By: Shana Karnes
I love to spend big chunks of my summer planning ways to revise and improve my practice. The season is always so full of hope, with opportunities to reframe my thinking and help my students be more successful.
But when the school year actually begins, it can be overwhelming to attempt anything from a major overhaul of your teaching to a few key shifts in practice. Every year, I read books, take classes, and obsessively jot ideas that never see the light of day when I’m faced with the reality of a fall full of fresh faces, administrative initiatives, and new courses to teach.
This summer, though, I’m working with a group of amazing teachers in Pipestem, WV during a National Writing Project summer institute. As we read and write and think and plan about argument writing, we’ve come across two key changes we can make that will withstand the crush of the reality of our profession.Embrace the Wobble
One of our central texts for the institute is Pose, Wobble, Flow by Antero Garcia and Cindy O’Donnell-Allen. This text makes lots of wonderful arguments for teachers to inhabit “poses” as more thoughtful, authentic practitioners through the metaphor of yoga. The idea is that when we try new things as teachers, we are trying to get into a pose. We inevitably wobble as we try to master this new stance, but eventually attain the flow characterized by doing this pose without thinking.
GODA (as one of our teachers refers to Garcia and O’Donnell-Allen)’s key argument is that the wobble part of this process is not only a necessary part of becoming a better teacher, but a desirable one–we must live in the gray area, a zone of proximal development, disequilibrium, or whatever else we might call it. “The P/W/F model is not about an endpoint,” GODA vehemently asserts; “it is a framework to help acknowledge how one’s practice changes over time and requires constant adaptation” (4). It’s only by being uncomfortable, by trying new things day or week or year in and out, that we can improve as teachers.
What this looks like in terms of our current theme of teaching argument writing is revising the way we think about the writing process to start from an inquiry-based place of research, then claim development, then argument articulation. This new mindset is requiring all of us to “wobble” as we try to conceive of it, and we’re wobbling in even our understandings of its many moving parts–what revision is, or what an argument can look like, or how we can use argument as a genre for developing our opinionated writing voices. As we’re flooded with unconventional ideas, mentor texts, thought processes, and assessment measures, we’re all wobbling with the confidence we’ll eventually reach flow.
But once we do–some time during the school year when things are going smoothly and planning and teaching are underway–we’ll need to yank ourselves out of our newly-found comfort zones and get back into a new pose, embracing the wobble of new learning once more.
This constant revision of our teaching is a simple way we can always strive to be better teachers–just embrace the wobble of continuous improvement.
Become a Writer
The second simple way we’ve discovered to guarantee an improvement in our teaching is to help shift our identities from mere teachers to that of teacher-writers. GODA strongly advocate for the many student-centered benefits of writing beside our learners, but there are so many benefits beyond the classroom that become possible when we simply write.
Outside the classroom, GODA suggest that teachers might become more engaged in improvement by:
- Sharing articles with colleagues
- Commenting on education blogs
- Participating in Twitter chats about educational issues
- Joining organizations like the National Council of Teachers of English
- Participating in local workshops
Taking one or more of these eminently doable steps can help teachers “enact agency and make an impact on the profession” (27). I highly encourage anyone reading this to write for WVCTE, join us for a region-specific #wvedchat on Twitter, comment on this or other blogs, or join us for local workshops like our state conference in April. These simple activities will not only expose you to ideas to keep you in the “wobble,” but they’ll let you meet and engage with like-minded colleagues as interested in improvement as you.
Within your classroom, becoming a writer is equally valuable. If you read nothing else of Pose Wobble Flow, I encourage you to read the chapter on “Embracing Your Inner Writer: What It Means to Teach as a Writer.” These pages are chock full of suggestions for not only reasons to write, but ways to do it. From a survey designed to help you find your identity as a writer, to practical methods for joining writing communities on Twitter, Facebook, and even NaNoWriMo, to the ways the act of writing beside our students changes our teaching, this chapter is awesome.
Because “the changes that come about within our classrooms and with our students start with ourselves,” (80), writing is a necessary first step to becoming a better teacher. I hope, like me, you’ll begin keeping a writer’s notebook, blogging regularly, and writing beside your students every time you see them in class. Beginning to inhabit the pose of a writer–although I experience wobble within this identity almost daily–is doubtless the most helpful thing I’ve done to improve my practice as a teacher.
Whether you start with wobbling or writing this school year, I wish you a wonderful end of the summer and all the joy and optimism the fall always brings as we work to become better teachers every day!
Shana Karnes teaches sophomore, junior, and senior preservice teachers at West Virginia University. She finds joy in all things learning, love, and literature as she teaches, mothers, and sings her way through life. Follow Shana on Twitter at @litreader or find more of her writing about secondary readers-writers workshop at Three Teachers Talk.