EACH MONTH ON MOVING WRITERS, I try to share something writing-related happening in my classroom that might be interesting or helpful to fellow teachers. As I sat down to write this month’s post, however, news of the Parkland school shooting was just breaking—how 17 individuals died today in yet another mass school shooting.
Suddenly the ideas I’d brainstormed for this blog post didn’t seem appropriate or enough or, well, anything. Tips about conferring, strategies for prewriting, scaffolds for organizing ideas—while all these are valuable and important components of the writing process, I know that none of them are as important as the most valuable component of all—our students.
What do our students need from us right now? In challenging times—and unfortunately, there seem to be many more these days—what can we do as teachers in our classrooms to help students find their way? How do we help them find answers that we don’t have ourselves? As teachers, we often pride ourselves on being professionals, experts, the ones in the room with the answers. We think students look to us for answers, but the longer I teach, the more I think that’s wrong.
I don’t think students look to us for answers—at least not for the most deeply human issues we face in life, like love, grief, sorrow, pain, or anger. I think they look to us for the questions—to ask questions and to give them time and opportunity to ask their own, to process, to think, to wonder, to talk, to stumble, to discover, to figure out for themselves. Continue reading