Her students work busily at their tables. When they finish one project, they move easily to the next. They go to the table where they now have choices of paper type (paper with a few lines or paper with many lines), select the paper they believe to be best suited to their needs, and return to their writing spaces. When Mrs. K goes to conference with Nathan, he talks on and on and on about a two day adventure including a park, a museum, and lots of other family fun. She patiently attempts to help him narrow his focus. He has a hard time settling on a consistent story line. One time he talks about the museum, the next time he focuses on the park. He needs her help. He needs more than just a few quick words of encouragement.
Mrs. K comes through for him. She stays with him. She gives him the time he needs, which today is many minutes. But, because her writing workshop has been designed to encourage both independence and stamina, the happy hum of work continues while she digs deeper with Nathan. Eventually, she and Nathan sort out together just what it is he wants his readers to know about his trip. She can leave him now for awhile. He is back on track. . .
Then she is off to work with another student, her words gentle and encouraging. This is their time to shine, but it seems that as they see it reflected back in Mrs. K's eyes and words it is that much brighter.
This is a teaching practice clearly built on love!
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