The Underpinnings of Effective Pedagogy in the Writing Classroom

 When young learners confidently employ meta language while discussing their writing, it indicates the underpinning of mindful teaching. Talk is crucial to the writer and such use of accurate writing terms does not come about by accident or osmosis.

It arises when teachers consciously articulate such terms while undertaking their considered work as teachers of writing.


They think aloud, they share their own writing process, model and demonstrate the behaviours and attitudes they wish to see among the developing writers in their care.
They teach metacognitively. They are consistent in their approach to teaching, and they reinforce effective writing actions witnessed in the classroom and beyond. It is most evident they are securing their teaching practices on sound foundations. These actions are quite obviously, deliberate.

They articulate the meta language they want young writers to adopt and confidently use. They are living the very behaviours they wish to see arising within the writing community of the classroom.

To enter such classrooms continues to be a joy to behold and I applaud such committed teaching. The evidence is palpable and deserves recognition. Bravo these educators!'






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