Writing Lesson

     

     Teaching the kids writing is one of the things that stump me sometimes because I feel that it is a
natural process that doesn't need 'teaching'. When I was tutoring, I found it a pain to teach the technicalities of writing when students don't even have the most important input of all- interesting ideas.
I read stories that sounded almost the same as the other with limited extensions to the points introduced.

     When it came to the kids, I realise that I sometimes assumed that the kids would know what to do; I
just needed to give them the topic and some ideas or a sample story. Things of course did not turn out
the way I wanted to all the time and I know I have to do more. I thought I'd share some of my experiences and ideas of what I plan to do with my kids here.

     Before the kids can actually write a story, they must of course know at least basic mechanics and
grammar. I actually wrote a writing curriculum for a tuition centre and got paid for it (Alhamdullillah
for the rizq when I needed it). Along the line, I read a few books on writing (yes, yes, those 'how
to' books) and one of the methods used was keeping a notebook for writing. You can also read books
by authors sharing their experiences in writing or biographies of authors.

     I tried this out in a two-week (10 days) lower primary class for the centre during the school holidays
and I think that if I had a longer time period; it would have been much more beneficial for the students,
although I hope they kept it a habit. The initial stage would of course require some pushing from you,
the teacher, to 'encourage' the student to write something on a daily basis before it becomes a habit for
them.

     The first lesson would entail telling the students what the notebook is for. This can be 'freewriting',
writing down ideas when they come, writing observations, recording information or listing topics of
interest. For younger students, I also allow drawing of objects or events that captured their interest. I
find this helpful for even older students to assist them in 'visualisation' of what they want to include in
their writing.

     Freewriting is writing continuously for a certain length of time and not allowing the 'editor' in you to
come out and stop you from producing or inhibiting your thoughts on paper. You are actually encouraged to do this on a daily basis to build up the habit and improve your writing. In other words,
there is no such thing as 'writer's block', just better or worse writing.

     For the first few weeks of having a writing notebook, you can have freewriting or note taking
sessions daily for the students. Five to fifteen minutes (depending on your students' age) will do. Based
on how well your student takes to this, you can then start looking through their notes twice a week and
at lesser frequencies when you see them gaining more independence and discipline in their roles as
writers.

     When students have writing exercises, encourage them to look through their notebooks for ideas or
samples of writing they can make use of. This helps them to see the relevance that their notes carry and
how it helps them in writing when they need to within a limited amount of time.

     I sometimes have a difficulty in not making the kids 'lean' to my opinion of how a story should be
written and need to loosen up in the structure and 'imaginary' areas too- my kids sometimes come up
with really 'fantastic' ideas. The 'ghost-of-government-school past' likes to creep up on me like that.
When it comes to grammar, spelling and mechanics I'm stricter on my older kids but Sofiyya still enjoys
some leeway.

     All in all, enjoy the creative process. I miss the days when Sofiyya wrote scribbles and told stories
from them and Ihsan wrote poems. Sofiyya still write stories- but they are usually 'secret'- but Ihsan
now only writes for schoolwork. I hope they can find their inner writer child again. Umayr might
have come onto the train later but he has just recently found his writing instinct and it is nice to read
about what he remembers or thinks about his early years when he spoke little.