Inspiring post from Stony Brook Senior English Education student Sean McDonaugh:
This fall I will be known as Mr. McDonaugh. I will be leaving my cozy seat in which I have sat among students for the past 15 years, and I will occupy the position at the front of the classroom, where I will be taking the lead. This fall I will be entering the classroom as a student teacher. During my pedagogy courses, my professors, both with the content and their expertise, have illuminated many methods and practices in which I can develop students’ writing capabilities. In addition, an enduring theme in my courses has been how teachers can motivate students to be active and interested participants in the classroom material. This seems to be one of the most challenging dilemmas teachers have to face in a classroom. After all, we may be excited about what we are teaching, but does that enthusiasm match the interests of our students? I know how important writing is. Students need to learn how to convey their ideas with the written word. My students may know this conceptually, but they need to know it experientially and emotionally. How am I to express that message to them? How can I get students interested in their own writing?
Source: Improving Student Attitude Towards Writing | Teachers, Profs, Parents: Writers Who Care
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If we are going to improve the writing of our students, we will need to require our students to write more often so that they can get sufficient practice; we will need to actually teach our students how to write the papers we require of them; and we will need to ensure that they get a range of experience writing a variety of genres so that they can see how complex writing is and how writing varies depending on the context, the genre, and the audience. Perhaps most importantly, we will need to design our writing instruction in ways that will help our students transfer what they have learned in school to the writing they do in the world outside of school. blog