In school, a teacher usually has somewhere between 20-30 children whose writing she has to evaluate. She’s not partnering with the child. She is expecting that child to show his or her level of competence so she can evaluate the child and only the child. She worries that if the parent gets involved in that writing process, somehow she won’t be evaluating a child; she’ll be evaluating an adult showing up in the child’s writing.
Now, I get that. She doesn’t have conversations, one-on-one, all day long with 20 or 30 kids. She isn’t sitting next to the child while he’s struggling with his pen to write at home. All she sees is the final result of effort.
I want to share with you a story from my own childhood, because I think it’s illustrative of the failure of this system of requiring children to write without help.
My mother is a freelance author, she has written 85 books, she has been in professional publishing her entire adult life, and she has taught writing to professionals for her whole adult life.
So, when I was coming up through the ranks as a child, my mom was very interested in my writing. She provided me with all kinds of tools. I have an All About Me book and I wrote my very first story, in cursive, in that book. She bought me little journals; she jotted down things I said. My mom loved literature. We went to the library every single week. She read aloud to us and I read to myself.
This was the early rich language life.
She took us to plays, to movies; she was very interested in us having a great literature and language experience.
As I got into school over the years, I was assigned writing projects. I remember distinctly, in 4th grade, being told that I needed to produce this report with no help. Now, I had this massive resource in my mother, but I took what the teacher said seriously and I told my mother, “You can’t help me with this report.”
I wrote a report on Queen Elizabeth. I had a red file folder. I decided to make it beautiful, so I used a blank sheet of white paper, no lines. I wrote it in very light pencil first, I went through and corrected all my mistakes, and then I traced over it in better pen so that it would be perfect. I used our World Book Encyclopedias for my research. And I finished it without any help from my mother.
I can’t tell you how proud I was of this paper. I turned in my report with all the other 4th graders. Do you know what’s coming?
I got a C on my independently produced report. Do you know what I saw in the stack of reports? Reports written by students who had help from their parents. There were typewritten reports. There were reports that were clearly handwritten perfectly and that had lots of detail.
I just sat down with all the information I knew and I just wrote it out. I didn’t know how to structure it. I didn’t even really know how to paragraph yet. I was in 4th grade! And that C crushed me, and my mom was not pleased. I put in all this heart and effort. She saw me do the research, she saw me be painstaking in my handwriting, but I got a C because other kids had help and the teacher couldn’t tell the difference.
Here’s what you have at home that my 4th grade teacher didn’t have:
A front row seat to your children’s development. You can tell what they’re doing. You can see when you add a sentence or help them think of a vocabulary word. You know what was their effort and what was your combined efforts.
Not only that, when you combine efforts your are mentoring your children into the writing experience.
Want to learn more about partnering with your kids?
Watch the full video on YouTube!