| An eager teacher stands at the front of the | | | | looks like, where you rode it, tricks you did on the |
| room, brainstorming with students to unlock ideas | | | | bike, or maybe you rode it on trails through the |
| for writing about a time a wish came true. | | | | mud or on a track." Now the teacher has done |
| Students imaginations run wild as they think of | | | | something worthwhile. She can walk away and |
| wishes that they would love to see come to life. | | | | Jake's pencil will once again fly busily across his |
| After the board is overflowing with ideas, the | | | | paper. |
| students are instructed to begin their | | | | One suggestion or idea can help a stuck student |
| compositions. Pencils soar across papers as many | | | | take off once again to complete a composition. |
| students work to get their thoughts written | | | | Now, some teachers may be thinking, it is not |
| down. As the clock ticks on, many pencils slow | | | | permissible to help students or jumpstart their |
| down, while others completely stop. Anxiety | | | | imagination on a test. While this is true, most |
| begins to rise in the classroom as students feel | | | | students will not need help when it comes to a big |
| stuck, not knowing what to write next. | | | | test day. If the teacher has done his or her part |
| "Why aren't you writing Jake?" the teacher asks. | | | | in giving the students enough practice and |
| "I have written about how I threw a penny in a | | | | instruction, and during these months of practice |
| well and wished for a dirt bike. Then I wrote all | | | | the teacher has spent a lot of time jumpstarting |
| about my wish coming true by finding a dirt bike | | | | ideas, then the students have learned how to |
| on my front porch, but now I don't know what to | | | | come up with ideas on their own when they feel |
| write," replies Jake. This is a scenario that is very | | | | stuck. Initially, many students may rely on help, |
| common in classrooms. Students get to a place in | | | | but eventually, students will begin to mimic the |
| their writing where they have a mental block that | | | | way the teacher thinks of new ideas and they will |
| causes frustration. They don't know what to | | | | be able to jumpstart their own imaginations |
| write next. So, how should a teacher handle this | | | | without relying on outside assistance. |
| problem? Many may think encouraging words | | | | So, the next time a student says, "I wrote about |
| might help. Other teachers may remind the | | | | blowing out my candles and I wished for a little |
| student that the clock is ticking and he needs to | | | | sister. Then I wrote that my mom had a girl, but |
| just write something. Neither of these are | | | | now I am stuck." Instead of saying, "Just keep |
| effective solutions to helping a student who | | | | writing; you are doing well," try saying, "write |
| doesn't know what to write. | | | | about what your sister looked like, what it was |
| Here is a solution that will bring results: Tell the | | | | like to hold her, or what you needed at home to |
| student what to write. This may seem like it goes | | | | take care of her. Tell about how you played with |
| against what most teachers believe because it | | | | her or describe her nursery." This is beneficial |
| appears as though you are giving the student the | | | | information to help a student take off on a |
| answer. Instead of thinking of it as giving an | | | | composition. Don't be afraid to tell your students |
| answer, think of it as jump starting his brain. For | | | | what to write. It will bring them one step closer |
| instance, take Jake's situation. If the teacher | | | | to being successful writers. |
| simply says, "Jake, tell me what the dirt bike | | | | |