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eBook Writing: Teachers  Children at Work ePub

eBook Writing: Teachers Children at Work ePub

by Donald H Graves

  • ISBN: 0435082035
  • Category: Schools and Teaching
  • Subcategory: Education
  • Author: Donald H Graves
  • Language: English
  • Publisher: Heinemann (March 1, 1983)
  • Pages: 336
  • ePub book: 1482 kb
  • Fb2 book: 1533 kb
  • Other: docx rtf lrf lit
  • Rating: 4.1
  • Votes: 257


His advice is applicable to all students in all grade levels. I would highly recommend this book, especially to new teachers. 3 people found this helpful.

His books Writing: Teachers & Children at Work (Heinemann, 1983) and A Fresh Look at Writing (Heinemann, 1994) are bestsellers throughout the English-speaking world and have revolutionized the way writing is taught in schools. His advice is applicable to all students in all grade levels.

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His bestselling book, Writing: Teachers and Children at Work, challenged teachers to let children's .

His bestselling book, Writing: Teachers and Children at Work, challenged teachers to let children's needs and interests, not mandates, guide instruction. For the first time, young children became engaged as writers - not just students learning to write. NCTE's Donald H. Graves Award for Excellence in the Teaching of Writing is given annually to deserving educators who have shown exemplary understanding and insight on student improvement in writing.

Twenty years after Don Graves first guided you to new, more effective, and more professionally satisfying practices, Heinemann celebrates his continuing influence. Writing, 20th Anniversary Ed : Teachers and Children at Work.

Graves, Donald H. Publication date. (1983). New York, NY: The New Press. The Discipline of Hope. Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann. Griffin, Gail B. (1992). Calling: Essays on Teaching in the Mother Tongue. Pasadena, CA: Trilogy Books. Heath, Shirley Brice. Ways with Words New York, NY: The New Press. New York, NY: Simon and Schuster. New York, NY: New American Library.

Features an interview with Donald Graves about what he believes are the . And, as many teachers have done, let the children speak for themselves about what they have learned.

Features an interview with Donald Graves about what he believes are the most effective methods for teaching writing. Donald: I think we have more outstanding individual teachers of writing, and in their classrooms, writing process has done exceptionally well. I dearly wish I could have had some of the great teachers who are teaching today when I was in school. Things are happening with their kids that we've never seen before. When kids do that, that really turns heads. Q: You work in schools all over the world.

For 20 years Don Graves has guided you in developing a lifelong love of writing and reading in your students. Start to Teach Writing Learn the Twin Crafts of Writing and Teaching Survive Day One Help Children Choose Topics Organize the Classroom for Writing Write with the Children Publish Writing in the Classroom Surround the Children with Literature Make the School Day Encourage Writing Answers to the Toughest Question Teachers Ask About Writing Make the Writing Conference Work Help Children Speak First Ask.

Donald H. Graves (September 11, 1930 (Fall River, MA) - September 28, 2010 (Falmouth, ME)) was an American author and educator. Donald H. Graves was born in Fall River, Massachusetts. His parents were a nurse and school principal. Graves served in the United States Coast Guard before becoming an elementary school teacher and school principal. He earned a Masters in Education from Bridgewater State University. In 1973, Graves completed a doctorate in education at University at Buffalo.

Practical advice for teachers on teaching children to write.


Humin Humin
I had this book in college and it was the bible of writing and getting children to write.
Haracetys Haracetys
Shipping was fast and the book was brand new! :)
Bedy Bedy
As a doctoral student, an elementary school teacher, and a researcher, I read Writing: Teachers & Children At Work. Although I occasionally focused on the practical advice, especially the particulars of documenting children's development, this review highlights Graves' theoretical insights on how children learn to write and how teachers can support this learning.
Graves conducted an ethnographic study of first and third graders at Atkinson Academy in New Hampshire 1978-1980. Despite some criticism for not implementing experimental methods, Graves held that no meaningful knowledge about how children learn to write could be separated from the context and interaction (Smagorinsky, 1987). Graves organized this text with vignettes of particular students to highlight how teachers can successfully respond to various levels of development. Some of the issues include spelling and handwriting, self-confidence, task-avoidance, revision, skewed calibration, and student voice. The teacher should not try to focus on all aspects of writing at one time. Skills taught in the context of the child's own piece will last longer, especially if students are given frequent opportunities to write.
With each lesson, Graves stresses that students have 'funds of knowledge' (Moll et al, 1992) that teachers must tap into to further understand students' journeys as writers. The teacher must know the child and his/her process well enough to know which skill to select to help the child's intention in the piece (p. 314). With this awareness of their background knowledge and in a respectful, playful atmosphere that includes plenty of models of literature and tools for writing, teachers should allow students to choose their own topics. Graves repeatedly stresses both choice and time for writing. Some children, however, will feel the after-effects of "learning" in a different kind of atmosphere. Students bring their experiences with them, which can aid or hinder their progress: "... Many children have had it knocked into them by parents, other children, and a succession of teachers that there is little significance to their lives" (p. 27).
During the writing conference, the teacher should set up clear expectations for the child. Teachers should be intensive listeners, providing plenty of wait time for the child to express true intentions. First the teacher can ask questions based on what he/she is sure the child knows, and then follow-up with more challenging questions. This scaffolding supports the child's learning. The process questions help students to realize how they function as writers, not in the abstract, but through their own experience with the process (p. 110). The child leads; the teacher intelligently reacts (p. 127). As an active observer, the teacher records student progress, a formative assessment that drives the conferences (p. 247).
During these individual and small-group conferences, students become aware of the language used by the teacher and peer, which means gaining greater perspective on his/her text (p. 138). While these psychological tools are gradually being acquired, the child is adopting the discourse of writing. He/she begins to use words such as details, information, draft, lead (p. 279). Students need to be aware of their processes and own what they know. "When the semantic domain is heightened, children gain meta-cognitive skills, that is, they are able to talk about what they are doing with greater precision" (p. 279).
Issues of identity also surface in Graves' theoretical insights. Writing is described as finding one's own voice, an identity. The child begins to feel: I know this! I felt this! This happened to me! "There is only the need for the persistent, aided demand that the child may become what he wants to become" (p. 281). Graves even addresses students who refuse to write, which he describes as a counter-ownership (p. 167). The student loses control and needs to establish it through these counter acts, which can be described as his or her sense of agency (Holland et al, 1998). The issue of control appears in sections on revision and students' aversion to completely starting over, erasing, and altering the aesthetics of the piece.
To understand the student writer, Graves feels that teachers must be writers and learners themselves. "Teachers can answer children's questions only if they know the writing process from both the inside and the outside" (p. 220). Graves encourages teachers to video record the conferences to learn more about his/her role. The title states that teachers and children are at work, suggesting a continual, mutual learning.
As indicated by the fact that is has been cited over 2,000 times, Graves has provided a timeless handbook that puts the child before any other aspect of teaching and learning to write.


Holland, D, Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and Agency in
Cultural Worlds. Cambridge: Harvard University Press.

Moll, L.C., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for
teaching: Using a qualitative approach to connect homes and classrooms.
Qualitative Issues in Educational Research, 31(2), 132-141.

Smagorinsky, P. (1987). Graves revisited: A look at the methods and conclusions of the
New Hampshire Study. Written Communication, 4(4), 331-342.
Aiata Aiata
This is the book that first popularized the Writer's Workshop approach to teaching writing in elementary schools. I'm shocked that it is apparently not in print.