Learning About teaching Writing During Poetry Month

May 3, 2011

What I learned Writing A Poem A Day In April

I spent April writing poetry, a poem each day for all 30 days. Some days I had what I called comfortable ideas, and the writing was as easy as making a grilled cheese, something I have cooked a lot of, something I like to experiment with, and something I enjoy doing. Huh? I began to think I was up to something, for myself, and to apply to teaching. All during the month I worked, I thought about what my experience of being a writer meant as a teacher. Here is what I believe I learned:

*That writing for a deadline is not easy; especially if you desire something you are proud to share (or to turn in to a teacher). Thoughtful pre-writing is a key to preventing some of this. It’s rather like visiting the grocery to purchase plenty of varieties of bread and cheese on hand in order to create something genuinely edible.

*That creating an idea supposedly ‘out of the blue’ is also not easy, in fact, it was nearly impossible to feel that just any idea that popped into my head, and was started on the computer, or scraps of paper, was worthy. Grilled cheeses with ‘what’s on hand’ bread and cheese, at the last minute, are just what you’d imagine, feeds the stomach but not the soul.

*That reading other writers’ work, whether in a blog or in a published book, was of great value, to see what each were doing, to find comfort in the beautiful words. I read recipes for new ideas for grilled sandwiches, including grilled cheeses. Occasionally something pops out that I note and file away, so that when the time is right, I use the idea.

*That my reading of other poets and their poems was teaching me how they rhymed or didn’t, used rhythm, approached their topic, used broad ideas to make a point, or small ideas to make the same point, i.e., their poems showed me the end goal, and I was studying them over and over how to get there. (This time, I have to admit, I haven’t eaten many grilled cheeses from other grills, but there have been a few memorable ones, clearly made by masters.)

*That some days I was tired and dashed off something, then became disappointed in myself for not trying harder. Again, to throw something ‘on the table’ and call it a grilled cheese may or may not work, just like writing.

*That the feeling of a moment going well was terrific, and the struggle to create and make the words work for me was challenging enough to make me want to stop. This absolutely is the same for cooking; the having of enough ingredients in order to enjoy creating is critical to the process. The ingredients explained earlier fuel these feelings.

*That support through comments was not the only thing that kept me going, but they were a big boost to morale. Sometimes they pointed to something I hadn’t noticed and other times I was happy to see that someone complimented a line that I also thought was good. Of course it’s the same with cooking for someone; when they love part of your end result, and eat it with great gusto, what more could a writer wish for?

*That the actual discipline of doing a lot of something made me better, or at least I began to know more about my personal style—what I did well and what was more challenging. Making grilled cheeses throughout the years has made me somewhat proud of my achievement, and I am happy I know how to grill a good sandwich.

*That I was willing to take some challenges when I had the time to think through them. Taking risks is often an attribute of a master cook. To add a bit of cumin to the cheese, or special mustard sauce before grilling is evidence of someone who is thinking about new ideas, new approaches, and is willing to try them.

*That when I tried something new, and received some kind of support for it, I found myself willing to do something new again. Here I might add that a safe environment would be helpful. If I am willing to try something unique (to me at least), I might first test the sandwich on my husband, willing participant in eating that he is. Setting up a safe classroom setting for sharing new ideas is critical to the creative process.

*That I liked writing time, enjoyed the relaxation of putting words on paper, knowing I was creating something that I valued, and perhaps others would value too. It is the same with serving sandwiches that taste good to those I care about: I enjoy and relax when putting together unique ingredients for family and friends.

If I can translate this into a few points for students, I would say that writers in school require:

*Support for some process that isn’t ‘on demand’, but offers more relaxed deadlines

*Good mentor texts

*Direct teaching with models

*Time to write every day, or almost every day

*Support for something done well

Thanks for listening to this ‘cooking tale’. Bon appétit!