Essay My Favourite Teacher Essay 366 words short essay on Good ..
When you know you have ten minutes of required writing in my classroom and when you know you have a teacher who values all your attempts to be unique with your use of language skills and vocabulary words...well, when you know that is a regular routine in your academic life, you start to move through the world with not just an observer's eyes but a writer's eyes. Writer's don't just observe the world; they, also, bother to write their observations down. Whether you intend to be a paid writer in the future or not, while in my class, you will write every day. Like the examples that decorate this webpage and my Pinterest Boards, your notebook pages need to be sources of personal pride, so I ask you to consider your penmanship, language and vocabulary skills. Your writer's notebook needs to become a personal source of pride to you; otherwise, you're not taking advantage of the learning opportunity I am giving you by being a teacher who rarely tells you what you should write about.
Essay Writing My Favourite Teacher
You know how I'd start, if I was just starting out again? This is not an advertisement for my own stuff, but maybe it is. I'd purchase my own (the Bingo Cards, the SWT slides, and/or the restaurant-themed choice menus), and as soon as I had made sure every single class was taking those ten minutes of daily seriously, I'd write during those ten minutes too! I know there are teachers reading this right now who've purchased those materials from me, and who--instead of using those ten quiet minutes to establish their own writer's notebooks--they take care of class business and email while their students are being so quiet and their little student pencils are dancing. If that's you and you don't have a writer's notebook started yet, then stop doing that! My products provide you that ten minutes, and if you still don't have a notebook started, then you bought the materials for the wrong reason. Go start a darn notebook and share your crazy ideas with your kids once you realize how much fun it is to keep one, how much fun it is to ramble some days, how much fun it is to let your thoughts become decoration on what was once a blank notebook page.
Essay of my favourite teacher.
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Whether I am teaching response to literature or specific writing skills that we will incorporate into a paper during a future writer's workshop day, Writer's Notebooks and have become a foundational base for everything I do when I teach Common Core- and other standards-inspired skills. My students (who, like me back in the tenth grade, used to drop their "journals" straight into the trash can as soon as the semester officially ended) now treasure their writer's notebooks. I keep a plastic crate wherein my students can store their writer's notebook between classes over night, but most want to take them home so they can either continue working on a writing idea they started in class, or they just don't feel comfortable having their cherished notebook out of their sight. I often present professional development sessions on writer's notebooks throughout my district and state, and should I ask my students if I can borrow their notebooks to share at my teacher workshops, well, you should hear them make me swear that nothing will happen to their notebooks while they are in my personal care. Does every child on my roster love their notebooks to this degree? No, of course not, because that will never happen, but 90% of my students think the time we spend working in their writer's notebooks is one of the best parts of their school day. Kindly check out the Pinterest Boards I link to below if you want to see the energy my students put in to their writer's notebooks for me.
Essay on my favourite teacher 200 words or less - My favorit
True story...tenth grade made me hate journals! Daily, I was forced to maintain a journal in my sophomore English class. I learned to despise that spiral notebook because keeping it seemed so very pointless and very messy to me. You see, it wasn't my journal; it was more my teacher's than mine. On certain days of the week, our teacher would give us a literature-specific writing prompt, and we quietly wrote for 10-20 minutes, pretending we cared about the teacher's prompt about what we were reading. After quietly writing, I don't remember ever talking--as a class or in small groups--about what we had written to those prompts; instead, we were "blessed" to hear a lecture about what our long-winded instructor would have written as his response to his own prompt (though he never did actually write--he took roll and graded papers while we wrote quietly in our journals). Basically he assigned us a specific prompt, quietly had us write to that prompt while he took care of class business, then--without asking for our input--told us what his thinking based on the prompt he'd provided was. His "journal program" was busy work. Like many traditional teachers, his idea of writing and literature instruction was lecture-driven, not student-centered.
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One of my favorite poems is Judy Brown's "." I discuss Brown's poem with my students every year near the beginning. In the poem, she talks about the importance of keeping "space" between logs in order to maximize a fire's growth potential. My philosophy behind my writer's notebook and SWT routines is simple: Standards require that I pile a lot of "logs" on my students' academic plates, and our ten daily minutes of Sacred Writing Time is there chance to make some space between those logs. With ten simple minutes of daily "space," my students' fires blaze--even when we're working on writing that's less fun than the writing we do in our notebooks.