{"id":7455,"date":"2022-10-11T15:46:43","date_gmt":"2022-10-11T15:46:43","guid":{"rendered":"http:\/\/miazamoraphd.com\/FA2022\/?p=7455"},"modified":"2022-10-11T15:46:45","modified_gmt":"2022-10-11T15:46:45","slug":"independent-work-week","status":"publish","type":"post","link":"https:\/\/miazamoraphd.com\/FA2022\/uncategorized\/independent-work-week\/","title":{"rendered":"Independent Work Week"},"content":{"rendered":"\n
Feedback on Student Writing<\/h5>\n\n\n
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Last week we considered\u00a0Feedback for Writing<\/strong><\/em>\u00a0inspired by Bean & Elbow. \u00a0We spoke about the shifting perspective involved in being a student and receiving a paper back, verses being a teacher who faces a voluminous\u00a0stack of papers to evaluate. \u00a0We also spoke about the constraints of time. Somewhere in between student vs. teacher perspective lies a real need to develop an effective practice \u2013 which honors both the developing writer, while still keeping in mind the\u00a0reality of a teacher\u2019s time constraints. \u00a0We spoke about the dynamic of care, and how hard it is to give care in professional contexts (teaching), especially if one is not receiving care, and how little evidence there is of an education system that careful (i.e. care-full). \u00a0I think our discussion drew to light a deeper \u00a0understanding of the looming backdrop of the real constraints that teachers face in terms of meeting specific assessments, standardized tests, and district administrative expectations. \u00a0From the beginning, our bridge from writing theory to real life (on-the-ground) practice reveals significant challenges and conundrums.<\/p>\n\n\n

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Bean articulates how easy it is, as a teacher, to forget that there is a person behind each essay that is being read (sometimes ripped apart for errors) and graded. It\u2019s also easy to forget\u00a0that\u00a0strong feeling of vulnerability which accompanies\u00a0allowing someone to read your work\u2014especially if that person is in a position to judge you. \u00a0We considered how much room there is\u00a0for misunderstanding\u00a0and\u00a0misinterpretation between the writer and the writing instructor during\u00a0feedback. \u00a0Bean advises teachers to be more mindful of the comments that they write on students\u2019 papers because the worst comments can insult and even dehumanize a student.<\/p>\n\n\n\n

Elbow helped us see the way evaluation methods shape student perspectives. It is critical to apprehend that foundational vulnerability that lies at the\u00a0heart of learning how to write. \u00a0And I also think it is important for all of us to tap into our own memories of teacher feedback in order to gain that empathetic perspective. \u00a0The key consideration that emerged was the subtle issue of power that informs teaching and learning contexts. \u00a0When one has a position of authority\/power, it is important to recognize the significant responsibility in that position. \u00a0Unfortunately in the haste to do one\u2019s job as teacher, sometimes these truths\u00a0are forgotten or disregarded. \u00a0But the responsibility that comes with authority should remain\u00a0front and center in order to maintain a mindful approach to designing an effective learning environment. \u00a0This is a lot for a teacher to navigate (when there is little supporting them in terms of systemic expectation). \u00a0<\/p>\n\n\n\n

By reviewing these articles carefully, it seems the challenge in responding to student writing becomes more nuanced and complex, and yet, there isn\u2019t a crystal clear pathway to ensure\u00a0an overall\u00a0improved strategy. \u00a0As we continue to bridge theory to practice together, let us attempt to identify some ways (small moves that matter??) to encourage and foster writing in education (and society).<\/p>\n\n\n\n