# data[].attributes.body
We have a variety of classroom rules. The two that are used the most during writing are:
1. We listen to each other.
2. We do our best work.

# data[].attributes.body
My students and I do most of our communication with their parents through Class Dojo.

# data[].attributes.body
Outside of writing lists, I don't do much personal writing. I find myself working on only academic writing, due to not having much time.

# data[].attributes.body
Sharing is an important aspect of my classroom. Students sit in pods (groups of four.) I encourage my students to work together to get work done. At times, students are asked to work independently.

# data[].attributes.body
Fletcher (2013) discusses the implications of Writer's Workshop in the classroom. He mentions that the writing journey in the classroom begins with the teacher and their experiences, thus our students learn to write from us. He goes on to talk about how we can build confidence in our writers and expand their repertoires and take risks, instead of forcing them to surrender their independence to fit a writing mold. Like Fletcher, Graves (2004) continues the conversation about the teacher's role writer's workshop. He discusses how many teachers underestimate students ability to write and make an argument that the teacher is the biggest factor in a student's success with writing.

Elbow (1998) discusses audience and the need to have and audience for your writing. He also mentions the need for specific feedback on writing and that students often misunderstand teachers comments on writing.

Stafford (2007) talks about finding a place that speaks to you when writing. She mentions that students should be afforded the opportunity to go into these spaces and write, to bring back their ideas and continue with them in a new location.

# data[].attributes.body
In my ideal classroom, I would have at least an hour for writer's workshop. This would allow me to use mentor texts that connect directly to student's lives and influence their writing. Students would have time for both academic and personal writing. I would especially like my students to free write and share their inspirations. It is increasingly important to me that students get a chance to reflect on their past writing and that they get to share their writing with their peers. Getting positive feedback about writing is imperative to building a community of writers. Additionally, students would be able to sit through a mini-lesson and choose a place in the school/classroom that speaks to them for writing. I have 24 students right now, which can make it difficult for all students to find a different place to write (other than their desk). After construction is done, we will have room for students to write around the building, but this then becomes an issue with being able to watch them.

The class readings have reframed the way I think about writing because I did not see myself as such a pivotal part of the writing process. I now encourage my students to take risks and think outside of the box.

I continue to question why my district, the state, and the country force our students to write about things that are irrelevant to their lives. Teacher's work in a competitive environment. If they do not produce good test results, their jobs are on the line. This creates a climate that is not suitable for good writing, because the focus turns to academic writing, instead of personal writing and reflection. As a teacher, I need to find a way to combat this so that my student's can be successful and see themselves as good writers.

# data[].attributes.body
I always put on quiet music when writing. It helps my students to understand that this is "writing time".

# data[].attributes.attachment_link.title
Concentration and studying Baroque music

# data[].attributes.attachment_link.description
Are you a person who is easily distracted? In the midst of a busy day at the office finding creative space to concentrate and forge ahead is a real challenge. Here's a suggestion... it's possible to set up a creative space by playing baroque background music as you work.

# data[].attributes.body
Each student has their own writing journal. This is for both academic and personal writing.

# data[].attributes.body
Student writing is proudly displayed in the hallway.

# data[].attributes.body
Carlisle's writing curriculum is heavily based on writing open-ended responses. The curriculum is not currently culturally-responsive and does not have much academic rigor. There is not a large emphasis on free-writing.

# data[].attributes.body
The literacy education program at Penn State has helped me to reframe the way I teach writing. I have discovered many new ideas to promote writing in my classroom.

# data[].attributes.body
I don't privately journal often, but I do reflections on my classroom adventures.

# data[].attributes.body
I do a lot of modeling on my SMARTboard for students. This is kept on the board when they are writing for a reference.

# data[].attributes.body
I do my personal and academic writing on my couch (usually while listening to music or watching Netflix.)

# data[].attributes.body
I do all of my writing on my computer. I rarely handwrite. I hate going back and editing handwritten notes.

# data[].attributes.body
Over the summer, I took a class that focused on using mentor texts, specifically picture books, when teaching writing.

# data[].attributes.body
My readers have opportunities to read books based on their interests. They can listen or read the books.

# data[].attributes.body
I have a few writing apps on my classroom iPads that help students with writing. They provide prompt ideas and pictures for students to creatively write.

# data[].attributes.headline
How
might our readings help you consider your literate environments and
place-oriented social and physical features? · Have our class
readings reinforced your own writing practices or your current teaching of
writing? ·
Have our class reading caused you to question certain strategies? · What is the ideal
writing classroom? Keep both physically and social spaces in mind. How would it
function? 

# data[].attributes.subject
How
might our readings help you consider your literate environments and
place-oriented social and physical features? · Have our class
readings reinforced your own writing practices or your current teaching of
writing? ·
Have our class reading caused you to question certain strategies? · What is the ideal
writing classroom? Keep both physically and social spaces in mind. How would it
function? 

# data[].attributes.headline
Think about the
social aspects of your writing. · To what extent are your practices influenced through
place-oriented expectations, physical resources, and social relationships with
other teachers, administrators, students, and families? · How have you created a writing
community in your classroom or school? What exactly does this look like? · How do you socially and physically
promote writing and literacy in your classroom? · How is your students’ writing influenced by where you
teach? 

# data[].attributes.subject
Think about the
social aspects of your writing. · To what extent are your practices influenced through
place-oriented expectations, physical resources, and social relationships with
other teachers, administrators, students, and families? · How have you created a writing
community in your classroom or school? What exactly does this look like? · How do you socially and physically
promote writing and literacy in your classroom? · How is your students’ writing influenced by where you
teach? 

# data[].attributes.headline
In what ways have
people, places, practices, and access influenced (and continue to influence)
you over time and across learning contexts as a developing writer/reader and
teacher of writers/readers? · Where and when do
you prefer to write? Think about the primary places where you write. · Do you write privately or publically? 

# data[].attributes.subject
In what ways have
people, places, practices, and access influenced (and continue to influence)
you over time and across learning contexts as a developing writer/reader and
teacher of writers/readers? · Where and when do
you prefer to write? Think about the primary places where you write. · Do you write privately or publically? 