Teachers have a lot on their plates. As a result, it is imperative that they spend their time on practices that will be of the most benefit to their students. One of these practices is doing some of the assignments they give to their students. Before you write this off, please read on and allow me to make my case for the practical benefits and transformational blessings that result from this simple habit.
When the teacher walks through an assignment from a student’s perspective, there are practical benefits for both the students and the teacher. First, it ensures that the assignments are clear, thus avoiding one of the four deadly errors of teaching writing: unclear assignments. Additionally, the teacher discovers potential trouble spots or misconceptions. As she teaches the lesson, she can guide students in how to overcome these areas. Knowing how long it took the teacher to complete the assignment can become a guideline for how long the teacher can anticipate the assignment to take the students. Finally, the teacher’s completed assignment can serve as an example for the students to imitate. Beyond these practical benefits, deeper blessings follow.
Experiencing the assignments firsthand has transformational benefits. First, it deepens mastery for the teacher, making her a better teacher! It also develops her compassion for the students as she experiences the assignment from a student’s perspective. As a teacher works through the writing process, she models good habits and quality work. Students also see that writing skills are relevant and practical in the real world. Most significantly, a sweet rapport is built between the teacher and her students as they share the common experience. Taken together, the practical and transformational benefits of this practice make it a worthwhile investment.
Where does one start to reap these benefits? The first assignments an IEW teacher or teaching parent should complete are the practicum assignments that accompany Teaching Writing: Structure and Style® (TWSS), IEW’s teacher training seminar. Completing the practicum assignments allows an instructor to apply to become a Trained IEW Instructor. More information about accredited IEW instructors can be found here. Once the practicum assignments have been completed, teachers can complete at least one of the student assignments per unit in the student curriculum they are teaching. Over time, they will build a repository of their own exemplars to share with their students. As students advance to more complex assignments, teachers will find that completing even parts of the assignment is helpful. For example, if students are writing a super-essay, the teacher might complete the plan, a couple of body paragraphs, the introduction and conclusion to one of the essays, and the super-introduction and super-conclusion. Although an investment of time and effort is involved, the harvest of blessings is worth it.
Inarguably, the practical benefits and transformational blessings of teachers doing some of the assignments they give to students are worth the time and effort. The easiest place to start is with the Teaching Writing: Structure and Style practicum assignments. By making this part of your teaching practice, you are equipping yourself to expertly train your students to become confident and competent communicators and thinkers.
by Deanne Smith
