Learning to Write Like a Reader: Teaching Students How to Edit and Do Peer-Review

Learning to Write Like a Reader: Teaching Students How to Edit and Do Peer-Review

Peer review is an important an beneficial step in the writing process if done effectively. The question then becomes how can you do it effectively? Today I’ll provide three examples: Checklists, Write Like a Reader and Paramedic Editing.

Checklists

Why should you provide students with a checklist? First, checklists identify the key ideas/components/aspects that should be in a students writing. Second, providing students with explicit instruction increases the likelihood of them remaining on task. Basically, if you want students to be on task, make sure they know what the task is and how to do it (For a more complete discussion of using checklists, please see “Check It Out! Using Checklists to Support Student Learning” by Kathleen Dudden Rowlands) Continue reading “Learning to Write Like a Reader: Teaching Students How to Edit and Do Peer-Review”

Setting the Table for Success: The Relationship Between Classroom Arrangement and Classroom Management

During my CELTA, I did two writing skills lessons. The first was a disaster: every time I walked in front of a student they would cover what they were writing. Why didn’t I just walk behind them? Well, the room was arranged like this:

Horseshoe Arrangement

traditional arrangement, Writing, Warm-up Writing, u shaped desk arrangement, horseshoe desk arrangement, classroom management, feedback, monitoring, cluster arrangement, ELT, EFL, ESL, TEFL, ELL
Horseshoe Arrangement

so that option was off the table. Needless to say, if you conduct a writing class and can’t give any feedback the lesson is a failure. However, as Henry Ford said, “The only real mistake is the one from which we learn nothing.” Continue reading “Setting the Table for Success: The Relationship Between Classroom Arrangement and Classroom Management”