|Lauren Carfa's comment from the Oakridge English department's private blog|
It reminds me of one of my son's first bike riding lessons. His grandmother bought him a balance bike for his fourth birthday. He loved that thing! He would zoom all over the driveway and sidewalks on it. One day, he decided, against my advice, to brave the very steep hill just beyond our driveway. I watched out of our kitchen window as his little blue helmet disappeared from view down the hill. I ran outside to see him speed downhill and steer intentionally into a hedge on the side of the road a few hundred feet away. I ran down after him, disentangled his little body from the bushes, cleaned him up, and wiped the tears from his cheeks. When I asked him why he steered into the bushes, he told me, “I didn’t know how to stop.” (Incidentally, this is how he stops on ice skates too...)
- What are we doing to create an atmosphere that encourages students to take risks and learn from their failures?
- What systems in our classrooms, in our department, in our divisions, and in our school should we re-examine?
- How does our grading and assessment of writing reflect our values as educators?
- How are we creating writing assignments that help students to see each piece of writing as “a custom job”?