

During our chat Monday night, many teacher-writers tweeted about the freedom of summer writing.  The freedom to play and explore in writers' notebooks,

to discover new genres,

to write early in the morning or late at night,

to develop a habit,

to push ourselves into new writing territories,

to slow down without the constraints of a schedule.

These independence days beckon many of us as our school year winds down.  We long for those summer days with our favorite pens and notebooks, or maybe our laptops and iced beverages.  Those summer days where writing takes over the busyness of our school days and the words flow with much more ease.

Much of my writing this summer will revolve around my work in my graduate program.  But I also have some personal goals that I have set, and summertime gives me the freedom to accomplish them and celebrate them as I choose.

Yes, I look forward to Independence Day.  How about you?

Leigh Anne just wrapped up her 11th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach.  Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life.  You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

When Our Own Notebooks Open Doors

I am a notebook wannabe. I admire the sketch notes from notebookers on social media. Maybe envious would be a better word.  I have started more notebooks than I care to count.  I have tried different sizes, different bindings, and with and without lines.  Sometimes I think my notebook has to be perfect; they have to live up to images I have in my mind.  And when they don't, I quit using them.

And I start over again.

A few weeks ago, I started another new notebook. We were testing, so I thought this would be the perfect time for my students to shake the dust off of their own notebooks.  We did a quick write after we watched a Kid President video.

I wanted to write along with my students in each period because I believe that is what good writing teachers do.  As I was summarizing my morning entries to my afternoon class, I told them about an entry about not forgiving my dad before he passed away.  One student quietly raised her hand and asked me to read the entry. This student typically does not freely participate in class, so I knew my writing must have struck a chord with her.

When it was time for them to write, this student immediately began to write in her notebook, which is something she does not like to do.

The next day, this student was behaving poorly and not making good choices.  She became defiant and argumentative.  I held her back after class, and I tried to get her to open up about what was really going on.

She was full of anger and was taking it out on me.  Finally, after the tears began to fall, she admitted to me that a special day was coming up, and she had not heard from her dad.

I knew then, the chord I struck earlier in the week when I shared my notebook was ringing and needed to be heard.

So I listened.

That day, I realized the power our own notebooks hold for our students.  My writing about my dad opened a door for her.  A door she needed to walk through in order to let go of all the anger she held in her heart.

That was also the day I noticed my notebook no longer had to be perfect.


Leigh Anne is about to wrap up her 11th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach.  Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life.  You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Sharing the Pen by Leigh Anne Eck

Our mission here at #TeachWrite Chat Blog is to build a community for teachers who write. I will admit, when Jennifer, Michelle, Margaret, and I started this endeavor, we had no idea where it would take us. We started out with the idea of a chat.  Our first month was such a success, we knew we were filling a void for teacher-writers.

We then added the blog, in hopes of writing posts on a some-what regular basis. As we continued throwing that idea around, we began wondering if other teachers would be interested in writing for the blog.

Guess what?  We began filling another need - that need to belong to a community of teacher-writers. We know other outlets exist for teachers who want and need ideas to teach writing in their classrooms.  But the #TeachWrite community mission is different. We find that teachers need to talk and share about their own writing lives. Teachers want the support from others who are trying to write blog posts and articles and poems and even books.

Giving teachers the space to explore their writing voice, to find the courage to put their words on a page for others to read, and to belong to a community of like-minded people is the goal of #TeachWrite.

Last week on Twitter, I tweeted out the link to sign up to be a guest writer. Marisol Cantero @bilingual_coach, tweeted this reply.

This is what #TeachWrite is all about.  We are honored to share the pen and this space and to build this community with all of you. We encourage you to share your pen by reading and commenting on the posts from our guest bloggers. It is through these comments and knowing that someone has read our words and has made a connection that builds a true community of writers.

Let us continue to share the pen.


Leigh Anne just started her 11th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach.  Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life.  You can connect with her on Twitter @Teachr4 or find her slicing for the month of March on her blog, A Day in the Life. 

A Slice of Sustenance by Leigh Anne Eck

As a young girl, my writing life consisted of writing stories and poems and entering them in writing contests.  In high school, one of my favorite classes was a creative writing class.  My childhood was filled with words and stories.

My adult writing life came about because of a writing community.  I had followed a few blogs and eventually was led to Two Writing Teachers and the Slice of Life Community.  I had no idea how this community would change my life as an adult writer and as a teacher of writers.

This community is where I found teachers who believed in the importance of teacher-writers, who lived in the power of story, and who recognized the need for moral support of a writing life.  The four of us #TeachWrite Chat creators "met" through the Slice of Life Community and have since become friends across the miles.

You may be asking just what is this Slice of Life Community?  Where do I find it?  And do I really need it?

What is A Slice of Life?

A slice is a piece of writing from a small part of your day.  It's a storytelling technique that can be captured through narratives, poems, pictures, lists, or words.  The mission is to tell the story, but the possibilities are endless.  The Two Writing Teachers' graphic below explains what a slice is and is not.

Graphic provided by Two Writing Teachers

Each week, the Two Writing Teachers Blog calls for slices, and slicers (another word for writers) post and share their slice for others to read.  Reading other slices and leaving comments is what builds the community.

But even more important, it is what builds the writing habit and becomes the inspiration to continue to write each week.

What is the Slice of Life March Challenge?

If you are looking for more than a weekly challenge, then maybe the Two Writing Teachers' Slice of Life March Challenge is what you need.

For the month of March, slicers write and link up every single day.  Yes, it is a challenge, but it is so rewarding.  When I look back and see that I wrote every day for the month of March for the last four years, I am proud of myself. Creating a writing habit takes stamina, dedication, and perseverance.  The Slice of Life March Challenge is just the place to help build that habit.

Graphic provided by Two Writing Teachers

As we move into this second month of the year and look at our goals we set in January, why not consider taking part in the Slice of Life Challenge for March?

Let's connect with new writers and get reacquainted with writers you may already know.

Let's build community and find inspiration between the words.

Let's find that slice of sustenance and continue to build our writing habit!

Last year over 300 teacher-writers signed up for the challenge.  You can find more information at the Two Writing Teachers Blog.

I'll be there; will you?


Leigh Anne just started her 11th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach.  Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life.  You can connect with her on Twitter @Teachr4 or find her slicing for the month of March on her blog, A Day in the Life. 

Write for Us!

The #TeachWrite Twitter Chat Blog is dedicated to providing a space for our community to connect and share their voices about writing and teaching writing.  We are looking for guest bloggers who would like to blog on topics related to being a teacher-writer. Educators and writers of all levels are invited to join us in this space. More information can be found at https://teachwritechat.blogspot.com/p/write-for-us.html.

Being a Goal-Getter in 2018 by Leigh Anne Eck

"Motivation is what gets you started.  Habit is what keeps you going."

I recently read this quote somewhere, and I think it perfectly sums up the beginning of any endeavor. Today we turn the page of the calendar and enter a new year.  A new year brings new beginnings and clean pages.  There is something refreshing about that, yet it can also be quite intimidating.  

I have used the new year to start improvements from dieting and exercising to reading the Bible.  Often times I am motivated, but fail to create the habit.  This usually leads to disappointment.

But it doesn't have to be that way.  This month our #TeachWrite community wants to be a support system to help all of us achieve our writing goals.

Setting goals can keep us focused on what we want to accomplish.  As we focus on these goals, habits begin to form and hopefully will lead to success.

So, take a little time this month and think about what goals you want for your writing life.  Maybe it is to start a notebook or to write a certain number of words each day.  Maybe it is to blog a certain number of days each week or to write a guest post for the  #TeachWrite Chat Blog.  Maybe it is to write more with your students or to write a professional article.

Whatever your goal is, please know that we are here to support you.  Here are a few ideas that might jumpstart your thinking about setting your goal(s).

One Little Writing Word

Many people choose to focus their year around a one little word.  Instead of making resolutions, they choose a word to guide them throughout the year.  Why not think about choosing a one little writing word, or one word to focus on just your writing life?

Personal Mission Statement

Try writing a personal mission statement for your writing life.  A personal mission statement is a description of what you want to focus on, what you want to accomplish as a writer or the writer you want to become.

Mantra

Maybe you want to narrow your focus and write a mantra.  A writing mantra is a short positive statement that you can say to yourself to encourage or motivate you as a writer.  A mantra can even be a quote from someone else that could have a positive impact on your writing life.

Goal

As teachers, we set goals with our students all the time.  Many times we use the SMART acronym:  specific, measurable, achievable, relevant, and timely. Think about what SMART goals you could set for yourself as a writer.

Affirmation

As writers, we understand the power of words.  Affirmations help us to set our intentions as a writer.  When we begin to whisper these positive affirmations, we begin to believe them.

Motivation is what gets you started.  Let us help you create a writing habit and become a goal getter in 2018!

Leigh Anne Eck just started her 11th year of teaching.  She has taught 4th, 5th and currently teaches 6th grade ELA at a middle school in Indiana.  She is currently working on her Master's degree in Curriculum and Instruction at Western Governors University with a goal of becoming a literacy coach.  Leigh Anne has a passion for connecting kids with books and helping teachers develop a writing life.  You can connect with her on Twitter @Teachr4 or on her blog, A Day in the Life. 

Write for Us!
The #TeachWrite Twitter Chat Blog is dedicated to providing a space for our community to connect and share their voices about writing and teaching writing.  We are looking for guest bloggers for January who would like to blog on topics related to our January theme -- GOALS.  Educators and writers of all levels are invited to join us in this space. More information can be found here.

One Who Writes: A Writing Manifesto by Leigh Anne Eck

I have been writing since I was a little girl, but I have not always called myself a writer. I thought being a writer meant you had to publish a book, that you were an author.

It wasn't until I became a writing teacher that I realized being a writer was simply...

one who writes.

And being one who writes became just as important as one who teaches.

When my #TeachWrite Chat team decided to write manifestos, I dug deep to examine my true beliefs about how I defined being a writer, especially a teacher-writer.  For me, they are one in the same.  They are connected, and now, I cannot be one without the other.

This challenge of writing a manifesto was not easy.  Putting it out there for everyone to see was even more difficult.  When we name our beliefs, they become attached to us.  When we write them down, they become stronger.  And when they become stronger, they become a part of who we are, for all to see.  So, here is who I am as a teacher-witer...for now.

This I believe:

Writing is hard which makes teaching writing easier.  This does not mean that teaching writing is easy, but I know teaching writing was much harder when I did not write.

Writing is a solitary act.  It is one mind, one pen, one story.  This doesn't mean writing cannot be shared; it just means sharing is not required.

Writing gives me a chance to reflect.  Much of my writing is reflective, especially writing about my teaching.  I work through problems; I celebrate successes, and because I write, I become a better person.

Writing is a constant state of composition.  I find stories and writing ideas everywhere and at any time of day.  I may not physically write my ideas down, but I am always thinking, wondering, and observing - a constant state of composition.

Writing needs to be visible.  My students don't always need to see my words, but they need to see me in the act of writing.  They need to know I go through the same struggles as they do.  I fear the blank page.  I make mistakes. I revise, revise, and revise.

Writing needs to be fearless.  It is scary to put our words on paper.  We become vulnerable.  When we become fearless, we become empowered.

I am a writer because I am simply...

one who writes.

This month, the #TeachWrite Chat Blog will be sharing the Writing Manifestos of our community. What do you believe about being a writer? Would you like your Writing Manifesto featured on this blog?  Are you interested in writing for us at another time? Fill out this Google form and we will be in touch with a date for you to submit your post.