In my years as a technical writer and lecturer, I have amassed lots of anecdotal information about how people learn. Some of it I've gleaned through reading, or in courses or workshop, or from on-the-job experiences such as seeing usability testing done on what I've written. I've also been videotaped while teaching and presenting, and on Sunday mornings when I do storytelling other adults often drop in, observe, and offer questions and suggestions. Until lately, I've assumed that I'm being effective when all of the "customers" leave the appearing satisfied and happy.
But learning is often troublesome. Now, I don't mean that learning should be the kind of humiliationfest that many of us remember from school. Kids are curious. They want to learn - at least, until that desire gets knocked out of them. And I'm in love with anything really interesting that helps people to learn, whether it be exercises, physical materials, or techniques. When techniques and materials work, the atmosphere can be magic. Something takes over, and the group is awestruck at having traveled somewhere it never could have predicted. Unfortunately, the technique that is magical in one setting can fail miserably in another.
Next week I will make my final two visits to the Paraclete Academy. I've been working with three groups of kids on their writing. The Universe couldn't have offered me a more interesting scenario. The first group of kids, Mr. K's group, loves to write. They have an intrinsic sensitivity to character and symbol. On my first morning I read their assignments and wrote each one a little note prompting them to think further, and they did. They free wrote in class, they shared with each other, they wanted to keep working on the questions I had asked them. Since then we've talked about round and flat characters and I have taught them how to do a formal, multilevel outline. They've eaten everything up.
The second group, Mr. B's class, and the third group, Ms. I's class, are more mixed. The writers of the strongest essays often hate to respond in class. What I mean to be gentle, conversational prompting comes across as grilling. Some things bomb. Some things work. Last week I wanted to get Ms. I's to generate more ideas. I prompted them to generate lists of rhyming words, riff on some of their ideas, then revise key sentences and expand on their ideas. One girl resisted starting a fresh page in her notebook because she didn't want to waste paper. Some kids wrote lists as long as your arm. Others suffered, almost physically. At the end of class, one girl shyly approached me with her paper: she had expanded and deepened her ideas using the technique I'd recommended. It could have been an illustration for a teaching manual.
Today I brought in "found language." I went on Amazon and took a positive (five-star) review of the book they are reading and a negative (one-star) review, cut apart the sentences, and mixed the two reviews together. The kids had to work to piece together the paragraphs and figure out which sentences were part of which review. For the most part, the kids had fun. A boy who would not freewrite in previous workshops was suggesting rules for discerning with sentences went with which reviews. But the kid who had loved to rhyme was silent, wouldn't even read aloud from the original paragraphs.
Last week is my final week. I'm feeling as if the kids who are good writers would probably have written for anyone, no matter what. They were just hungry for the invitation. The kids who struggle in class are interesting, though. None of them is rebellious. They all like me and talk to me outside of class. But some things light them up and others do not.