NWP Secretary and Norfolk Year 3 teacher Sam Brackenbury reflects on the challenges - and solutions - for post-lockdown writing.
Writing will be on the minds of many teachers as we prepare in England and Northern Ireland for March 8th, and follow the lead of colleagues in Scotland and Wales who have already begun their phased return.
It is the subject that has seemed to have ‘suffered’ more than most during lockdown and, in some ways, this is not surprising. Learning is often a shared venture, but for writing, the presence of adults and peers seems particularly important for children. To commit ideas to paper and to take enjoyment from doing so they need their writing community.
The pandemic, and the subsequent move to home learning, has shown the value of the writing communities that we foster and nurture in our classrooms. Children need shared writing sessions, that almost palpable energy which comes from writing together. They need discussion with their peers to hear how they bring meaning when interpreting, describing or reflecting so that they can broaden and deepen their own command of language and ways of seeing the world. They need teachers, writing teachers, as models of how to think and act as a writer.
But more than this, they need that unique connection that comes from writing creatively or reflectively together as a group of people. So, as we approach the next few weeks, perhaps we should consider how writing, and our writing communities, might be used to reconnect, catch up and process the past few months. In turn, they might also support academic recovery.
We know that many children may have written very little despite all the effort and thought that has been devoted to designing remote learning. I know this is true of certain children in my classroom. Equally, many children will have experienced writing through typing, either for the ease of teacher feedback as they write on live documents or because parents have found this the only way to engage their children in writing.
Therefore, we might need a means to get pens and pencils moving again!
We should consider how low threat, high investment writing activities would allow children to feel free to choose what they might like to write about. These might be lists or short burst writing opportunities and, as we know our children, we will be aware of what will be safe and appropriate and how much direction to provide so as they are not overwhelmed or limited by the prompt.
Carefully chosen stimuli surrounding concepts such as thankfulness; their home; or themes around hope connected with nature may also facilitate conversations that help to process the impact of being apart from their peers and significant adults. It might be that we decide something light hearted is needed – again we know our children best! At the very least, these could facilitate talk and an opportunity for children to begin to feel comfortable sharing ideas publicly or in pairs and practice essential speaking and listening behaviours that might not have been exercised for some time.
Equally, it is likely that children will have engaged in far fewer dialogic conversations over the lockdown period and such discussions could come from exploring choices of words and explaining a response to a piece of writing, likes, dislike and the connections that have been made. Perhaps we might find that these discussions are easier because the writing is personal to the child. As always, we should remember that when we write, and talk about writing, we bring a piece of ourselves so acknowledging this gift and the bravery of sharing will be essential. Also important will be to remember the right to share only a little or nothing at all, and partake through listening respectfully.
We might consider the role of journals and how they allow the children to invest in the writing process and provide a safe space for them to experiment, invent, make mistakes and, eventually, develop a their identity as writer. This might need to be rediscovered! It might be that we need to simultaneously address handwriting and spelling to help remove barriers that might interfere with writing. There is real benefit to such practice and we know that writing by hand leads to quicker generation of ideas and, for older children, more effective note taking. However, it could be helpful to consider how these might be focused upon discretely and where or to what degree such an emphasis might be placed on these elements so that writing does not become intimidating or stifled.
Throughout these experiences, we as teachers should write alongside our children and think aloud our own writing process and responses to writing. We should model vulnerability and uncertainty, being stuck and revising words, as well as how we are generating ideas and establishing these into phrases and sentences.
Writing has certainly been different over the past few months and it is important to recognise that for some there have been some really positive outcomes from writing at home. Some children will have had many fantastic life experiences and discussions with their parents that will enrich their writing and we might also find that certain children have developed learning behaviours at home that will make them more independent and self motivated. Inspired by the successes of the virtual NWP teacher writing groups, my colleague and I committed to holding one live session a week with our classes and considered how we might use Padlet for the children publish their work. This led to successful writing for many children. I told them how much I enjoyed writing with them and missed this time in class. They returned the sentiment, explaining how they loved the online sessions and wanted to write for longer so I am looking forward to this continuing in person next week.
It is not the entire answer but devoting careful attention to our writing communities could be part of how we appraise the emotional or academic consequences of the pandemic and help the children to reconnect with each other this half term and beyond.
