,.~
)JT
;',
~.\'i~TV1i~
:~;(P' ll-t~r~1·i~T~
- l:r\-rl'"~.C·~ G:
. riT'
~-
T,·;,F(}T.r ..'~.crri~
C'
d.
s
cr:-:;8tj~irc;
~.8
n"'('oj()ct
05"' u;t8 r'>~1.lj_rer;lcn.L..8
)3al=i.
S11bmi t·~(~r!. in
0·:-' t,1'~C:
:(3t.~~.te
··.~:,rtiD. l
-~o:Q(r!'~s
1;r~~L'F·----J. . 3it~T
',"8ril J l3, 1',12
::·\11~!-':~.111: ():n-:~
Pror;·r:.~T:1
of
I
(\
Ai';:';,
, ...
~~
Thj:3 crc;,:J,t:i.iFa nroject has been acce:ot:::;cl in fulfi2JTIsnt
of -~he reoui::'Gl':ents of '.D.
~;Gnior Eonors ?-~oject.
,J
(,(;,
a erGative
Daner.
for:ri tin::
n8~;
Dr unusual
:~ay.
i
:~ssent~ally,
l
c"'.ne to
t.I1C
:i
c sa. o~' a. llallol discc;ss"on thrnu:,,:h
acc8·tacle ·'.:10as.
Thot
(It 'm3
"1 ""~r1
-" 1. an"
,
~
'1)
'1"
C ,l
'
~'_''''J'~
_':"', 11'"'lo'D""O(
..1':' _ _' ' ' ' ' ' ' ' - ' ' _ ,
T
cre".t~.vo,
but
thc;n c:o:nsLclered mak:ino:
U1')
T
felt it srJUl1ded
a letter, SUt)1)oE3cdb
bcr o:n : ssu-=s inv()lved in the tpClch'.nrr, of creative ,,·rri tin"'.
matconj to let
::1.
r
The
r~st
of
letter (or lettc:-rs \ serve :L1(Jir0ctlv, J."'o.thnr than
to
:ii
lTustification
I cent.on( that
'~h8::"O
j_s value -in teaching
-oractice and can On a 11:',';--:.1:1 en,lc'rable eJ0;eri8nce ror students.
aids stc:d:;nts in tl-1e
dev(~lenment
of their
t11in1r~n;;
:It also
abilj_ties, in that it
t9aches ther:; to look at a nrobler; in many "Javs and to leel free'. to tr:.T
Sol'Iin0~
the Jilemma
A teacher faces some veT"t real 'I]robl'9CTls ,-Then d2aJ
n'~
hi th tlw sub-
ject of cn;;Jtive \JI,'itin.::'.
into the
alr2aclv-cro~Tded
curriculum?
112 eval'p.te 1--:.:Ls stuc.-)rmts! e:or:.:?
creath'e
~-,rrjtjng
i;O~'T
can he :Lnterest
T deci,ded to do research
h~_s
the area of
jJ'--
to aerta-os clear un sane of these;'!'ob1c;ms
students
fU2~
myself
as a prosnective teacher.
There eire
those that
;;0
harc'-2i1d- f 'ast rules for the
teachinc~
of crc,ative -v:rit-
,feel have ITLc;ri t anc] cl.re ('forth some cens' deration
teacher Mel his clRSs m2.: C not '\Jor'-: for
a nllmber of aJtern.atives to
~'a(':l
a'!ot~l.er,
orobJem.
iii
-1-
b~f
elernen-
have trjed to :;resent
Consecuentlv
,
",1E:n
1
berjn
J11,'l.t T
su.b-
f1J11crtcan l'~ducat'ion :na~:ac',l,ne nresents th:'~s nubJicat:i,on j,n res,onse
to mmer01J.'?," r'e'(J1ir::sts from e18nentar.' teachers ;lcross the cOl.mtr~,r to 'C'TClv:i.ci.e tc,en 1rn,t~ a 1'lr8.ctic3.1 and concise classroom "11:i.cJe for the te:;C!lj,ne;
of cre2.t:i,ve ;rd, t"n~.
To serve this end, ,Je h?ve enli.stF;d the aid of four cl.edicatecl
elemf"'ntctry t,nacn:-:rs "Iho have ver-,' definite idea.s about the subject ane
have recordrcd thioir resr'ons':;s to a nur'bc;r of relovant questions. Th~')se
t"Bchers '-TnrF; selected on ti-e D2S:S of a nrsl'i ninClT;,r l'rr:i, tte'l eJ ir::ination.
'H1 e:1tT-10s -.Terr, jlJc1:1'cd lJ7 tLe ~5t3.ff of our maf'azine.
~;Je ldsh to thank all oj' the te!'Ch('TS ,·.;ho toO': the time and 8fi'o~"t
to suDrrj.t 'J-Y)J:~ cations to tl',:i ,])ro,jc~t. -Ie on1:! ]lOpC thilt '[);T ',re',yar~n;:t
th,s 'yv i)1j.CC:lti on:'e have in sor,'e;;)7 aicled those tc;,qcb:rs "ico ~lav2 lr·oked
to us for assistance.
--The Bditor
1
Contributin~
TC2chers
stephen A. Thompson
:3ur'inr; V:3Jley;;lenenta:r;,T School
Hills boro'J"h, -:;alLfornia
C,::;.rol E.~lltch",nson
Geor::;e ;}ashjncr,ton!~lementar,
~-Jas:ljnc:ton, iJ. C.
Jul1,e'i,oborts
Un'Jrence P. Kir~c
l-i;nerson Elew;!1t,~.r',c Sdwol
Denver, Colo';·o.do
~'adison 'i:lement,~rv
Ti'l~,nt, Yic'--:.:i",::lIl
.3chool
2
'tCreatilrCnC);3S is the birthri~:ht of' chilciTen,
flo"~cr dlld matur2 'Jith the ',mars
lln.lcss st'.1.1ntecl b~l unj+r(la,(;~tl1ati"'ve t8a81-_-.~_11~~. ~r 1
and i t ":Ul
3
-:1: :·ihat is YCl1.lr clefinitcm of crC)ati.ve h'I'iting?
Creative '.-rr:i_ tj_ngs are reflections of individuals.
:is, the cl'sativc 1T.c-iter Ll1lJTlCrS8S himself ,Ln his "JY:itin~~s, utilizj_n':; his
un:L'lue !)ersunal c}:oericn~es, 1:noHledg8, perceDtions, and emoti,ms as ',:orkinr; TIo.ter:1.als.,'he main concern of creative uri tinr; is the transmission
of on individual l s thou",hts and feelinc;s for ~L,he:'-r O1m sake or for l,he
entertainrnent of otners, as oDDosed to those forns of 1';;ri tin:: Ikich are
conccrnf"d sclely ',Tith the transmission of information. "
NJ.• ':"EO~?SO~: OriGinalj tv or novelty is Generally considered an essential
char;:cteris-Lic of creative \·rri tin:;;. This criterion is not !_imi ted to the
use of orirrj nal ideas, ho-.:e'181', but more to the extent that =_deas arc used
:in ne,; 0:' unusual ,;a~rs. I accomT;lish th:i.s myself by select:i.lY! unusual
fo::-ms for PI"" ;;riting--such as hv hTTi tiner, a book revie,v in tEle form of a
nCHsY)aD')r hUTI::.m-inte::-est sto17 or rm 8lillOUncement in the form of a poem--,
but ori:::inal eff8cts can be achieved QS ~~c;ll by the vra;r :in 1:Thich Lhe
ma,tcri2.1 is o::-ganizec1, by the sDecif~c vlords that are selected, and by the
use of'iorsonal Dr;rsrx,:ctive !'lnd 'jnsic:ht in viel;:inz a si tU2.tion or nhenomenon.
HISS
:i.OB!-;;RT~;:
Crepti'1e l:Tr:L ting may very \;Tell be purposeful and utili tarFor 8xa.m:Jle, l1a lpttsr ma::,.- b:-; so "ri.ttcn that the ~_m::L;:Lnation is
used, tho scmses 3Te stimulated, and an ClTtist=,c uorcl-p:i_cturc :i_sclainted
for the reader. This :~s croativ:; ty; it j.s also Dract:;cD_:l. anci. cl1J:Lto 81'1'eCt;'ve co:m:mun'.cabon. li 3
~Lan.
v~..
vJOllld say that "if thf-~ lJri tinE~; ~l truly the
:3, if it 3hm -s Q flash of s(:motbj_nr; be:rond the comr,lon)L,ce,
it ~_s crcc1t:.L'\ro. f1 !~L
KT'li':
indi7i~lnal'
~)ThV:U"larj.ly , :
c~r ",'TC': t:, i nr, one ho')es that ci'iloren "rill ([87e101'
c01or f 'uJ" vi.v' cl, cmd 1'1O"inr: 12ll::u"'r~e anrJ. ani ncrc·ased
boaubr in r:'merCl,l.
on
3.'l!;l'Ccia t::_on :'or
to
sensj,tj,v:it~.T
":\1rj_t~_n~ 111~.CT Ser"\TC as a constrllc-t.i\Te 1'ia~r for chj Jdren
rc;l('ase the'r or:1otions. :rt r~2'r also f,;jV8 Q child ,) senso o""orsonal
~'TOrt:: :f'or himse·If ,'}nd j" s cont~ibutions.
:pT;'~.
1[r"TC Tr Y·'t)O?.T:
:'0
the tc;o,c;'1p.r f:irst se8:~s to interest his stud:mts :;::-1 e:oressin" thc;nsolvcs thro:vl1 '.,'Jriti;v,: CL'1.d th8n, tc llelD each
stucient deV'3lcil) a suita';)je nersonal st'Tle ~n ,:hich to cio cit.
e:·0ros:::j_on.Snpcifjcall~J',
'T'Hi TT'K; 01: :
A lOY'<''1-rnn:;e ob,4 active of croati ve uri tin:; is to hel~l
students dc;'relo,- the sk',lls and vocabulary to faci1iL?te Hr:it'n'~ e.G a
,C=,?.
forTi,!.
0.'-:'
CC)f.TI'11lU1ic?t-: OI:.
?ss:~nt :_~11:,',
t~e
teac~~cr
a natur,'}l, (\mctional n}'ocpssf'or his stvd:,'nts.
1
:-ants to n:.al:-e lan:~u_::l.~e
Q:
docs the tpo.chcr n12_'T in holo:i.n,,: chj_ldTcn learn to
annrecicltc H'.ci tim'?
~'hat -Ijar~
Child:cen c:~mnot dev8Jon a deep annrr;cia;:,:i_on fo::.~ '"rLt:i.nf~
tl1G-""r 1~8co~"n: 7lC a ler;i t~Lr1att: reason for < t. :l'nus, if \·.r~~·~Lt.-.~.rl:'; is
to be rc::'"rci<;d as a '!alun_'ole nCMS for cOITI~":':lm·:_c:J.tion, i-e, must be used
to conmTl:.n::_cate Fith--:'_et AjrS r'Jst be, nailed; nlays rlust be tyC) eo_ UlJ 3..'ld
distributed, read aloud, andl or tcroe-r~3corded; stories must be rc;ad
aloud" dj.s~;layed =_n the '~li.lssY"com, o:,:~)ublished in a class ne"Tdspaf'er;
etc. :;
E:r:SS
p.o~F:<;~t"S:
llYlJ~~SS
~:I£L
;<Tn::
A positive attitude tova::d ~'Tj_tinc: on thc; liart of the teacher
is critical to t:18 develoDfr1.Cnt of an appreciati,;n for ".Tri ting
amonr: his s~ud3nts. The teaCl1r3r can uenonstrate h::.s enthusj_asm for
~'Jri tinr; by rC3adin:: aloud a variet:.' of 1Tr',_ t:Ln~s that he cnjo~'s to the
class. He may even ,·lisc to share 1fri tin; he hn.s done for il"_S o"·;n enjoyment ,Ii th tile cIa.s8. "f 3. teacher is genuinol,.r enthusia.stic auout
Hritiw:, ;'lis enthus:iJ'_sm LS oOlmd to be conta~~ious. As eill additional
benef::.t, if c~l.;'ld.ron "Te e:x-~)osed tl) a l~oe variety of languaGe, they can
best (eVelOD a standard)f 1'8'- erence by Hhich to reco~~nize auality l,:ri tin?,.
~limself
One thinr: a teacher must do i.n order to helD his
students to develon an 3.Dpreciation for- vITi tine is to 2ccect the 1;Tri ting
of his students. ~i;ach child includes a part of himself in his cre<ltions;
conseClucmtlj, if the cI'eat:i.on is accented, the child feels acce:)ted as
1iOlJ.•
f)
r:;: Hoc; much
~)reparation
j.s necessary before children oxe able to begin
a "Tri tinr; as si '3'runen t?
}illS. :IUTCEI1JSOE: It is :;mportan t for e;r01,rth to-;'rard vITi ting in ~);cneral
that children experience numerous oral lanr':ua;~e activi tics, eSl-ieciiLly
::n the Drimar~r ::;rades.
~, ••• Hhethcr j_ t (languClge) is ri c111;'/ lJcrsona:L 0 r
atro ll hieo. and :,;821: de~en(is on t,11e fcrmative lan;o;uc;!}~e eJ-..':1)erienccs.!t b
TI'or exam~)le, children ShCYclld be encc,urap;ed to tell thec.r mill stor:i.es
and stol':Les they have heare' from oth?rs, to ta:'~e nart :'n class cii.scussj_ons, GO talk about exoeriences they have had, to give ~)upjet 2;lcl=,S
and dra.r;,atizati.ons, etc. c:uch ccc,,:'.vitj.es not only nI'ov::.de va.Luable
:J:ractice in '~'-SjX1G lan~~uar:e for self-expression but also can give a
child a sense of Ldenc:;i t,· Cl..YJ.cI. ~}eY'sonal ~:orl:.h. lJ8uendinr; l.:.i)(Jll tIle
att:itudc: of the teacher, the ch'ld has tile 0:)por,1m:Lty to real=_ze that
HhatrlC kno-;;s, T'JI:at he has e}~llcr:icnced, 1,That he lil::-es ~md disl:J(es, anci
Hh~tt l~c ,;on::3.. jrs about arc imno:L'tcJl;.t to someone else bes:ides himself.
liThe child .hose C)~eri.ence has built in hiD a sense of adeQuacy and of
[v:rsona1 "Tort~l :,;-:i 11 :c;ror;rcss faster, rec;i'Tdless of' intcllj.:::enc(~, ti'lan
Hill the ch:.l6 ",be th:'.nk:3 1ress >e11 o{' >,j.r;:self and ~is ccnaci t~J to contribute someth:i.nr: elf 'Hcrth.!! 7
HR. T'IOI:?SOlT: A lJrerecm:'.sj. te to '·;ri tinG is havinG something to say.
Not all childrRn are abl-? to rGsY)ond adecmatel=r to a proposal to 1I"Tite
about Myt:1; ni'" you Hant H •
Teacher :;uidance is necessary to hel,~ students st:'.r un a varict',T of ideas for ',.'Y';tin:: from ~lh:i.ch the studG'.1ts
may them select. The teacher may accompl:Lsh this objecT,i.ve in man.j
Heys. For ezatlljlc, he nay present a stimulus--by readinv a selection
from a book, by nlayins; ,'1 tane or a record, or by .:.~ho";i;,g a LU.n or
·':l::.cturo, etc.--to the c1':.3s and then ask for the-i.r react: onE,. In
acicli tion, an exoeri.ence ,)f a nCcl"ticD.1ar student, DJ1 e:;':l;()l':iJ;DCG of the
class aco a -,)hol0, 0:::' even a Question brol:r;ht un by t'l, stucic:;nt may form
the oas~_s of em oral discussion--and hence, becone a sujtab18 subject
for ;';1'1 ~~inr'. T'Jr~ -t:,in" idea::, C.LJ.'2.\Jl1 ..... i."om all area~j of the currj. culum
may--ancJ shculd--b'~ util i.7,ed as . :(':11. The stirrine u~J of i(:eas should
ir1I;'8di;;:tE-"'!~1_~r T)reCOGC 82.cl~ ",":1'"':1 til1r~ ")21')~ o'l, al tb.011~:b. the tir"':c S:,)tll1t j_n
c].~~_scuss~·_on_ ~~.il1 'lar~,T de-~)Gnc~j.ll·~ n:?011 tIle st,u.c~E~r:ts 3.l1d t118 Sl.lbj8Ct rn.2-vtor
u~8d.
.~,one
!)1oJ1_ni11r"
for
time shcu1(1 bi'; allotV:d students fnr thi.nkinr; and
as fer "iri t~L!lC.
Tl-::.erefo.Y's, the tirne Dcriod set asiclo
neecls to l~c flexible::, (~"iJ(mcFn~ en the -t:,eacher's jU('i7'lont.
c~s ~·.'ell
~"!ritin~~
7
0:
::r~at
stc3J'1Clards should be uscd:"or evaluating student
1'Jr;_t~nc?
I He determine the Durljosc of creative 'iritinf~ to be
sclf-8x')ress: i_on, :)"0 shouId bo interested in analyzin rr the value of
tree ~:ritinp: in relation to the chilcL. ThC't is, Dcrsonal ~;r:i t; nc: s[,ould
be re,,:arded ;is 1'Jelrdone-rf-1Jie-CFlITd feels he l1as sa:_cl Hhat he lTCmted
to say as 'Crell as he could. The child deEni tPly should be included in
the evCl '_lW V on process.
J
HISS 110B}<:n,TS:
'
T!T{3. lIU'l'C;UH'3Q1.:: I arTeo tho.t the crm::hasts of evaluation shou~_d be
-tJlac0d en the; chil'i.
liThe real valup.s in creo.t:ive ~,r~_t-:nc; l:Le j_n -,That
-'_s 11alJ1Jenin.~ to the Child, not :in -:-,118 story, :'loerr" or:;lay he has 1:TOduced. If the c!lildi_s n:rolTin c" :;31 de:)th of thinldn[;, in im2.r;ina.tive
crr;ation, in resYlect for the lJOrth of h~_s 01-m ideas, and -j_11 ab:l-i tv to
1)8 hinsclf(~ then the ,;01'1= is-:oocJ rer:a:::'dless of the GuaJjt-r e)f ~';hat is
·:'ritten.1I
0
nl. ';'>njl-;(3C;T'
;\11 stud8:rts should be :c'c~'ard8::t as :ootentiall;r cr:,:ltive
to V2:t:'·ious dO:--Tces. Th8=~efore, T be1-j eve t:1Qt \1ri t511' (~xeTcises should
be; cles~_':'n8cl D() t}~G_t c11il -lrp.D aT':; 8ncJ!u::"'a~~ed t8 c::~'')cr_:.n~er.Lt h~:Lth j_d~~~~s
G....Ylc1 lan?·u2,~:~8. Irl t~'_is C,"130, I recnmrnenc1. eval"Lll'lt~:_on ()-!' ~i_r".~l~?:in~tt=~_--;!e
"rrit:in- str:'_ctJy on the oo.sis of c:c'cnt:i_v=_t-r or ori;'-i nal' tv. Yo-;-' exa.m1)18, ju_ciprn8nt of ori~:~~ nal-: t"',r '-'OT st()r>-i_c~s ril-~_i:~ht b(; (ietr;l"Tr~~i."l1e(l fron1 suel'l
l
cl1ar'act"','r~·.3t/
unl.~ 31..;0.1
n:'.'-
c.s
(lS 1:"88 ;, ~
Or:' l""~_r~;
na: 1CS fo-'~
clc;"-\r5.cr,s Fl.~i
~'1\4~~c
,j::'
(\1"
V
"','""iv";
~
-):T()rC~;-;
chal~a8t(-;r:::;
~~ll't o_:~
,
':-=->~8
O~
crc~~tiCJi1
oJ'
!1.e-•..J 1'TG~"d0,
1.:U:j8
oi'
of
Q:
The nrl":.?ssure of c:radj n:'"":': ser;rn.s to stifle: S:Jr:8 o£' tho cntllusiasr:~ t11at
cr1ilcJrcr. 11r;.ve for \iTiti11~~. :10~'T rni~J:t a tcacllcr alle~l.riate ·Lll~.S Droblem?
i:JSS ~rilrl~n.T~,:
If evallJ.aticn ~.n t~~lC form at a :~}:r;J.de is necccsary· -' as it
-:.3 in r10st:, :: Cllools -' j.t is poss:~bl'2 s01ely· -to U.sc practical "'JTr~_ t..].n~ ex1)<:?rienc'3s aE a basis of ,jud[';r1ent. Ima(~inativ0 Hl~itint" may be consider(~d
satisf:lctOr-' 'i~hen it, :is sat:isfact'.ir'T to th0 ch'JJi all.cJ. can be utilj:wd to
he 1') c)::L1c;.r:::n decfelo:; the lan:';'Elr~'; slcills nccc'.8cl in tllejr ~Tact~cal
;,:ri t}in:~ •
Lt. iTTli'::
The) involvemer"t of students in the evaluation process, uhich
al10,[S studE::nts to disc(:ver and ;malY2c: their o~m errors, should elj.n:inate
sone oT tly~ f1'ustrat i onJT0:L. ch can result from reci-mar~<:8d par)ers r8turIlcd
to students ,;l. th l:;.ttle or no ex:lanation f1'cm the teacher. If students
do not h2.VS a Cl';lT :i.dea oj' t:1C r(;aSOn3 theil' ",n"i tin~;s are :i..n error, they
have no '::a'T of kno\-Tjn;'~.jrnt 1'J88.knc3ses to ';or~: on :'.n crdc:r to :i.m~Jrove
-GllC~~ r I. ;.ij_ tiYL':":'~ :j_.ll 2\eneral.
r~lhn~l in8"TJ~~_ tabl~l f f: sl h.clril(~ S s 811c1 rna~,r e"vcn :;i"'fIe
ll~ tr~,rin.r~ te, el0 -rJctt/;r ~l·"'':):-('l:= ~:!11en thc~t >2.'l8 n~ control ove"'::.~ c~:;Jn:7:J_ll
t11eJr
:~rrtd<; s.
Th·: stlJder1 t te11js to ~)ror.l.uce bett~r ·~,-C)r>~ 1r11cD lJJ .1<; :·;~.'O-1. -t:)i~g about
someth:; l1f~ ':Thi.ch i,S mean:in-; ,'u1 to ~lim rather than abcw.t SOY:le i:-L; ns c:hi eh :l.s
not r,Y~c?J1~:"n,~~'1~1.
Lil(ckrLso, ~Le ShOllJJ~ ~Jl"OCLllC:~: bett'~T' . ~oy.'>= -.:-1"1. n h.e ~as l1au
a hand in ,"1l;:1.1'"z:;.n"" 11:s 0'-'11 nista::es an6 ::i.n c.OG:' (15n," ho": he mi:~ht irr,cJl'ove
Hilat he has' T:i. tten than :'.::' j'r; is totaUc d:i.vorc'3d from the evaluation
T
Dr'()Cr;ss.
_V:,]~~~j·J~r:'3:
-i- lla~lC ~~o··lnd tr~"~ L c~-LLJdrc;·.-1 ,'-lye:; :lIsa c(:ncl.blc~ of e··\T2,J_"U:lti11r:
one 2_not118r effectj:~tc;l~/", ~r:."'o\Jidc(i tl1J?rr:; ~l. s an at~~os ,ii, ;r8 0:- acceptance in
tl-:e claE3s a~Llci th.D.t c11ilc1~~;e:n I s ,Jl1~'i_fJTH3nts (l~'8 r'~_;s-';ecteu.
}:n 112j_n;"~ t~Lis
"),~:;.rttcl110,r m8t··.lO(~. of e·\"o.l1)_at~! en'!.., ~_
2-S 'TLSC~ to ,g:vo" d C~l:~ ~::h8.si~~=i_11C r~=~_nor
.£·J_a~'':3 ~ in:J-~/;D.d, c0i!.csnt:::-'~J.te on. -GJ1C; nos' -C.~~_\J(j.
:.,lor eJ(alT~)l(:~, as-:: -G{}e stu.dents, If~)hat did ~rQU lik3 abcut Jim's stor:',"?li. 11
~V~~~).
in.
;<'
y.
:r'1.cljy:~_(ua~;
--'cs 1 1:n()\j of
s t: ; s:
studcnt-tpach'2r conj":;renC/3s ,:lrc one of the; b! st
c,tu·',:;nts ~Tl the eva1uat:on~roc(~ss. L.-r:'o-
::"Jol~.rjnc;
-,hen
I thel1
I feeJ_ ~~_s t[~.c~ [Jest C(El::,act0'!rist~~._c o.=·~ '~')~-~3 l:;~;;.t-l_lli~:; Cl11Cl
. ; ~:ar;.~ :)[1J_5 on_ a ss""-'n.rat:~ sheet of )Cl!JCr', alOl1,~: -, ...·~_th an~r lTI3jor errors
~-~(-rve nO~0~'_.
~ln18:-l i.t i~) cOll\r'J:l_.~ erlt, -= dra,l.! stLlc:.erlts as~i (ie 5_ncJ":~-\T=;.cLual1~{
for bric" cc,ni'nr8nc:;s. r b8:~':'n Celcb conference by cor~,:-:l;J;entin;:: the stud8nt on tbc; cI:ar'1Gt-;rist i c T h~l!':' de8med 'Clest. abou·:~ his',T~itjnr:.
,. an
~l()nest abc1.rt t11is, l.Jut ~f o'31ic"':jfJ ttl.at Cae!l stllde!1t 118r:ds to f'oel A. certai.n
arrJJ"0'J':.t ,)~, (')1:_CC~~.S;3.) '~1:1np ~~~ 11Q"';/8 t1"lC st.llcier.t ~~_~Cl6 114.S -;,")3._ er 31011:'~ -e.o H1C i.n
c'et/~;rT:~_r1(~ ~:T}'.;Jt
:}1J_er~
11C"i.G
fi11isl1Cd
-Lo sa~l all,
re~).ltL11~~,
1
r:3..0~·~
10
lLi.rJ
~i. __ ;~ lL:
tbe
fG8ls [18 11~lS said ~Jll2t l1e
rLf~
i~> tlt(:Ye is a~~r !·fa~.r he u:i
cI1an:~~e lr:_s ~JapE;r to
make 5.t mG~,'E~ e;'f2ct~ive. Tjecause the student has read rLi s pap,!r nloud, he
:.s more Ii, "to have not~ced such 'Jrrors as om' ssj.ons, fl'aJ~n:(~nts, and
incorrect:~lmctuation than he Hould have nct·:ccd
;;n'" s:Ll,c:nt)Toc:frca(i:Lnf~
he did ·~)p.f:)rG ha.n(:j_ll·~ "0L-J8 ·~<l·~'f:)r J.11.
p~s a rc~sl~J t, DC f::a::r bc: TIle ro illc1=":_neCl
to note such 8Tr,rs =_n [,is fUC,UTC; ',JY'j.GJnZ. In c:;,;!dit:Lon, by 11:J,\Tin'; the E3 -t"Llde11-L r::~ad ~'-l~_S O~In ~.'12.V-:81~ .3.~d b~r tal:'~in~{ to [lirn clirectl~/·, j,~~(~
';,;t a better idea o.i':;x~· ct>r ,,}:::;.t th(~ studfmt ,,'as try.'.n'; to
Uf cnlLcsc,
t'':."~.S r.1st :O{_: o~ 8\l2~~ltltiC'11 j S :~l"'(~:atl:l t~_.t'/~~-COrlS"llrr~~~_r:::~, but tlle bene.f:.ts
cler~: "i·,roc]. frnr~ trl!~ (Jne-tr-=:'-·CYle CO~1tc~.C t bet·,·reen -Llie st.:,ldGJ1.t arl..(; tr: ~{cll~~~' ana
fl'C)T~ t~lC; o\}nortl:tn~~_ty' fOT the s~l.l·ud_e~t to hnve a 11:::l11Ci =~n. e~.ralu.a.ti_~l..:.. , ~_~Ls Oid11
~,J'orl: and tu 5"eJ some Sl.ccess at Hr' t:Lnc: "J::.11 i,lOrc:) tlla~, Ela~:e i.,:~e ei'fOJ·,t
1'T()rt[n~r~Y:. JJ;. l?
st:Jdent
1J,'J,S tr:r';
~i:
In Hh;e,t
Hay
can V-,e tc,achcr inoividuali
r
-:;
:i_ns-c.ruction ::n crE);lti'.-e
':JY'~_t:i_n7?
J have
just n8nt-i on 'cl, 'i l~c;e:: foldors contain:i.n::; sa'(~')les of each cYild t S 1-Tr'ting
':h:i.ch J analvze Dcr; odic:'_11;T for such t'r:j,n0;s as c)ers".stc;,t orrors as T·jell
as for Sl, >:liS of :in:,roven1'nt i n e~0!ression and tecDniJ'iUe. It l"c3 )10t ale-rays
cossil:Jl' ti n13-I,ris r --" bout ',' try to crenfer I.f, to-, ti-'e ch:i,lcl aftcr'::-~-"ds about my
fj~n_~lirl~s •
lr").• KT)':-~;3i(le from th() ind:Lv:i,c1l1;:Cl. ~tud(mt-t8acher com"erenc8s
I, too, kc~e (j trac' of th.e r"..o st COf!rnon crrr'rs 1-Jhi ch a!"r_~ 1"l?cle
in P1~T stl_~.clc:.n.tst ~:r:~t~_n'~s. ljl:r'onl tiTlc-to-t·!Yn.e, OYl tlv:~ bai.)~·i_s of tn.if; ~Jl.for­
m<3"G'on, -; O'''r'81' direct instruction ~,o the class "bout ;:c sn8cifi :-::t~:in(; of
error. Ther8 is no neRd to H.J.ste t:~T(:8 ';oinr-; ov:1' anc' o'ter rlcct'3rial ,'Tith
::l:.:icb stllc1ents a.1'(' Drofi ~5ent.
The teach-c:r must rer,emi)2T that co.-,h class
:is U;--",:l.'e <3,,(l h.".~l lJTI', lJe TT"blcms an: n·c;cds.
rrr~;f.(.~ ~{O~-;~·~ ~,~j:.:~~ :
c
IC)~~.
'lY"CTii:\}l',T: '.chis kind 07~ "aftsr-ths-':'act" :instruction can result as
cc.l-:iJ 3.1'.;'.178-1,s of error;., children na.,:e on occasio:lal Drooc'r~-"c'ci.-in:
or sf?lf -ediVw' 1)r?.ctic~ act, vi t",:-:;s.
~'T811 ~,-'rcn
iI'.1.. TFClITDSm:: I attPfI!Dt to inciiv'du8.1:Lze instruction b'r I:la_inta:Lnjne:
flexible (Ten'yen" A.nc;n~; my stUdents. Thnt ~s, I U roL1.D c:-::\11[1'8':'1 occasionalJ."T accorc'in," to tl:";ir nc;eds, intcn;sts, or ai;:iJ,;t~,2S tc ;',,1' one anotrler.
~ (\2'..'8 _~nUJ1() t.[~.8_t ~. 7":·"'-PD_ C:/1~~. J ~ r·'ln ~_'!n ~:-,k a·s a ~·~rC)l:~J) on "\J~_rt5. Clll,rn ~ }_.~n~1J..~ ~ '8
s~~ -' J.1s, t)hr:"" " -cJen(~ to 128 F(L C!.
're (:.~) ~~nl frorrl 01.1.0] D~'-\ ntl~e:.:) a~.; 1'T(;1~1_ ~~.~3 ~.~o a -,~)l=;r
~'J:I_ ..---:t J\"'/h'~'-J 0:'-V(_~ } c;-;r~nn(~_ -l_o t,~1.::: r flJ.tn--·(:~ 1·}T-~ t~;_nr::.
11
cnrr i c1:1u;,,;;
lesson,
-;:~)=-'"Ir:.8r
OD·:;
':~r;2cllcr
)r(~sid8~rlt~3
T
at
''::D'~
t~lf;
;'cT 1 0rican
r;utl:ic ;l'cout
r;,:'searc~~
s~·~i_113
r
~J_[~~"~ed h(~l'
Un~~_t':"_-:d
S~")JJ_(~nts
~o
c_~)stlI'1.C t}-~c
r:Jlcs of
,:.".,:,t,";0 c.)Jlcl tc ',-r_~_t:::; l(3tt~~~r>s to ti~e
an incumbent. ,<th :c'~:sn8ct.
'~)h~is activity recnlired* tllc; ll32 of
a ~rnat !.:e;-:J.:i. o? t: _ _ ~i.nj·~-~_11~~, ~Jlann~i_n,-', ancl
U13 nrol)1'·~r"3C'o.cin;::
to tori.a:,?", s trol1blcsor18 t-l_r\~s.13
iTIJ.r:-in2_-~·-~.Qn.
as "'.'~ell ~s
Tb_c !)ossib-Lli-:.-J~:_es
other S1.1bjr;ct
ar(~a0
ir
:t8 dOr::3 nnt
cl;l.ss i~J tr·~8.
l':ri ti11;~
are
re3tr~:_ct
i~111cre
~'lhi18 th~;
rest
j.
.~~·or i:nt(~;-:ratinp:
:;rL~.ct-1_<:2.11"'T
crcat~_-\rc
. ;rj~
"Cjin~~
~Jncl
endless.
"Jri tiJ1r': onl~r to those t-Lmes l"Jhen t11c entire
s nc r~?as(~n 1:.Jh~l a feltl stu~d8nt3 can110t be
0 ~
the class is
EI:':~r;F~;\j:~01T:
~Joi"'k-Ln~ 011
~omct[1in[~
else.
The tL1C :0cr:'r:d sot rts=-de for cJritinr; needs to be
Tf soncthin;:: 'Jo.rticularly unusual ho.ppens durin": tno cla'
or j f sm:e unfon?sf.Ocn ()"(),ol~tunit~r i:'or '.!r:itj,n?; should arise, then it
s0.ou16 be to.1:on ac;vanta(;'~ of as :'_l~ occurs in o}'der no'l, to loso ·~:-le
stjJnul;:,t::,OIl ,mit (,~:CitCY:1;Tt of t:LC nOY1ont.
!'Teacher's Hll,) ',;o.nt thc'r
chj_1c5_ren. to ~-Trj_t~~ 8..1T.::l7rs rnan,~-l~~e to fj 11.(} some I·,~a'·r;- to mtl~/~e t~_rle for it.IT
1:3'.
.flcx~~blu.
I?
r.!.
J)o :,inlJ h~.-I:;
2:~~i- ,~,-~1c1:·.tl.tJ~1;::'.J.
~',Jrit:j~r:c:' l'Tr~ich
[~ll'-:"·,::;i/;:'~'~S
1'Jere not covcrecl 0-1
,-;11T
abC1J.t 7.18rlC l}n"
Cr(~~1tj-:rc
cruGstions?
of creo.t -l.. v"'c T'JTi tin:~-- sl<i ts, plCl~rs,
es, letters., nnr~TY-'S, ,'.:nd ~-):~l()rt
stor~~cs.
Don't J-=iT;:' t c}<ldren' S 'Tri t'i )1'- to ,~l:~)t one form--S<l;i, s~"ort
stcr~~~s--jlJ.:;t be C,8JJ.S c; ~yCU :Cc81 more cornfortable tnacl1inc. it.
\'':ritinr:
ShClUJ.di.'17()lv(~ Gf')crimr:mtaU,cn on t~e ,)art ()
the Jceachsr ac; ,,],,11 <lS cn
th-3 nart of' the stucJc;nts.
}-/'-1.
T:ro~· ~D~}C"\T :
T~ler8
arE SD
r;1~.rl~T
t~~)8S
ri'Jkcs D::-l(::_ T=~clo~cs, fables and f:1~~T~!l.S,
(:,~iari
co
FilS.
l-'TT~'r,~l;()r;ll:
Be
Sl}r,"o,
to let stud"nts be
th8~sclves
:'~n
thc~1
crritin[T.
Tn (' f'-"c ::t, t8JJ~ s tuden teo to "nut ; t:~:1 VOlT oc:n ';orci,s 1', ;:meL mccm ':rhat you
sa":r. ]J::m, , t encc·,)ra"'" si:udcn ts onl~' to ;'iV8 :Jack Hin t ''C'~l l;,'lrit>,'Q to hear.
!I~"l18n ~,~~:i tin'" is exaT!incd for 0ua1i t'T, ncrc;ona,' Fr:i,t:i:c' :1 s
\~X'- 8rience ~mcJ m:lt:i.va t-",'::! of the c~lildin such a S2.. tlnt:; on
t~1at ~ s Y:l0~-"e
Dl:?as~_r~(-'
..,.
s:~_nc8r8,
st~.:-~_e,
")csscsS:;~:; l:~~'):'C
and
l)tiJ:i~~~!cs lTIOr r
1,;
2 J bid. , ; . 211.
3 "etty ,lnd :jo'nn,
.i~i t-i D0'
-~ ~ , :.:::..- -.~-..:.'
',-.
"
,
)1:."").
aml
1
OTbic
--.,
,-.
D
i
.'
i I_ l . ) .
erc3ci.:L·c.h;
").") ',;1.
221.
1LLDc++-r
anc"
"~c-"~ ;;. 12.
E- _,VU,
1_ ,_
J].".c.!...L,
l1f ELl ocr HA.PHY
AClpler~ate,
l'~auree.
IIAfter i.ll, Ers. Furnhy--II, '(,,}hen Children ::Jrite.
Association for Ch::ldhooo T~~ucation Intnrnational: \'Jashinct,on,
D.C., =-95;.
liauree.
;~as:
in
'''-,
'1.
,
:~n~J..~sn
.•
:1Clrner
Annlep:ate, Hauree. Helping Children \-J'rite.
I1lino';,s, 1)5h.---- - - - -- -.- - - -
ROlif,
Peterson:
E;.[a.l'1ston,
CTu;thcs, Ear:_e F. "-;'c1atiol1shiy, of Eaturation to'-Jri t~i.l1r;, 11 -:·Ihen
Ch~ldr(m 'Jri teo
Association for Childhood T~dl]Cation Inte'rnationai:---q8~s1iIno:tor:., D.C., 19';5.
niederer, Y,. and J.<.aim.
nJ'Jlcoura}';Gr:lent for the Young'.lrit8r,1I
21..c:n:~n.t,C:~";:',S_~hoo,1~_o,\lrn,.::'11, J 2l1u:lry, 1971.
1"':2.58,
Don.
?r~ss,
Crcative ,\lri tiner, in
I"nc~ •:--~rT~~r .-;-rsTtSJ !-.--
')ott~r,
"Talter F. and I·Tar'.' BOlTOn. Slithery Sn<1kos and Qti18r' Aids to
Chilch"en I s-Jrit';m'. Horclli th~1brisl-irn'::' Com;j-an;,;::JX.y .-;1-9~)1'.-
Robertson, ',Janda. nCrec:bn~: a. Good Rnviromrrcnt for ;fri t::,n:~, 11 ;'Jnen
Cl::Llclren '\'!rite. {\.SSOC"8tjon for Ch;,ldilOod f~ducation Tnterri2~':
li"onal":- ·'1,·J;isllln rt tor, D. C., IS'S).
ST'lith, ii;. ?rooks, Kenneth S. C1ooo.man.., and Robert IJcredith. IJ:nc;ua-;e
and ;1'h:_::11:~n~; in the Blementarv School. Holt, T?l,nehart< ':}insJcon,
-fnc.-!~ rt~-;r;; 1~i7-0-.---- ~
Smith,
J,,:,me~3\.
.. - .--.-..~
Creative 'leaching of the
1~~t:P.Y2=:S~h2.0~-~
L~m(~UD(~e
;\:rt~;
i.n th8r~le-
-AlbTi 'and 'B:;:Co'il:' 'Boston,--19"6?' .---.. , .. ' , .--
Stric}:13.nd, lluth G. 'rhe Lon['l.l.ae:e Arts in thp P;1ementar'/ Schoo1.
D. C. Heath ond C'o'r:~:'J-nn;);: Lexinf'to'n~ l-f3~<3i:;~-,' 19E~.- '
,-, , -
Tid;lmPTI, \,-"Ii11ard
1".,
Cll3.1'"'1'2J:1C ;tI • .sr1j.t11, C1..:nd 1(Qr5:11er~:_te n"lll-~t':Jr-~~ield_.
·~\_rts.
IICCrra1!-lI~; ll, ~!_nc.: J"I. '.~. ~ IS
TC::1C1L~] r,::' "t,::;t18 I,ant~lJ.;:H·~e
Z~_rb(-;s,
1,~?'u.j~2..
Ch 'lc;:;oot'
tc, n :'p~?n
l1:cal:. i.(,:, Tn';;cl>n'':'S":;
!i':ih"r.~ -;Jr~
~,:
J~11il~,~re11
.T~~t-:~8.
O1~rJ-::-S;;\lj,n::j:on,
_<ss()c-~_atiol1
jj. C.,
l~/;:;.
for