Noticing is a Courageous Verb by Crystal Kelley

Noticing is a courageous verb. It lends itself to looking at the world with fresh eyes, to contemplate surroundings and experiences, and to discovery.  Noticing slows us down, allows our eyes to shift from focused to out of focus, without pressure or anxiety. There are no expectations with noticing--except the act of looking.  Noticing possesses great power; it allows us to be in the moment, without judgment, and vulnerable.

The problem is, I have to constantly be reminded to notice.

My notebook absorbs my noticings. When I take time to notice, I observe more, and there’s more material with which to work as a writer. I love to return to these notes and sketches, to study and to question. When I do remember to share my process with students, my vulnerability shows, and students see me as a writer. I become a novice again. This creates a space where we learn alongside one another--a space for writers.

It’s not easy to remember to notice.  At times, our minds are muddled with everything else we expect ourselves to pay attention to.  I definitely am guilty of getting caught up in the ongoing noise that surrounds us as teachers of writers. Noticing takes work. When I notice along with my students, they begin to notice, too. I’ve discovered that when students revisit these noticings throughout the year--they realize that they are real writers.

The magic that “noticing” wields:

• students judge themselves less during our sacred time with the page
• when we notice what glimmers on the page, excitement is a wildfire
• conferences with students become the heartbeat of our workshop
• our revision is more focused and less overwhelming
• one word, one phrase, can lead us to our next powerful piece
• taking risks with writing is what we do (not what we avoid)
• Our focus can shift to the big picture: we are ever-evolving as individual writers

Noticing is courageous in that it helps us see we are novices all over again when we approach the page.  I notice when I allow myself as a writer to be raw in the classroom, this empowers students. It takes practice--this noticing.


Crystal Kelley is originally from Albuquerque, New Mexico, has taught there, in Syracuse, New York, and now in San Marcos, Texas.  She currently learns alongside her 9th and 10th grade English and AVID students.  She is a teacher consultant with the Central Texas Writing Project at Texas State University, an affiliate of the National Writing Project.  In 2016, she was named Region 13’s Secondary Teacher of the Year. When Crystal is not doing teacherly things, she is playing outdoors with her three kids, squeezing in time to write, and cooking with her husband. Find Crystal @cryskelley9 on Twitter and student writing at www.mrskelley9.edublogs.org.

I’ve Noticed Writing Makes Me a Better Teacher by Andrea Marshbank

“It’s too hard.”
“I can’t think of anything to say.”
“I’m just not a writer.”

These are the comments I hear when my students are faced with writing. I’m not alone. From elementary to secondary, all teachers have encountered distraught students who felt defeated when their writing did not come easily.

Unsurprisingly, the challenges of writing are not limited to students. I’ve noticed that even I have similar moments of doubt when I begin my writing process. Frustration can plague me to the point that I strongly consider simply shutting my laptop and walking away. Usually, I can find the strength to persevere. And the next day, after I have experienced the same irritation with my writing that my students are encountering, I can talk to them honestly about the difficulties of the writing process.

We share a common experience: Writing is hard.

In the process of sharing the struggle of writing, we also work past it. The conversation changes: “It’s okay that the words aren’t coming easily, that’s something Ms. Marshbank deals with, too.” Well, perhaps my students don’t say exactly that, but they certainly think it.

When I’m writing, I’m a better teacher of writing. Not because I’m a ‘good’ writer or because my curriculum is special or because I’m doing anything different—but because I am empathetic towards  my students as they figure out how tough it is to get words on paper.


Andrea Marshbank is a ninth grade English teacher in Kansas. She is a Teacher Consultant for the National Writing Project, a Kansas Horizon Award Nominee, and a blended learning educator. Her students are writers, readers, and leaders. Follow her on Twitter at @msmarshbank and read her blog at TheMarshbankClassroom.com. 

It's Not Too Late by Alexis Teevens

I’m noticing that I have let myself get bogged down by the difficulty of teaching writing. There are so many people out there who are excited about trying new things, while I feel stuck.

My first reaction to new ideas is resistance. That’s usually how I feel at this time of year. It feels close to the end, but not that close. I’m a little tired, and my kids are a lot tired. The weather is nice, and it feels hard to sit in a classroom full of sweaty middle schoolers.

It feels even harder to double down on writing instruction. The allure of an extra party or a few more minutes outside is hard to resist.

I’m noticing that as I write this, I needed to use repetition to help me get my ideas flowing. I needed to write disjointed paragraphs and skip around and double back, and I wish my kids could see more of that process so that they would feel more comfortable writing in all directions instead of just linearly. I wish I knew how to teach them with more fluidity, even though I feel a little paralyzed by the need to meet the needs of 28 students at once.

But, while I’m feeling down on myself for my pessimism, I see the hope for the positive.

These are always the first feelings of change for me. The feelings of seeking out new ideas, even if I don’t want to admit that they might work at first. The desire to avoid change, but the stubbornness to fight that desire and try something crazy anyway. The acceptance that there is a whole lot I don’t know, and the relief in realizing that there are people who have the ideas when I’m ready to find them.

May feels late in the year, but I’m also noticing that it’s not too late for something new.



Alexis Teevens is a 7th grade English and social studies teacher in East Boston, MA. She’s about to finish up her 5th year in the classroom, and she feels increasingly humbled and entertained by her kids. She just finished a Master’s in Special Education, so she’s looking forward to having more time next year to explore teaching interests outside of a graduate school program. Alexis is excited to start connecting with more teachers on Twitter (@lexteevens), and maybe after this experience, she’ll pull the trigger and start a blog. 

I've Noticed by Jennifer Haylett

I pulled my pocket mirror from my bag, checked my hair, checked my teeth, and talked out loud during this ‘reflection’ session. Then, I heard the giggles, and, “What are you doing Ms. Haylett?” So, I explained. I was checking my reflection. Checking for what looked good and checking for what I needed to fix. “What?” was the next question. I went on to explain how writers notice what they do well, and also notice what they can do better in the next piece. They reflect, like when they check their reflection in the mirror. At the conclusion of the lesson, and as these young writers began to reflect, I began to reflect on what I’ve noticed during our Writer’s Workshop this year. Three thoughts flooded my mind: growth, bravery, and love.

In these young writers, I’ve noticed scribbles turn to lines, lines turn to shapes, and shapes turn to pictures. I’ve noticed simple pictures turn to detailed pictures, letters turn to words, and words turn to sentences. I’ve noticed sentences evolve into books. I’ve noticed simple partner talk turn into helpful writing talk, and simple reflections turn to amazing discoveries about writing. I’ve noticed the seed I planted on day one, has grown into an amazing plant.

In these young writers, I’ve noticed bravery. I’ve noticed their ears eagerly listen to my teaching point, and their eyes intently stare at the writing I model daily. I’ve noticed their pens and pencils bravely make attempts at the strategy I so enthusiastically asked each one to try. I’ve noticed their willingness to take risks. I’ve noticed their amazing bravery.

In these young writers, I’ve noticed love. I’ve noticed smiles and happiness. I’ve noticed proud eyes and excited faces. I’ve noticed stories and lives and passions. I’ve noticed them! I’ve noticed the LOVE I have….for THEM!



Jennifer Haylett is  a Kindergarten teacher in South Florida. She has been teaching young readers and writers for thirteen years. She is passionate about developmentally appropriate curriculums, reading, writing, and kindness. She loves to camp, run, and hang out with her family. You can find her blog at https://www.tumblr.com/blog/thehappycamperus, and on Twitter at @jhaylett16.

Notice What You Need to Feed Your Writing Life by Erin Vogler

I am a better everything: wife, dog mom, teacher, friend, colleague, reader; when I write.

This is something I know in the deepest parts of me.  I have also come to notice that I am a better writer when I regularly take time to care for myself.  For me, this means taking advantage of the beautiful hiking trails in my (finally) green and lush corner of the world. It means time on my yoga mat where breath and movement become one, and I allow all of the stressors that are part of life and teaching to scatter with each deep inhale and exhale. Often, it is the simple joy of grabbing a great book and heading out to my porch or gazebo and escaping into someone else’s world while I allow mine to fall away for an hour or two.

The end of the school year is upon us. This is a time when we get caught up in the rush of all the things we need to do, the places we need to be, the to do list never seems to end.  I notice that this is the time of year when I often feel so busy that I make myself believe I don’t have time for that hike, mat time, or to escape with a great book.

When I’m not taking care of myself, holding myself accountable for taking and savoring that down time, I don’t write often.  Sometimes not at all.  Looking back at old notebooks, I notice that many of them have a gap that begins somewhere around May 1st and ends once I’ve embarked on summer vacation in late June.  It is no coincidence that I am more stressed, less focused, and have a much more difficult time processing and dealing with new information during that two month stretch. I’m not practicing the things that help me do that well: self-care and writing.

I’ve challenged myself to do better this season. To notice the importance of finding joy, space, and peace, even for a few minutes each day. To notice how that time leads me to more focused and insightful writing, writing that makes me proud and that I am proud to share with others.  I am a better everything when I write, and I am a better writer when I take care of myself by taking time to breathe deeply and celebrate the things that feed my soul.

I challenge you to do the same.  You won’t be sorry.



Erin Vogler is in the final weeks (seven to be exact) of her 18th year of teaching at Keshequa Middle/High School in the Genesee Valley in Western New York. She has taught grades 7-12, and is currently reading and writing beside 8th and 10th graders. Erin is working on becoming a more consistent writer who shares her thoughts on teaching, reading, and writing at https://fosteringvoicesandchoices.wordpress.com/. You can also find her on Twitter @vogler3024 and Instagram @mrsvogler3024.

Looking Closely and Noticing by Pam Taylor

As a “lifer” in Kindergarten, I’ve learned to look closely at the world around me. I look closely when I am observing 4 and 5 year olds in their play. I teach students to look closely at natural materials. I ask them to notice the finer points of their structures and look for ways to improve what they have built. And we spend time talking, laughing and learning as we search to find the good, the compassion and the strengths in ourselves and each other. 

Although I am great at looking closely at my students and at noticing and naming the learning that I see each day through our play based learning in Kindergarten, I struggle to find a way to notice my own strengths and weaknesses. Sure, I know that I am great at knitting and crocheting, but lousy at karate. I can remember where my eldest son left his headphones, but I can’t remember 5 things on a grocery list. I am a fantastic problem solver - as long as that problem doesn’t impact me directly.

I have noticed, over the years, that I have a desire to be a writer. But my struggle to write consistently comes from the fact that writing takes time, practice, determination and time. (Yes, I said it twice).  I envy those who can create a blog post every day and sound eloquent, intelligent and put together. I struggle to get my thoughts down on a monthly basis. But I am noticing that I am becoming more attuned to my ideas of sharing my professional journey. I am noticing that I feel like I don’t have to be eloquent all the time. I just need to share more often.

My writing has started to change. I had a blog about 2 years ago that I thought would revolutionize inquiry based learning and make everyone sit up and take notice. I tried to be witty and knowledgeable in every blog post. I wrote 5 posts before I burned out. So I gave up. But the embers of that burn out continued to smolder. I read more blogs by people I admire. I started to notice that not everyone had something life-altering to say in each post. It was more about sharing and getting ideas on “paper” (virtual, but paper nonetheless).  So, another blog was started. And this one feels…better. More authentic. And for me, that’s something worth noticing.


Pam Taylor is a Kindergarten teacher and Makerspace facilitator in Brampton, Ontario, Canada. At almost 20 years of experience in the classroom and as a literacy consultant, Pam continues to find the love and humour in the smile of 4 and 5 year olds each day. She can be found on Twitter with the handle @TayloredInquiry.  Her blog can be found at mindfulmakers.weebly.com

Growing as a Writer by Michelle Olson

This school year, I started with such excitement as I was bringing back Writer’s Workshop to my school. I loved seeing how the students grew to love writing as they realized that it could be fun!

But one thing that I noticed was, as much excitement that I had for the writing of my students, I was not writing. Sure, I wrote occasionally when I wasn’t conferring with students and I wrote when I needed to for job purposes, but I was not writing regularly for me or because I wanted to be writing.

Fast forward to April… I had the itch to write. I hadn’t ever really felt this before, to the degree where I was wanting to share my writing. It was such a strange feeling to have, wanting to share what I had written, not just with my students, but also with the world, anyone who was willing to read what I had written!

So I did something that I never thought I would do, I started my very own blog. I had been thinking about this for awhile and finally took the plunge.

And what a feeling! I love being able to write...about my love for literacy and my family.  I can keep writing and growing as a writer!


Michelle Olson-I am a reading specialist by day and wife, mom, and Usborne book lady by night! I recently earned my doctorate and focused on students’ attitudes towards themselves as writers and their own writing. Follow me on Twitter at @molson414 and at my blog, Books on the Back Porch: https://booksonthebackporch.wordpress.com I am also a contributor for the Reading by Example blog: https://readingbyexample.com