Creating A Climate For Writing

 HAPPY FRIDAY!! 😁

WELCOME BACK TO ANOTHER BLOG POST

I would like to take this opportunity to express my heartfelt gratitude to each and every one of you for supporting me on this blog adventure. It was an incredible experience, and I am grateful to have been a part of it.

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This is week is our last and final week of blogging and we are going to talk about "Creating a climate for writing". Which location do you like to write in? I enjoy writing in a pleasant, tranquil, distraction-free atmosphere since it helps my thoughts to flow more freely. It is vital that all writers write in an environment that is conducive to creativity.

 It is a welcoming yet exciting environment is effective for aspiring writers.

How can I create a climate to motivate students to write?

To instill self-efficacy

When positive comments include suggestions for improvement, the writer's self-efficacy is developed and reinforced. I believe as teacher, we should always make suggestion to our students so that they can improve their shortcomings.  Each writing experience strengthens the student's self-efficacy, or belief in his or her ability to write successfully. Self-doubt or the "I can't" sensation in the writer must be replaced by self-confidence, the "I can" feeling. Self-efficacy generates the sensation of "I Believe in Me!" And this is something we all need in our classroom. Students must think that successful writing experiences increase their writing skill.

To develop self-regulated learners

Self-regulation learning allows students to comprehend their own process of learning through metacognitive skills, and self-motivation. This skill doesn't quite come lightly; it requires effort and persistence to create the practice. Many thinks learning is just the process of listening to a teacher and absorbing knowledge through their lesson. However, there is much more to the learning process. Not everyone understands that education may be learned in any environment. We are compelled to learn from our personal experiences and comfort. Moreover, when I write, I establish a plan and develop a strategy for achieving it, and this is the mindset I will instill in my students.

To develop internal motivation

Occasionally, a student can get fascinated with a subject and want to learn more without outside influence or assistance. It occurs when a student takes an interest in an aspect of an activity to the point of motivation. Consider baking pizza as an example, as children actually love pizza. This topic will pique students' interest and create a sense of accomplishment, which will help them learn more effectively.

HOW TO CREATE A SAFE AND POSITIVE WRITING ATMOSPHERE

The writers' work is embraced in a safe writing atmosphere. They understand that each piece of writing is unique and deserves to be treated with care. Students are eager to participate in writing experiences in this environment. The teacher creates an environment that is unique to each student that inspires, challenges, and encourages the writers' desire to write.

How to create a safe and positive atmosphere?

• encourage students to think "outside of the box"
• encourage students to use cool tools such as markers, glitter, crayon etc.
• spice up activities by using a variety of materials

The RIGHT spot for the WRITE spot

HOW CAN WRITERS ESTABLISH OWNERSHIP?

As teachers, we should be mindful of students' feelings and emotions as they approach writing assignments. If a student is insecure about his ability to write or dislikes writing, his performance will suffer. Attitudes plays a critical role to being successful writers.

Additionally, we should provide choices for our students. Choices instill a sense of ownership in students, as well as a greater sense of personal responsibility and pride in their work. While standards are necessary, making choices might result in intended results. When options are provided, the writer's product must fit the objective or assessment tool. All tasks and directions are assignable. However, students require opportunities to make choices at some point during the writing process. Also, teachers should be aware of the writing opportunities available to students. This demonstrates the author's ownership of the work and his or her independence as a writer.

In conclusion, a pleasant, stimulating writing climate inspires writers to pursue careers as authors for the rest of their lives. It is up to us as teachers to foster a learning culture conducive to the development of a group of inspired authors.

BY ZOE CLARKE