Doing vs Being: Connections Matter

Last time I wrote about imposter syndrome and how a conversation with a student helped me realize how important a distinction it is between the writing we do versus the writer that we are.  I reached the following pithy conclusion:

It's easy to DO writing, it's harder to BE a writer.

So how do we help them embrace that writing identity?  I figured the best way would be to ask my own students! Over the years, I have had many students who have graduated report back to me that they are still writing even when it is no longer required of them. One former student even started her own fitness blog!

I reached out to some of my former students about what I had said or done to inspire them to continue being writers outside of the classroom. Below are four ways you can help your students BE writers, according to students.

Allow them to play with writing often. 

Daily journaling and notebook writing is a regular practice in my classroom.  One student reported that because she was allowed to (and expected) to write every day for just a few minutes, it gave her the time to ease into the day and find a variety of topics to explore.  Then, when it was time to write more substantial papers and blog posts, she had a wide range of topics to choose from.

Students need the chance to write and develop ideas that they are passionate about and that typically leads to more writing.  So many students have said that they got the most out of my class because they were allowed to explore what they were interested in and not have to write about required topics.

Support them when they struggle.  

It wasn't the writing itself that helped one student. but my role as a supportive teacher.  

I remember when I would get overwhelmed or frustrated, you would always tell me to BREATHE.  Such a small gesture went a long way in calming my nerves and helping me achieve my literary goals.

Students get frustrated and overwhelmed just like we do.  I know it's not writing, but some of the work we've done together in TeachWrite has been about the thoughts and fears that prevent writing from occurring.  If we can teach them strategies to deal with stress and anxiety, that's just as important a skill to learn as writing.

Celebrate them when they succeed.

My students may not realize it, but most of my writing classroom is modeled off of this very group.  They struggle with procrastination and perfectionism just as we do, and so many of the talking points that we have had I have brought into my classroom because it works.  It should come as no surprise that one of the cornerstones of my writing classroom is the idea that progress is more important than perfection.   

I want the process of writing to be the more important part -- not the final draft they submit.  To encourage that, I make sure to build celebrations in to my feedback process.

When I see students doing something clever in their writing: I celebrate.  When I see a spark of an idea buried in a poorly written sentence: I celebrate.  And when I see that a student has taken some of my writing lessons and crafted something beautiful: I celebrate.   

Walk and talk like writers.

"Okay, writers," is not just something you will here at Time to Write, but also in my classroom. I refer to my students as writers, even if they aren't ready for that title.  It is my hope that through repetition alone they will start to embrace the role. I allow them to write crappy drafts and even abandon drafts to try something else. I also transparently share my own struggles and frustrations with writing, while also reminding them that my experience level is much higher than their own.  What matters, is getting words on the page.  

We are real writers in my classroom, not just doing writing.