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Writers help

There were six magical words. Six words that Amani signaled, a 5th class student's 5th class of ebony, prepared to be laser-oriented.

"ms. Lawhorn, can you check that?"

When Ebony was in the middle school, she recalls to fight to fight to write orders - not the power of her own voice, or even if she had one. As a teacher she knew that things had to be different for their students. And that meant what she said next to Amani would make the difference.

At a time when many of us tried to find out how to replicate in-person teaching about distances, remembering that one of the most powerful things we can do as teachers do not a physical classroom at all.

How Amani could tell you that the feedback in ebony in ebony is not the answer to the writing of students, that's what it drives.

The way we talk to the students, they remember exactly whom we believe that they signal our faith and trust in the skills of students.

"Your feedback enhanced my trust," reports Amani. "I would secretly sit there, if I did not think what I wrote was right, but then I would stop meeting with her, and her feedback would realize me, and I could do that, and I could do that "


Creating a learning partnership

How do we manage this atmosphere? One way shows every chance to give feedback as an opportunity to build a learning partnership - or as Zaretta Hammond it calls an alliance. Hammond argues that asset-based feedback is:

  • implementable
  • specific and in the right dose (focused on 1-2 stuff)
  • punctual
  • delivered in a low stress, supportive environment

This resonates for us as a trademark of the program we have worked together to build at Soncalmon: one who cares for students and pushes them as a writer. As Hammond notes, "in contrast to what we can think of, just give feedback, whereby no change is initiating. ... you have to be able to talk to the students who are trying to stretch. "

What could that look like? Here is an example of the type of written feedback that you would find on AMANI paper based on Hammond's writing about cultural reactive lessons:

Great work that selects evidence that connects closely with your claim! As a writer that you could try next, it is to clear this connection in your analysis. Try to review your prove to revise your sentences so that you "so what?" I'm looking forward to seeing this next step! рџ�Љ

When we separate this feedback, a few principles:

  • Note and name which students goes well,
    • "I see you already ..." or "I see, you know how you ..."
    • "Remember when x was so hard? Now you do it so well!"
  • If you give constructive feedback, confirm the identities of the students as an author and partner
    • "I think as a writer, you are ready to ..."
    • "I wonder if you may ..." or "I wonder what would happen if ..."
  • Providing Feasible Steps
    • "... at that moment, because it's the turning point, would be a great place to add the character's idea."
    • "... revise this thesis, so it makes a how / why-argument."
  • summarize at the end, acknowledge the challenge, confirm the students
    • "You have made progress at [your goal], and I think you are ready now to [XXX]."
    • "Your [XXX] was so strong, and I have excited to see your progress on [XXX]."

The advantages of this approach extend beyond students who hear our feedback, helping to support their sense of identity as authors and thinkers.This is even more for students whose voices were becoming active and systemically marginalized in our culture.

If you speak for a child, you will strengthen them for a moment, as well as Ebony. However, if you help a child find their own voice, they will strengthen them for a lifetime. You can see the complete instructions that we deliver on this kind of feedback.

Use conferences to deepen your alliance

These principles can help to lead all our interactions with the students. Another place where we can build the feeling of students, for example, is in writing conferences that can work as well as personally. "Ms. Lawhorn had a big impact on us," says Amani, "because she has inspired our ideas and helped to make our writing better by thinking more and thought more and deeper."

Here is the instructions that we offer for conferences based on Hammond's asset-based feedback protocol. [1] If you want, you can watch a demo video, the Steve with our colleague, the teaching fur from Shereka-Ellington's below.

It's probably not surprising that high-quality, customized feedback with higher student performance correlates, but that is not the most important reason to commit yourself to it. High-quality, asset-based feedback helps to connect us to our students and encourage them as an ally and themselves as a writer to say with something.

In this spirit we give Amani the last word. Here is your advice for teachers: "Please be patient." Amani knows how we wish all students know that we are on this trip together.

The empowering students to play a role in their own development requires time and intention, but it will pay off power in the long distance.

Now the feedback we can take to heart.

Click below for PDFs of all the above resources:

[1] Hat Tip to Mary Elise Nolan, Savior's Manager of Ela and Writing, who controlled something similar last year.

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