From one teacher to another...

Update

2009-03-07T08:08:00.003-05:00

*Shortly after my last entry, I sent out an e-mail to some scholarly colleagues and/or writing fanatics and/or poetry-appreciating artists inviting them to offer comments and feedback on my own creative writing. I was intimidated to do so, because the list contained some pretty heavy hitters. (Yikes.) So far, though, the feedback has been streaming in and has given me *a lot* to think about. If you are interested in offering any comments or thoughts, please visit www.stroutinator.blogspot.com.

*On February 13, we hosted another teen acoustic open mic night at the local library. It was very successful and quite well-attended! One of my former students (who used to attend the open mic when she was in high school) is now a reporter for one of our local papers. She came to the event, with ANOTHER former student who is a photographer! They covered the event beautifully and provided us with some great exposure!

*This past week, I contacted all the local high schools about this year's Work in Progress writing conference. I feel as though I was able to streamline the process a bit from last year. Instead of sending back paper applications, interested parties can simply e-mail me a few key pieces of information. I have not heard back yet from anyone, but I sent the e-mail later on in the week - and we did all have the HSPA to contend with. (Can anyone say, "STRESSED OUT"?!) I also contacted nine potential presenters. So far, I have heard back from four of them, all in the affirmative. WooHOO! :)

*Let's see... what else? Oh yeah! My supervisor and I were finally able to talk to our Business Administrator about WIP funding. There is some money available and now I know what I need to do in terms of tax exempt forms and the like. (Note: I am truly awful with this sort of stuff. In an ideal world, I would be given a wad of small bills and be sent off on my own to stretch it as far as possible. And stretch it, I would. In the words of a friend, "I'm so cheap, I don't even like spending other people's money." :) Heh, heh...

These are all steps in the right direction, but there is still so much more to do. I still need to look into poetry exposure for April. And my bulletin board still looks like it did two months ago. *Sigh.* Oh well - onward and upward, right?

Over and out...

So far...

2009-02-10T19:27:00.002-05:00

I am feeling a bit conflicted about my progress thus far. Let me break it down for you (or for myself, as this is a reflection blog...):

1. SUCCESS: In September, I presented a three-hour workshop to pre-service English teachers at Kean University. This opportunity was faciliated by Dr. Linda Costanzo-Cahir, one of my college professors and one of my most cherished mentors. I created a multi-faceted handout containing information on the following topics: must-have resources, classroom management tips, how to approach poetry with high school writers, and no-fail poems, poets, and writing activities for the high school classroom. I brought in example poems, copies of our literary magazine, pieces of student work, and all kinds of goodies to share. Students were engaged and engaging throughout the workshop. They asked questions, and I was pleasantly surprised by my own ability to field their questions honestly, thoroughly, and professionally. The next week, in my mailbox, was a large envelope from Kean University. Each of Dr. Cahir's students had taken the time to write me a thank-you note for my presentation; their feedback was incredibly positive and affirming. Dr. Cahir and I talked about the prospect of working together again in the future. I am greatly looking forward to this opportunity.

2. SUCCESS: In November, I helped to organize an acoustic open mic night for local teens at our library. The event was attended by over fifty young people. Students were eager to sign up, listen to one another, and share their music and poetry in a respectful and supportive environment. A loyal group of my students showed up early to help me set up, perform sound checks, and take care of last minute needs. The president of the Friends of the Library (Jayne) wrote a beautiful letter on my behalf to my supervisor, informing her of my community involvement and commitment to this event. We have another open mic planned for this Friday, February 13. I am hoping for another successful evening of creative expression.

3. SUCCESS: On Sunday, February 1, I went to the Coffee Beanery in Wantage (the town where I teach). I spoke to the owners about the prospect of my hosting an open mic and/or a teen writing workshop at their establishment. They immediately struck me as friendly, community-minded individuals; this perception was completely accurate. I will follow up with them soon about an April event to celebrate National Poetry Month.

4. SUCCESS: This past weekend (2/6, 2/7, 2/8), I helped to facilitate a "Creativity Lab" at the New Jersey Elks Youth Conference held in Ocean County, NJ. The theme of the weekend was "Discover. Create. Inspire." The event was attended by over 500 high school student from around the state. One of the keynote speakers was Taylor Mali, a famous spoken word poet from New York City. Over the course of the weekend, the Creativity Lab hosted a wide variety of writing and visual art opportunities for students. They could make their own mandalas, help themselves to "creative cookies," add to our on-going mural project, challenge themselves with a writing prompt from the rough draft jar, engage in a round of poetry poker, create magnetic poems, craft their own homemade books, etc. My creative partner in crime, Lisa, and I were also responsible for organizing an open mic on Saturday. This was one of the main events of the weekend, ran for four hours, and was attended by over four hundred students. At the end of the weekend, many attendees approached us to offer sincere thanks for the opportunity to express themselves and be creative in a way that they had never done before.

5. SUCCESS: Because of the success of the pre-service teacher workshop, my supervisor (Yay, Mary) lovingly convinced me to submit a proposal for next year's NCTE (National Council of Teachers of English) Conference in Philadelphia. (*Gulp.* Can anyone say "nation-wide event"?) I will not know if my proposal is chosen until the spring, but just submitting it was a pretty big deal for me. (Inside, I am a big, fat wallflower/scaredy-cat/wussy-pants... need I go on?)

**6. NOT-SO SUCCESSFUL YET: My campaign to integrate student poetry throughout the school and community has fallen a bit flat. I mean, we produce the literary magazine, but I don't think that counts. I have only put up two bulletin boards since September (poetry survey, music + poetry connection). We also did our "Gift of Poetry" project in December, but again, that is something I always do. It is not "above and beyond." I need to explore the prospect of placing student poems in school-wide and community locations. I was also thinking of a Weekly Poem Project during April, but have not yet looked into either of these endeavors. One cool thing: just recently, my students wrote haiku poems to complement art students' creations. The theme was "coffee"; the title of the exhibit was "Students 'Espresso' Themselves." (Clever, eh? Great job, Erin!) This work is currently displayed in our main hallway; it just came back from being exhibited at the Coffee Beanery. (See #3.) A similar cross-curricular project was done earlier in the year with my Workshop students creating poems based on Fine Art Sculpture students' "found sculptures."

**Okay, maybe more has been done on this front than I thought! Hmmm... It's funny how you can forget what you do on a day-to-day basis until you are forced to write it all down.

7. NOT-SO SUCCESSFUL YET: I have gathered NO feedback on my own creative work. None. Zero. Zilch. Zip. People are so busy. I have been really reluctant to potentially add to anyone's list of things to do. Hey, if any of YOU feel like reading some poems and shooting some feedback my way, please visit the following address: www.stroutinator.blogspot.com.

8. NOT-SO SUCCESSFUL YET: I have not yet begun planning year two of Work in Progress. I have the date (4/30), the space (school library), and some presenter contacts (wonderful people who are willing to volunteer their time and expertise), but I have not reached out to our county high schools, put together the applications, or done any of the other leg work. I think the reason these wheels are not yet in motion has to do with the fact that I still don't know if I have any funding for this project. Last year I had a $500 budget, which I s-t-r-e-t-c-h-e-d like nobody's business. Once I know what I have to work with, I think I will be able to begin the process.

Regarding #s 6, 7, and 8: I have to be honest: I feel as though I have dropped these balls (or misplaced them? stashed them away? placed them out of sight?) because of a simple lack of time. This may sound lame, but there is just always so much going on (as you can hopefully see). I think I may have bitten off a bit too much this year. Also, I am involved in the planning of our school's first ever World Peace Day (on 5/22), so this commitment has also been a time-consuming endeavor. I think next year, I will want to have fewer elements in my plan and execute them more thoroughly. Right now, I feel like a jack of all trades, but a master of none.

Whew. Oh yeah - that's the last thing that I have been NOT-SO SUCCESSFUL on: maintaining this blog. Last year, I was a blog-o-maniac. This year? Not so much. I feel like, for some reason, this year, there are so many more e-mails, meetings, parent conferences, you-name-it. Is anyone else feeling this way??? This entry was pretty thorough, though, right? I feel as though it was helpful to get me centered and back on track a bit.

List of Things to Do:
1. Inquire about Work in Progress funding.
2. Inquire about Weekly Poem Project in April.
3. Create a new bulletin board.
4. Seek out more school and community venues for student writing.

That's all for now. Check back soon for more updates, ideas, and information. Please leave me any questions or comments you may have.

Thanks for joining me in cyber space. Over and out. :)

This Year's Plan

2008-12-02T11:50:00.002-05:00

This year, I hope to take a bit of what happens in my classroom and bring it into the community and beyond. I also wish to deepen my commitment to my own personal creative writing endeavors by writing more and seeking the input of colleagues, students, and fellow writers. Making this prospect a reality will invariably cause me to stretch and grow as an educator, as I will be interacting with different types of students from different backgrounds, providing mentoring opportunities for fellow educators and pre-service educators, immersing myself in the craft that I am responsible for teaching, and reflecting on my own performance on a regular basis.

Specific goals include the following:
1. Integrate student poetry and writing into our school community.
2. Present to pre-service teachers at Kean University regarding classroom management, student writing, community building in the classroom, etc.
3. Work closely with a non-profit agency in Union County to facilitate a writing workshop and open mic event for students all over New Jersey.
4. Work closely with our local library and other area venues to organize and implement at least two writing-based workshops and/or open mics for youth.
5. Create and gather input on my own creative writing from a variety of sources.
6. Organize a second year of Work in Progress, the county-wide high school writing workshop.
7. Update this blog with relevant information about progress, ideas, and outcomes.

Next topic: What I've done so far toward these goals

Tap... Tap... Is This Thing On?

2008-10-14T19:15:00.005-04:00

Hello, intrepid English teachers! It has been awhile, but I am firing up my blog once again. It's a new school year, there are new students to teach, I have a new self-assessment plan: life is good, and there is a lot to talk about. I hope you will check back frequently and share your experiences and opinions with me. I am looking forward to hearing from you!

Topic of my next blog post: this year's self-assessment, what it means, what my plan is, and the role this blog will play ("In this showing of Heather's Self-Assessment, the role of the blog will be played by..." :)

Success!

2008-05-05T19:54:00.004-04:00

Well, it finally happened: Work in Progress occurred last Thursday and was a resounding success. Everything ran smoothly; the students interacted in a way that was sensitive, meaningful, and focused; the chaperones enjoyed a productive and relaxing day; the workshop presenters did a fabulous job; everyone went home happy. I received a *ton* of positive feedback from students, chaperones, and facilitators. It looks like we might have to do this again next year. (Count me in.) :)

For more information about the day, check out my creative writing blog (the one I keep for my students), where the event was "live blogged" throughout the day: www.msstroutscw.blogspot.com. (Incidentally, I was hoping for more posts, but time was in short supply.)

My next major undertaking is the open mic/coffeehouse we host every year to celebrate the publication of our literary magazine. This event is happening on Friday, June 6th. It is, undoubtedly, one of my favorite experiences of the school year. I will keep you posted.

Huge thank-yous to those of you who offered me feedback and/or moral support via this blog. I greatly appreciate your input. It is nice to know that we are all in this (teaching, thinking, life, etc.) together.

One Week to Go!

2008-04-24T07:15:00.003-04:00

I can't believe the workshop is almost here! Here are some updates:

1. A representative from the Morris/Sussex County FSO (Family Support Organization) will be attending! This organization supports families whose children have emotional and behaviorial challenges. She is interested in potentially having me coordinate writing-related activities (an open mic, a workshop, a poetry slam, etc.)for the young people with whom she works. How cool! She also invited me and 5-10 of my students to a mural unveiling and open mic in honor of Children's Mental Health Day on May 8th. Needless to say, I am really excited about this opportunity! Also, curriculum directors from two other area schools will be in attendance.

2. I made a Costco run yesterday to pick up snacks and some other supplies for the day. I think I got all the essentials: Pop-Tarts, granola bars, fruit snacks, and, of course mini chocolate bars and Twizzlers. Beverages are being coordinated by our cafeteria supervisor (coffee, tea, hot chocolate, and small water bottles). I picked up a 40-pack of Capri-Sun, too - just in case. I also bought mini legal pads and a few dozen pens to disperse among the goody bags.

3. Final head count: 77 students, 6 of whom are facilitating their own workshop; 6 adult presenters, 5 chaperones from other schools, and a partridge in a pear tree.

4. Today is t-shirt day. I was fortunate to receive a "friends and family" discount coupon for AC Moore, which will save me a whopping 30% off my entire regularly-priced purchase. (Their teacher discount only saves you 10%.) This is good news, in that it will help me stay within my budget. Yay, bargain shopping! I plan to get about 100 shirts, plus other items - like small thank you gifts for presenters and chaperones.

5. Monday, April 28th, is our after school Work in Progress Preparation-Palooza. I made a list of about 8 different work stations (T-Shirt Mania, Name that Tag, Goody Bag Central, etc.). Students may sign up under a station and get to work. I will get some food for them, we will put on some music, they will earn some volunteer hours, and everyone should have a pretty good time!

6. I created the program, complete with workshop descriptions and presenter bios; now, it just needs to be copied on colorful paper (Thanks, Mary. :). See #5.

7. Thanks to one of your suggestions, I am going to live blog the event. Two students volunteered to help out with that process. (I have the best students on the planet; I am sure of it.)

8. Workshop titles are as follows: Student to Student, The ART of Writing, Concrete Poetry, Journal Creation (students will get to make their own books), Songwriting 101, The Poetry of Relationship, and Organized Rambling.

9. I created two surveys - one for chaperones and one for students. Hopefully, the responses I receive will make planning future events a little easier.

10. I had a meeting with our Superintendent an April 18th to fill him in and invite him to attend. He seemed really pleased with my efforts and is looking forward to a great day on May 1.

(So am I. :)

One Month to Go!

2008-04-04T03:30:00.002-04:00

Yes, it's true: there are exactly twenty-eight days until Work in Progress, our first ever county-wide high school writing workshop! At this point, there will be about sixty to seventy-five students in attendance. Considering it is my first year doing all of this, I am kind of glad that number is not larger. While it is a little disappointing that only three of the nine schools that received applications actually responded, one third is better than no thirds, right? I feel as though I covered all bases in trying to get more schools involved:

*I sent out an initial e-mail explaining the project to every high school English teacher (over one hundred of them) in my county.
*I sent out an e-mail prior to the mailing of the application.
*I called each school and informed them that they would be receiving the application within a week.
*I sent a reminder e-mail.

(Hmmmm... perhaps I harassed everyone too much and they all secretly wanted to send bricks through my window... :)

Anyway, the presenters are all lined up and ready to go. Two of them are former students, which I am really excited about. One of them, a recent Cornell graduate who has been published in a variety of areas, is our keynote speaker. The other is a current senior at Rutgers University who is majoring in English and Art History. I am so proud of them both and can't wait to see them inspire so many others.

Three of the other presenters are colleagues of mine: two art teachers and a fellow English teacher. Why art teachers at a writing workshop? I thought it would be great if the kids had an opportunity to create their own personalized writing journals at one of the stations and/or connect the world of written art with the world of visual art. In addition to new drafts of creative writing, they will have something else to take with them at the conclusion of the day. The last presenter is a local singer-songwriter who is going to use this talent as a focus for her workshop.

I currently have a graphic design student working on a logo that I can hopefully use on t-shirts, posters, etc. I am also going to create teacher and student surveys, so that I can get some feedback on what to improve for next time.

I am beginning to purchase items for the school goodie bags, which will contain t-shirts, programs, pens, chocolates, some magnetic poetry (I found a great deal on small sets at a dollar store in Massachusetts - wow!), and other random occurrences. Some of my students have volunteered to stay after school and help me assemble everything. They will also serve as greeters the day of, and have a variety of other tasks, including the facilitating of a "student-to-student" group at the workshop.

Oh yeah, and I still need to make a food run for library-friendly snacks and beverages.

Whew.

Do any of you have last minute thoughts or suggestions for me? If so, please let me know. In past blogs, some of you have offered great ideas; I look forward to hearing more of them!

Thanks in advance!

Thoughts about Revision, Editing, and Conferencing - OH MY!

2008-02-29T09:40:00.002-05:00

(Thank you, Dr. BadA#@ for your suggestion! Here we go...)

1. In the beginning of the year, I do a mini-unit on how to avoid cliches. I use the example of one of my own high school poems (which was truly, truly atrocious) and we discuss the concept of unoriginal, tired language and how it can be replaced by unique constructions. We make lists in groups of all the cliches we can think of and then, take a word frequently associated with cliche, and breathe new life into it. "Heart," for example is *always* described as broken or shattered or happy or bursting with pride or... the list goes on. Students and I create new expressions to embody these concepts. We also do a "Cliche Wars" assignment where I give students a list of interesting words that are differing parts of speech (silver, highjack, fresh, jingle). They must come up with phrases/images that involve these words. For example, what typically jingles: bells, keys, etc. Some student-generated responses for NEW connections to this word are as follows: new ideas jingle, a child's speech jingles, poems jingle on a page, etc. From there, they create poems involving some of these fresh phrases.

2. I stress the idea that *any topic* can be deserving of poetry. We do a lot of example readings here, because so often, students come in thinking that poetry is only about death, love, nature, or depression (with an emphasis on love and depression). Broadening their scope of what to write about helps a lot.

3. In their beginning of the year "Creative Writing Survival Kit," I give students a list of questions to consider in a peer editing session. The list is as follows:

1. Is the writing free of errors (grammar, punctuation, spelling, usage, etc.)?
2. Does the writer show and not simply tell the reader?
3. Does the writer use specific nouns?
4. Does the writer use vivid action verbs?
5. Does the writer excite the senses? Can you see, hear, feel, taste, smell?
6. Has the writer relied too heavily on adjectives and adverbs?
7. Has the writer been inventive and original with language?
8. Has the writer given sufficient concrete details?
9. Has the writer been accurate?
10. Does the writer give the narrator an original voice?
11. Is the time frame of the story clear?
12. Does the writer create an effective beginning to his/her piece?
13. Has the writer created an engaging title for his/her piece?
14. Is the dialogue believable?
15. Has the writer avoided clichés and trite language?
16. What is the point of the story/poem? Is it clear?
17. How does the ending fit? Does it work?
18. What mood has the writer created?
19. What is the overall tone of the piece?
20. What poetic devices or tools has the writer used to enrich the piece?
21. Is it clear that the writer knows his/her characters/setting/etc.?
22. Did you enjoy reading the piece?
23. Was the writer successful in communicating his/her message?

Obviously, not all of them apply to every piece of writing. Sometimes, I give students four or five numbers to work on with a given rough draft: "Today, as you edit each other's work, please focus on numbers 15, 17, 19, and 22."

4. During a day of peer editing, I make students collect signatures on the bottom of their rough drafts of all the people who looked at their writing. They need a minimum of four signatures. This way, they are not allowed to work with the same two people all the time. They have to move around the room and get other perspectives.

5. We start by "practice critiquing" pieces from old copies of our literary magazine. This way, students can get their feet wet with the process on pieces that they have no personal connection to. From here, it is easier to make the transition into their own writings. I also stress the concept that there really is no such thing as a final draft. Always be open to improving your writing, even if you think it is a finished piece.

6. Also at the beginning of the year, we do exercises with line breaks, where I take published poems and cut them up, without punctuation. In groups, students try to put them back together and add the punctuation they believe the poem requires. We eventually do this with their own writing.

7. Once everyone is comfortable with editing and revision, I ask for volunteers to have their poems critiqued by the class. The author must bring in enough copies for everyone in the class (or I can make copies). We can usually get through two pieces in a class period. The poem is read twice - once in the author's voice and once by someone else. From there, we form break-out groups; discuss, edit, and revise the piece; regroup; provide feedback to the author. The author then gets to take all the copies of his/her writing, complete with all the suggestions made by the class.

8. Before a final draft is due, I usually give my students one or two class days for in-class rough drafting. During these sessions, while everyone is working quietly, I sit at the back table and hold individual conferences with each student. Nine times out of ten, students are very receptive to these suggestions.

9. Our blog is also a great revision tool. Frequently, students will post a draft with one of the following headings: "HELP! Can't think of a title!" "Like the beginning, but it falls apart in the middle - suggestions?" Here, their classmates, students in other classes, other teachers, or creative writing alumni can give them feedback on their work.

I know there are things that we do that I am forgetting, but hopefully, this is a good start. Happy revision!

Successful Open Mic Experiences - In the Classroom and Beyond

2008-02-26T10:26:00.004-05:00

Step 1: Respect is the most essential element of the experience. There is no room for eye rolling, smirking, or negativity.

Step 2: Make sure everyone feels affirmed. Obviously, students are bringing a lot of different ability levels to the table. It is important that the most academically challenged students feel as empowered as those who are academically gifted.

Step 3: I require students to bring their notebooks and a pen to the circle. This way, they can jot down lines from one another's work to talk about and react to.

Step 4: Create a corner of your classroom where readings take place. Make it as comfortable and inviting as possible. Allow the students to bring in their own decorations: photos, art work, post cards, etc. Personalize the corner. Add bookshelves, a small piece of carpet, etc. I bought a second-hand guitar that I keep in the corner, in case a student wishes to play his/her music during a reading day. If you are in several classrooms, arrange the desks in a circle or some other more intimate setting for a reading day.

Step 5: I sometimes surprise my students with food: coffee, donuts, cookies, what-have-you. Before you know it, though, they are more excited about hearing each other's new material than they are about the grub!

Step 6: Invite others to the circle - creative writing alumni, graduates, members of your literary magazine staff, etc. Let students see that they are not the only ones whose lives are affected by the written word.

Step 7: DO NOT FORCE ANYONE TO READ. EVER. UNDER ANY CIRCUMSTANCES. Instead, create an environment where everyone will WANT to read because they are comfortable with you and their fellow students.

Step 8: Make it a celebratory event. At this point, the editing and revision have taken place, so the work students are reading is really representative of their best efforts. Save the hardcore criticism for when you write suggestions on their individual papers.

Step 9: Bring it beyond your classroom: I work in conjunction with my local library's "Friends of the Library" group. Many community programs have opportunities for children and adults, but are not sure what to offer adolescents. The teen open mic nights we now hold at the library are always a big hit. Students can take what they have learned in your classroom and bring it into the community. At this point, I have students who are setting up their own events - through Elks Lodges, churches, etc. Be a resource for them in their pursuits. Even better, consider attending their events! I am sure they would be really proud to have you there.

Step 10: Relax. Have fun. Enjoy your students' efforts. Consider reading some of your own work. Smile. Laugh with them. Be proud of them.

Next Topic: Hmmmm... I'm not sure. Any requests or suggestions? :)

Everything You Never Knew You Wanted to Know About Literary Service Projects

2008-01-27T13:55:00.001-05:00

As part of their midterm exam, Creative Writing Workshop students must come up with a plan for a LITERARY SERVICE PROJECT. This project must, in some way, take their love of the written word out of the classroom and into the larger community. The plan itself is a requirement for the midterm; the implementation of the plan is a requirement for the final. Read: students have from the end of January until the beginning of June to make their plan a real, live occurrence! The plan must contain - but is not limited to - the following information:

*Who will be involved in this project? (Students may work individually or in small groups.)
*Who is our audience? Who will be helped as a result of our efforts?
*Where will our project take place?
*Will it be a one-time occurrence or will it happen over the course of several weeks?
*When will our project be put into action?
*What contacts do I need to make/to whom must I reach out in order to make my project a reality?
*What resources and/or materials will I need?
*Why am I doing this?

During the final exam, students must provide evidence (in writing, in photographs, in video) of their experience. They also must reflect on it in writing: was I successful? did I do something important for others? how did people react to my work? etc.

I am always impressed and surprised by where students take this project. Here is a sampling of some student-generated literary service projects, past and present:

*Chris's mother works in a lawyer's office. Chris got permission to post a selection of her favorite poetry in the waiting area. Individuals will be able to offer feedback on the postings - and the subject of poetry in general - on a survey that Chris will make and provide.

*Seniors Jody and Melanie are going to create their own "favorite poetry t-shirts" (seven of them) and wear a different one each day during one week in April (National Poetry Month). Since no one can resist reading a t-shirt, they hope to spark someone's interest in poetry. They are also going to decorate their vehicles with poems so that everywhere they go, they will be a traveling billboard for the art they love.

*Eric, who works at the local coffeeshop, is going to organize and host a poetry open mic night for the community.

*Former students Jess, Julia, and Robert engaged in "Drive-By Poetry," where they spoke poetry to passers-by at local parks, where they went through the Dairy Queen drive-thru and wowed the attendant with their spoken word prowess, where they videotaped themselves sharing poems with secretaries, cashiers, and other individuals.

*Brian, Tom, Michelle, and Sarah went back to their elementary school and spent the morning sharing their love of writing with third and fourth graders. They planned a variety of kid-friendly writing activities, culminating in a reading celebration.

*Jenn became pen-pals with Amber, a middle school student who struggled with writing. Jenn sent Amber some of her own poetry, wrote a paired story with her, and showed her that writing could be a lot of fun. It was an experience for which Amber - and her parents and teacher - were incredibly thankful.

These are just a few of SO MANY incredible ideas that students have created and implemented over the years. This project empowers students and allows them to inspire others with their love of the written word. What could be better? :)

Next Topic: planning a poetry reading or open mic coffeehouse event - in your classroom or beyond!

Midterm Mayhem!

2008-01-08T07:57:00.000-05:00

In my creative writing class, the midterm exam takes the form of a project as opposed to a traditional test. Midterms usually happen near the end of January, so I try to explain the project to my students as soon as possible upon returning from vacation. This gives them plenty of time to work on it and do a good job. I do give them some class time, but they must consider it to be their homework. During the two hour exam period, students must present their work to the rest of the class by choosing a few highlights from their project to discuss.

Here are some directions I give to first level CW students as to what they must include in their portfolios:

an original title;

a “Table of Contents” page including page numbers, titles, etc.;

a collection of poems by other authors - at least two must include written responses for your preferences - pick out favorite lines, interpret the language, share your insights, etc.;

a collection of original poems - make sure that these poems are final-FINAL draft quality - re-edit for spelling, word choice, punctuation, structure, etc. - pick out your three strongest pieces and include written responses for your choices (see above);

a collection of Internet sites and books that you have found useful (and/or interesting) in your study of poetry - again, include reasons/specific information;

drawings, collages, paintings, photographs, etc. (sculpture? You-name-it: some type of visual representation) to accompany at least two of the poems in your portfolio - please do not merely download images from the Internet or paste in clip art;

extras - quotes, poetic song lyrics, thoughts that wish to be placed in the corner of a page, favorite lines from a friend’s poem, your favorite grammar school poem, a Cubist drawing of your favorite poet, a cherished piece from last year’s issue of Calliope, etc. - a lot of freedom here;

option A: poet information page
option B: the “performance” of a poem
(You may choose EITHER “A” or “B.”);

a self-assessment of your midterm project and your performance in Creative Writing up to this point. Please include the following items in your assessment: 1) a letter grade for your midterm project and an explanation of the grade, 2) your perceived strengths as a writer, 3) your perceived weaknesses, 4) the most significant piece of information you have learned about yourself as a result of this class or as a result of writing in general.

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Second level students are required to create their own "zines," compose a plan for a literary service project, and complete an additional project of their choosing. My next blog entry will center on the idea of literary service projects (which are always a HUGE hit!). See you next time!

S.O.S!

2007-12-19T12:35:00.000-05:00

As the culminating event of my self-assessment, I am responsible for organizing a day of writing workshops for high school students. As of right now, the event is scheduled for Thursday, May 1, 2008. It will be a five-hour day, beginning at 9am and ending at 2pm. I am going to send out invitations to each high school in my county (there are ten of them) and invite each one to bring between five and ten students.

Soooo, here is where you (hopefully) come in.

I need your ideas and feedback!

What types of workshops should be offered?
Should the registration fee be per student or per school? How much should I charge?
What information is essential on the application? (I have some thoughts in mind as to what the application should look like, but I feel like I am missing something.)
How do I keep the invitation from becoming another piece of unwanted teacher junk mail?
Etc.?

I have never done this before, so I am very nervous. I want it to be a fantastic experience - not only for the students, but for the accompanying teachers as well. I know that planning a field trip is a lot of work and stress; there is nothing worse than going through all those steps only to learn that the event you are attending has been poorly planned and organized.

Any insight and information you could offer - regardless of how seemingly simple or obvious - would be *greatly* appreciated.

Thank you in advance for your anticipated assistance. I hope you are all enjoying a happy and healthy holiday season.

Next topic: What does a midterm exam look like in creative writing?

Blogging in the Creative Writing Classroom: the Student Perspective

2007-12-04T09:52:00.000-05:00

Here are some thoughts gathered from my students on the world of blogging in the context of creative writing:

Pros
*able to see others' rough drafts
*good way to keep in touch out of school - bring creative writing class home
*allows us to read work from other classes - see what other students do with given assignments
*avenue for constructive feedback
*non-judgemental forum
*readers can see the structure of a work on the page (cannot happen if the piece is simply heard)
*gives quiet and/or shy students a different way to participate and be engaged in class
*blogs can be accessed from any computer with the Internet
*provides an opportunity for students to drive instruction (for example: On Tuesday, Gymnast5492 will post a writing prompt that everyone will use as a rough draft topic, etc.)
*involvement of creative writing alumni/Calliope members
*posting assignments online = saving paper = saving trees
*students can stay up-to-date with class assignments even if they are absent/on vacation/dismissed early/etc.

Cons
*no performance element
*computer problems can limit access
*some people aren't comfortable with technology
*less personal than a one-on-one critique

Implementation and Extension
*post a minimum of one blog entry (rough drafts, favorite poems, favorite poetic song lyrics, thoughts relevant to class) per week/post two comments on others' work per week
*if available, one lab day per week to explore blog sites
*"mentoring" between creative writing and cw workshop students?
*connection to fourth grade pen pals?
*connection to Friends of the Library (open mic facilitators) and other community outlets?
*your post(s) may inspire others - possibility of forming important connections via the written word

Next post topic: Help! I am trying to plan a workshop for high school writers and I need your ideas, expertise, and assistance! :)

Blogging in the Creative Writing Classroom

2007-11-26T11:09:00.000-05:00

Okay, so this is a concept that is incredibly new to me. I am sure many of you know much more about the world of "THE BLOG" than I do, so please feel free to share your thoughts and comments. With that said...

A "BLOG" is a shortened form of the term "WEBLOG" - an online space to post your thoughts, ideas, and in this case, poetry, rough drafts, and class assignments. This year, our creative writing program is exploring how blogs can be used as part of our class experience.

During our October 8th in-service, a member of my department (the only male in a sea of fourteen women, God bless him...) facilitated a session about PhotoStory, Audacity, de.lici.ous, and (drumroll, please) blogging. He promised that our blogs could be up and running in a matter of moments and, miraculously, he was not exaggerating! You could see the collective wheel of our departmental mind turning, and thinking, "How can we use this in our classrooms? How can we use this in our classrooms?" Noah had his blog up on the screen as an example. Wow: he was posting assignments, YouTube videos, related music, and reminders. Also on his page were his students' blog pages, where they could not only post responses to questions, writing prompts, etc., but could also comment on one another's work! "This is incredibly cool," I thought. "I need to use this in creative writing."

And thus was formed: The Creative Writing/Creative Writing Workshop Blog (of Wonders)!

It could not have been easier to set up:

Step One: Go to http://www.blogger.com/.

Step Two: Click on the big orange arrow that says, "CREATE YOUR BLOG NOW."

Step Three: Create an account.

Step Four: Follow the rest of the prompts to create your blog (name your blog, create an address, create a user name, choose a template, etc.).

Step Five: Guide your students through this same process. Be sure that they do not use their first or last names, information about where they live/go to school, etc.

Step Six: (Optional: Performing this step will make it so that you will receive a copy of each student posting in your e-mail inbox.) Have your students go to SETTINGS. Go to E-MAIL. In the first box (BLOG SEND ADDRESS), have them type in YOUR e-mail address. Save changes.

Step Seven: Make a list of students' display names and URL addresses.

Step Eight: From your blog page (your DASHBOARD), click on LAYOUT > ADD A PAGE ELEMENT > ADD LINK LIST.

Step Nine: Add each student's blogspot.com address (NEW SITE URL) and display name (NEW SITE NAME). After each one, click ADD LINK. Save changes.

Step Ten: Eat a sandwich while basking in the glory of your new teaching tool.

(See? I didn't even NEED ten steps! It's that easy!)

From this point, I made a hard copy list of all student display names and first names for each section {for example: Pd. 5 - Hello There (Jayme); Pd. 7 - Joker_Rose (Mike); Pd. 8 - Broadway (Cody)} and distributed it to all bloggers (I have about fifty).

And now, we were up and running and ready to go! Students were very excited about this process. Many of them had personal blogs anyway, so they were familiar with the workings. Those students served as helpers to others who needed some assistance.

Right now, students are responsible for one new blog post each week and two comments on others' postings (I made a chart for them to keep track of everything). Ninety-five percent of students are going above and beyond this requirement; they love it!

Here are some additional thoughts/(potential) answers to (possible) frequently asked questions:

*Students may post rough drafts of poetry/prose pieces, poetic song lyrics (with commentary), poems by other authors (with commentary), meaningful quotes (with commentary), a cool writing prompt that they want others to try, and any other material that is relevant to creative writing class. They may also personalize their pages as they wish, with quotes, graphics, etc.
*Students may leave each other comments/feedback/constructive criticism/suggestions on rough draft postings and other related material.
*Prior to our first posts, I had a candid conversation with all students about appropriateness, sensitivity, and the like. Since these ideals have been established from Day One, they all "got it." I have not had ANY issues thus far with inappropriate or cruel remarks.
*I have also not censored them too much in terms of their display names or their postings. I want them to feel comfortable using this space; I want it to be THEIRS, and I want them to know that I trust them to do the right thing. For the very most part, they have risen to this occasion with a tremendous amount of thoughtfulness and maturity.
*I have also extended a section of our blog page to creative writing alumni and/or Calliope (literary magazine) members. This way, they can stay connected to the world of creative writing even though they are not still members of the class. At this point, I have a Rutgers student, a community college student, a current junior, and others staying connected to our program through the blog.
*On my blog page, I post assignments, reminders, upcoming events (coffeehouses, writing contests, etc.), and thoughts for my students to consider. If anyone is absent or on a family vacation during school, no problem: check the blog. If parents want to stay informed, no problem: check the blog. It really is an incredible resource for staying connected.

Whew. I am exhausted from writing all of this down. I think I need a sandwich. ;)

Next Posting: Student Thoughts/Feedback on Blogging in the Creative Writing Classroom

Great Teaching Resources

2007-11-15T13:59:00.000-05:00

Here is a list of texts I have used to help guide my creative writing classes. I hope you find some of them to be of assistance in your own classrooms!

The Complete Idiot's Guide to Creative Writing (Second Edition) by Laurie E. Rozakis, Ph.D. - includes tips, techniques, and exercies for writing short stories, non-fiction, scripts, screenplays, essays, fantasy, memoir, poetry, articles, and more.

Discovering Voice (and Voice Lessons) by Nancy Dean - contains high-quality exercises that teach diction, detail, figurative language, imagery, syntax, and tone.

The Creative Writing Guide by Candace Schaefer and Rick Diamond - includes great exercises in each section: "Writing to Warm Up," "Writing for Ideas and Practice," "Writing on Your Own," and "Writing to Revise."

The Writer's Block by Jason Rekulak - contains "786 ideas to jump-start your imagination"

Now Write! Fiction Writing Exercises from Today's Best Writers and Teachers edited by Sherry Ellis - ideas, prompts, and exercises from over 80 authors and educators

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The following portion of the list is comprised of NCTE (National Council of Teachers of English) publications. I *love* all of these texts and have used them extensively with much success.

Risking Intensity: Reading and Writing Poetry with High School Students by Judith Rowe Michaels

Studying Poetry: Activities, Resources, and Texts by Brian Moon

Wordplaygrounds: Reading, Writing, and Performing Poetry in the English Classroom by John S. O'Connor

Teaching Poetry in High School by Albert B. Somers

Getting the Knack: 20 Poetry Writing Exercises by Stephen Dunning and William Stafford

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Do you have any favorite classroom resources? Any titles to share? Fill me in!

Next blog topic: Blogging in the Creative Writing Classroom

Two Sample Assignments

2007-11-01T14:22:00.001-04:00

At the end of each year, I give my students the opportunity to offer me feedback on their favorite class assignments and projects. Here are a two assignments that have frequently made their lists:

1. Poetry Survey - Before our semester of poetry, I have students ask thirty people their opinions on the subject (What is your opinion on poetry? Do you have any favorite poems or poets?). Students are encouraged to ask peers, family, teachers, cafeteria workers, janitors, administrators, coaches, strangers from the grocery store, bank clerks, and anyone else they wish to approach (within reason, of course - safety first, always first... :). Responses are gathered onto posters and posters are discussed and displayed in class. I like this activity for a couple reasons:
a) It usually shows that many individuals have a very limited or stereotypical perception of poetry - "Poetry has to rhyme," "Poetry is just for emo kids," "I only write poetry when I am in a bad mood," etc. **From this jumping off point, we get to spark a great conversation about why so many people shy away fromt this art form, why it is misunderstood, and, more significantly, why it is so unique and important.
b) Many of the surveys reference the same few poets: Shakespeare, Silverstein, Poe, and Frost. Every now and then, Emily Dickinson makes an appearance. Every once in a blue moon, Walt Whitman shows up. **From this jumping off point, I get to show students that there are SO MANY amazing poets out there that go beyond these few highly anthologized writers. We read everything from Lucille Clifton to Taylor Mali and everything in between.

2. Perspective Poetry - Using Wallace Stevens' "Thirteen Ways of Looking at a Blackbird" as an example piece, I have students create their own "________ Ways of Looking at _________" poem. Past subjects have included the following: "Ten Ways of Seeing Red," "Seven Ways of Looking at a Piece of Paper," "Thirteen Ways of Looking at Hands," "Five Ways of Gazing Upon a Shadow," and "Five Ways of Looking at a Chalkboard." Students may choose to do one poem that uses "Thirteen Ways" or two poems that add up to thirteen ("Five Ways of Looking at X" and "Eight Ways of Looking at Y").

What are your tried and true assignments, the ones that students always remember?

More to come!

Student Population

2007-10-27T08:19:00.000-04:00

Creative Writing is open to all students in grades 9-12. Creative Writing Workshop, the second year of the course, is open to any student who was successful in Creative Writing and wishes to deepen his/her relationship with writing. While they are academic electives, they are also open to all ability levels (Special Education, General, College Prep. B, College Prep. A, Honors, and AP). I usually have most of these levels represented in each class, and I wouldn't have it any other way.

I am also amazed at the diversity of students on another, less school-sanctioned level: the class attracts track runners, student council representatives, football players, community service enthusiasts, artists, actors, the technologically inclined, the technologically dis-inclined, class presidents, students who exist under the radar of popularity, academic whizzes, awful spellers, and everyone in between. I think this diversity speaks to an important idea: contrary to popular belief, kids like to write. In a high school where they could opt to take any number of interesting electives, so many of them choose to explore the written word.

I few years ago, I had a student for two years in a row (when she was a freshman and a sophomore). The first year, I caught her cheating at least three times. The second year, though the cheating stopped, she consistently earned Ds in my American Literature class. She rarely completed homework, was an atrocious speller, and was much more concerned with improving her skills as an athlete than as a student. She was a relatively constant source of frustration for me. Imagine my surprise when, before her senior year, her name showed up on my Creative Writing roster. Throughout our time together in this forum, she emerged in a way that I never would have imagined, developing into one of the best student writers I have ever had - in terms of growth, openness, and sensitivity (all qualities that, from my perspective, matter most). Below are some lines from two of her poems, published in our literary magazine:

...Acoustic chords strum in darkness,
friendships glide to love,
Autumn's poetry ends in stillness,
and the deep sea gathers stars in its waves...

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I am from the front door swinging open:
two steps - a leap,
and little legs off racing
through early-morning dew.

I am from sopping wet:
from shoes and blue jeans left outside
to dry on the deck...
Those frogs didn't stand a chance...

I am from weeping willows -
the enchanted forest of my backyard
where the trees were warped, silent sentinels...
hiding secrets of childhood...

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I think this student made me realize - as so many before her had and so many after her will - that our students are never just one thing, that they are never just the first layer that we happen to notice, that they embody such great possibility. Sometimes, they just need the proper environment in which to tap into it. I think that creative writing allows students from all different backgrounds, students will all different ability levels (academic, social, and otherwise), to explore their own voices and those of others in a way that heightens their sensitivity to and their awareness of the worlds around them and within them.

Which students are involved in your creative writing program? Is it open to everyone? Is there a wide variety of participants?

Assessment

2007-10-24T10:06:00.001-04:00

FAQ: How do you "grade" poems and short stories from writers who have such divergent ability levels?

My response: First of all, I try very hard to steer my class mentality away from a reliance on the almighty and ever-powerful GRADE. In the adult world, we are not given As and Bs and Cs; our motivation to do our jobs well must come from within. Similarly, a young person's desire to grow in his/her writing and be an engaged member of a creative writing class should not (cannot?) come merely from a "good grade." Soo, are you ready for a very controversial statement? Here it comes...

I do not "grade" my students' work.

There. I said it. Now, before you start to jump to a million crazy conclusions about me and my abilities as an educator, please allow me to explain.

When students hand in final drafts, I write a copious amount of comments and suggestions on their work. I give them positive feedback, but also, provide a critical response: how can they bring the reader closer, are they using effective diction, have they titled their work, is their work rich in imagery and detail, etc. Students never find an "A" or a "D" on their writing, but they do find a wealth of input. This, to me, is much more meaningful for all parties involved.

Obviously, I keep track of who is handing in what: if Joan has not handed in the last two assignments, my gradebook clearly reflects this fact. Similarly, if Tom has handed in the last five final drafts, typed, and neatly organized, that is recorded also.

Prior to progress reports (about three weeks into each marking period), I have each student in my class complete a self-assessment. The actual format I use for Creative Writing is as follows:

Completion of in-class work ______/100

Completion of homework (journals, rough drafts, add’l assignments) ______/100

Final drafts handed in (on time) /quality of final drafts (typed, neatly organized) ______/100

On-task/appropriate classroom behavior ______/100

Respectful attitude to peers and teacher ______/100

Productivity in a pair/group ______/100

Overall participation (reading, discussion, peer review, etc.) ______/100

Effort and accountability ______/100

Overall quality of classroom performance______/100

Willingness to grow ______/100

Your total points ______/1000

(I also include a section for students to offer additional comments or input relevant to their classroom performance.)

Students assess themselves on the above criteria, which speak not only to the work they hand in, but their presence in a writing environment: are they being productive in a group setting? Are they being respectful of their peers? Are they participating in a variety of ways?

Nine times out of ten, students are *incredibly* honest and accurate in their evaluations. Ultimately, I have the final say regarding the averages, but I rarely come up with figures that differ greatly from their own thoughts on the subject.

Before marking period averages are due, I go back into my computer gradebook and make any necessary changes and updates.

So far, this system has worked very well and, I believe, has encouraged my students to focus more on their entire classroom presence and their intrinsic motivation to do well.

How do you assess your students' work? I am interested in your feedback!

Stay tuned for my next topic: Which students take Creative Writing?

Establishing trust and community

2007-10-18T09:47:00.000-04:00

There I am: grade ten, sitting near the back of the English classroom, conscientious to a fault, but deathly afraid of participation. Don't call on me. Don't call on me. Please don't call on me. Yes, I know the answer, but I spent half my life stuttering, and maybe today will be the day I am suddenly in the fifth grade again. Yes, I know the answer, but what if my voice cracks? What if everybody laughs? What if Scott Obnoxious on the other side of the room rolls his eyes? What if... and the list goes on. I spent so much time worrying about being called on that I am sure I missed out on so much. My fear made it hard for me to really be present to my teacher, my peers, myself as a learner.

There I am again: grade eleven, called to the front of the classroom to read my poem, face burning, hands sweating. My poem was about the boy I thought I was in love with, the boy who broke my heart, fill-in-the-rest-of-the-cliche-here. Yes, it was a truly awful poem, but that's not the point. The point was that the thought of reading my poem to classmates I didn't trust destroyed my confidence, made me want to be absent that day, made me want to visit the nurse, the bathroom, the stairwell - anywhere.

Here I am, once more - present day: I never want my students to wish themselves out of my classroom.

So, what to do?

Here are ten thoughts (in no particular order) on establishing trust and community in a creative writing environment that I have successfully used:

1. Find out from students what is important to them in a classroom environment. I make my students create individual lists of "Essential Qualities for a Happy and Successful Creative Writing Classroom." Unique responses (because they ALL say coffee and donuts on Fridays :) are recorded and shared so that everyone knows what is important to everyone else. Some sample responses are as follows: no checking the clock when someone is reading, give non-verbal feedback to a reader (eye contact, nodding, etc.), offer constructive feedback (not just "I liked it," "I didn't get it" - be specific!), whatever is said in Room 215 stays in Room 215 and will not make its way to the cafeteria or the bus stop, be respectful of others' differences (find something to value in each classmate). Consistently enforce the ideals that are important to each individual class; encourage your students to do the same within their peer groups.

2. We spend the first full class period passing notes. They may fold the notes, make them into chinese footballs, toss them across the rows, hand deliver them, but they may not speak. Their writing must focus on the task of getting to know people as individuals, must go beyond, "Hey, what's up?". (Students who return after graduation frequently reference this activity as a favorite from high school.)

3. Every now and then, we spend a class period sharing meaningful conversation with one another. Everyone writes a thought-provoking, but accessible question, such as, "What is one simple thing you think people should do to better the world?", "Aside from a parent, what adult has helped to shape you into the person you are today?", "Name something that most people don't know about you." Responses are shared within the circle, but students are given the opportunity to "pass" if they are not comfortable offering their responses. Nine times out of then, everyone speaks. This activity promotes connection and breaks down barriers within the class.

4. Show your students that you are not above doing your own assignments. When I ask my students to write a poem, I write that poem, too. During a reading opportunity, I read my work, too. Ask for their suggestions on your writing; validate their offerings. If you are asking them to take risks, to share themselves, I think it is pretty critical that you are willing to do the same.

5. Create a relaxed, comfortable environment in which to share work. In my classroom, I made a carpeted corner full of artwork, stocked bookshelves, a couple eccentric knick knacks from my grandfather's basement, a stereo, two stools, and a guitar. Students are invited to add their own personal touches to the area: bring in photos, a book to donate, a cool poster, a quote, etc. Reading days are not JUST for our most current project. They may read a journal entry from last month, a poem written in study hall, a favorite poem by a published author, etc. They may also read each other's work. Every now and then, a shy student has a bold friend who will give voice to that shy student's work - empowering for both parties involved. They may read from their seats in the circle, or they may come to the center of the area and read from one of the stools, or they may stand. I don't establish requirements for this aspect in an effort to make everyone comfortable. We gather in that corner, and, I swear, magic happens. I don't have to call on anyone. Most everyone genuinely wants to read.

6. I do require that everyone come to the corner with his or her notebook and something to write with. As others are reading, everyone else is actively listening, jotting down notes, recording observations. This way, when a reader finishes, we have comments and feedback to share with him/her - not just sporadic applause or dead air.

7. Model sensitive behavior. Model sensitive behavior. Model sensitive behavior. Model sensitive behavior.

8. Evil Teacher Trick #32: For a cooperative assignment, allow students to create their own groups. (Naturally, they will gravitate to those with whom they are most comfortable.) Once groups are established, inform students that those are the only students in the class that they are NOT allowed to work with today - MIX IT UP, MOVE AROUND THE ROOM, TAKE A CHANCE!

9. Have students call on one another, as opposed to keeping that role all to yourself. Example: I call on Alex to read her response. After she does so, she gets to choose the next reader. She chooses Jim, who doesn't usually say much, but Jim reads today because Alex asked him to. OR, Jim passes, and chooses someone else, and that is okay, too. Frequently, vocal students will call on those students who are more reserved - and about whom everyone is curious. I think it makes both parties feel good about themselves: the vocal student is bringing someone else into the conversation; the reserved student knows that he/she is an important member of the class that others want to hear from.

10. Statistically, more people fear public speaking than death. Using this fact as a jumping off point, promote an open discourse about that sense of fear that frequently accompanies reading and participation. If we know why we are afraid, we can work to alleviate those fears through our actions.

That's all for now! :) Have you tried any similar approaches in your classroom? What are the concepts that you stress to your students? Let me know! If you try any of my suggestions, please keep me posted as to how it goes! Stay tuned for our next topic: ASSESSMENT.

How I Got Here

2007-10-12T14:31:00.000-04:00

Hi, everybody! This is my first blog entry, and, for some reason, I am feeling vaguely nervous. I suppose the prospect of a hundred English teachers reading this entry is a little intimidating. :) ANYway, I started working here at High Point in 2000. During my second year, I was put in the driver's seat of our creative writing program. The veteran teacher who was responsible for teaching the class was retiring, and it was given over to "the new kid." I was extremely nervous about it: How do I grade poetry? How do I even teach it? What authors should I focus on? Should I focus on authors at all, or should I focus more on student-generated writing? What about the semester of prose? Yikes! I was really at a loss. I had never been much of a writer myself (usually only for school projects); I had never even taken a poetry class in college. What was I going to do? (The back-to-school dreams this year were some of the worst I have ever experienced. :)

My first year teaching the class, I was blessed with eighteen of the most wonderful young people a teacher could ask for. They were sensitive, open-minded, patient, interested, quirky, and incredibly talented. Over the course of 180 days, we learned the ropes together. I learned to stretch. I learned to think *way* outside of the box. When I gave an assignment, I would try it myself. When I asked them to read what they had written, I would read what I had written also. I went to the Warren County Poetry Festival. The year after that, I went to the Dodge Poetry Festival. I purchased a ton of books, by authors I had never heard of (who would eventually become trusted friends): Grace Paley, Naomi Shihab Nye, Hafiz, Rumi, Lucille Clifton, Pablo Neruda, and the list goes on.

Now, we average between fifty and sixty students in our creative writing program, which contains both first (creative writing) and second level (creative writing workshop) courses. Many of these students fuel our literary magazine staff and help to facilitate open mic nights and poetry readings, both in school and around the county. I am very proud of my students for embracing the written word and sharing their passion with me and with their peers.

How about you? How did you become a creative writing teacher? Tell me your stories!

Thanks for reading! My next blog topic will be establishing a sense of community in the writing classroom. Stay tuned...