Addressing Distractions In The Writing Workshop

‘We have reached the most dangerous part of our lesson young writers’ I announce to the group of students seated before me. I lower my voice and lean towards them. ‘We must be careful when moving back to our seats to start our writing. There is a danger of being ambushed and taken away from your mission. Do not let anyone distract you from commencing the writing mission you have just discussed with your writing buddy. Someone may try to strike up a conversation that may lead you off course. Who can make it back to their writer’s notebook safely without being drawn away from their mission?’ They all smile knowingly.

 It’s all a bit of a game, but the truth is I want to narrow the distance between the young writer’s intention and action. I want every writer in the room to have the best possible chance to address the invitation page offers, by capturing their most amazing words. So, they need to be aware of the possibility of being distracted from the task they have identified during the pre-writing stage of our workshop. It is just another way to increase the time they spend actually writing.

 Observation informs us that many students continue to socialize during the independent writing phase of the lesson and this distraction inhibits the flow of words onto the page.

Following some debriefs with the teachers of these students this behaviour was identified as an inhibitor to the flow of words. 

Talk and other distractions were readily identified as  impediments to composing during independent writing. Teaching directly into this in an effort to alert students to the potential problem distractions carry for their writing outcomes became a teaching priority.

For this reason talk quarantined to those parts of the workshop before and after the writing phase. The exception to this is when teacher and students are involved in writing conferences or strategy groups.    In these classes talk is being used in a mindful and targeted manner. Talk is being used strategically.

As developing writers, students need assistance and guidance in learning to shut out the distractions. When they learn how to do this they begin to reap the benefits. The writing is more cohesive and the ability to concentrate improves markedly. Writers return to share time making statements like:

‘I am able to focus on my writing.’

‘I am writing more in one lesson than I used to write in a week.’

‘I like it when everyone at my table is writing quietly, it helps me concentrate.’

Talk is essential for writers, but it must be harnessed to ensure it benefits the writing as much as possible. Classrooms can be difficult places in which to write. There are so many potential distractions.  Refining  practice in order to let the best words emerge is a worthy goal.

Alan j Wright

 

 

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