Changing Course or Chickening Out?

So, I've been at this professional writing thing for a month now, and I've written thousands of words for my article, but now I'm feeling like my idea is not going the way I thought it would. I feel like I'm not really bringing anything new to the table in terms of my approach to teaching writing (which seemed really revolutionary when I started it last year!). Now, I'm feeling like I have a better idea (similar to my first idea, but not similar enough to use any of what I've already written). My dilemma is this: am I really and truly finding that my original idea was just not meaty enough yet for an article and, thus, rightfully and intelligently changing course, or am I just chickening out and retreating into something new to avoid pushing through the tough stuff? I've seen students abandon essay after essay in favor of a different, more promising topic because they feel that each previous topic was "not working." Nine times out of ten, starting over is a bad idea because it's not the topic; it's the writer. What to do from here? Keep pushing the original idea, or store it away for future use and pursue the new?

"Words, Words, Words."

During the last NWP Saturday meeting, a few of us were sharing ways to use Wordle. Here is a user friendly PowerPoint from Slideshare that I found helpful. Please feel free to comment on how you use Wordle in your classroom.

Do our students need us (and their parents) too much?

It has recently come up in my department meetings (special education) that perhaps our department is doing TOO much to support our students. Are our students at a disadvantage because we over-help them? Are students given enough opportunities to make mistakes without the safety net of their parents and teachers? I am thinking of looking into this topic as I examine the workings of my building's special education department. But first, I'd like to hear everyone's thoughts.....

Please welcome...

Well, yesterday's Continuity Committee meeting really left me very excited. We discussed Professional Writing quite a bit. I was able to share my dream of NWP@Rutgers being a site recognized nationally as a publishing site. And we have quite a few of our TCs who have been published already. And based on the number of participants in this year's Advanced Institute, I know that many more of us will find publishing success in the future.

Another dream of mine is to have this blog be a rich source of support and information for those of us interested in professional writing. By the end of the Session 3 (in February), I'd like to open "Writing from the Inside" to all TCs at our site. But in order for this to happen, I need your help!

Now, I know you are all busy. But if you could take a moment (maybe once a week) to contribute to our blog (either by adding a new post or comment on another post), we will be on our way.

Additionally, I will be inviting select TCs who are not currently enrolled in the Advance Institute but who, I believe, will be meaningful contributers to the blog nonetheless. I will announce these new members a few at a time. This first round of introductions goes to Valerie Sorce and Lisa McTague.

Valerie began her NWP path years ago in LA. She moved to NJ in recent years and is now calling NWP@Rutgers her East Coast home. She has so much knowledge and experience to share with us as she comes to us from an active UCLA site. Please welcome her - she is an experienced blogger with so much to share with us concerning professional writing, professional development, teaching and technology.

And many of you may already know Lisa McTague. Not only is she a very funny person, she is also a seasoned blogger and innovative teacher. I got to know Lisa quite a bit at last summer's Writing Retreat at Kirkridge. She is inquisitive, thoughtful, and dedicated to writing. I'm glad she was interested in joining our online community.

Finally, I'd like to thank you all again for your commitment to professional writing. I'm already looking forward to our next meeting in December.

professional development

I'm wondering what you all experience in your school districts in terms of the "professional development" provided/required. For example: How many PD days do you have in a given school year? Timing? Who facilitates? Do teachers have any self-directed time? General impressions? Favorite experiences?

some inspiration from a book on genius

I've just checked out a book titled The Genius in All of Us by David Shenk. I was thumbing through it to see how it is organized and came across Chapter Seven "How to Be a Genius (or Merely Great)". I thought I'd post Shenk's list of tips for greatness. It seems as though the following are dispositions common to people who have been identified as "great" in some way.

1) Find your motivation.

2) Identify your limitations--and then ignore them.

3) Delay gratification and resist contentedness.

4) Have heroes.

5) Find a mentor

Thanks for a rewarding day

Kristy:

Thank you for being our facilitator. I certainly have a "yes I can" attitude toward this piece of professional writing after today. As Carmen said, it's so refreshing to be around other educators who "get it." Like a homecoming. I know it's harvest time, but I feel like a spring metaphor is more appropriate because we sowed a lot of seeds today.

I plan to thank my administrators for making this day possible for me.

Happy writing, everyone!