Everybody Writes (TLAC technique 26)
Everybody Writes is a teaching strategy that requires students to write their thoughts down on paper. Often times when a teacher asks his/her students a question the students stare blankly, not knowing what to say. Other times, there are students who “shoot” their hand up quickly, in order to be the first one to answer. However, a student whose hand goes up first does not always provide the best answer to the question. The Everybody Writes technique allows students to processes their thoughts using pencil and paper. There are six main reasons why Everybody Writes is a good technique to use in a classroom:
1. While the students write, the teacher can walk around the room reading student responses, and silently chose the kids with the best ideas and call on those students during the discussion. This will eliminate the “shot gun” response.
2. Since everyone has written something down, then the teacher can call on any student to answer because he/she will know that each student has something to contribute.
3. It gives students, who take longer to think, the opportunity to answer as well.
4. Writing down their thoughts will give students the opportunity to fine tune their ideas. It challenges their thinking skills which will improve their responses.
5. It gives the teacher more control of the discussion. When asking the students to write their thoughts, the teacher can ask for specificity to keep the discussion going in the desired direction.
6. Writing is a learning tool in itself. Students are much more likely to remember information that they write down.
In short, Everybody Writes will help make class discussions more meaningful, more students will likely contribute to the conversation, and it will also equip every student with ideas to contribute to and/or to participate in the class discussion.
1. While the students write, the teacher can walk around the room reading student responses, and silently chose the kids with the best ideas and call on those students during the discussion. This will eliminate the “shot gun” response.
2. Since everyone has written something down, then the teacher can call on any student to answer because he/she will know that each student has something to contribute.
3. It gives students, who take longer to think, the opportunity to answer as well.
4. Writing down their thoughts will give students the opportunity to fine tune their ideas. It challenges their thinking skills which will improve their responses.
5. It gives the teacher more control of the discussion. When asking the students to write their thoughts, the teacher can ask for specificity to keep the discussion going in the desired direction.
6. Writing is a learning tool in itself. Students are much more likely to remember information that they write down.
In short, Everybody Writes will help make class discussions more meaningful, more students will likely contribute to the conversation, and it will also equip every student with ideas to contribute to and/or to participate in the class discussion.
Everybody Writes is a good strategy because the technique is an example of differentiated instruction. Differentiated instruction is a way of teaching students with different abilities by adjusting lessons to compensate for those students’ learning abilities. This strategy caters to the needs of students who better express their thoughts through writing by allowing them to think with pencil and paper; visual learners will also benefit as they will have the opportunity to see what they are thinking. It is also a productive form of instruction for auditory learners, as it creates a more effective conversation.
An Example of Everybody Writes
Everybody Writes is an excellent technique to use in an English classroom. Say for example you are teaching F. Scott Fitzgerald’s The Great Gatsby. When teaching this book, or any literary work for that matter, the Everybody Writes technique can be used. As an example, I have written a classroom scenario below, with dialogue:
*After reading The Great Gatsby*
Teacher: Everyone please take out a piece of paper and a pencil. I would like for you all to take about 5-8 minutes to brainstorm, on your paper, the color green. Think about things that are commonly known as being green, things that are associated with the color green. Make a list. Then, connect some of the things from your list with the green light in The Great Gatsby. Be sure that you are writing your thoughts down on paper.
*After reading The Great Gatsby*
Teacher: Everyone please take out a piece of paper and a pencil. I would like for you all to take about 5-8 minutes to brainstorm, on your paper, the color green. Think about things that are commonly known as being green, things that are associated with the color green. Make a list. Then, connect some of the things from your list with the green light in The Great Gatsby. Be sure that you are writing your thoughts down on paper.
*Student's papers may look something like this:
Jeff (Student 1)
Grass
Money
Jay Gatsby was always concerned with money because he wanted Daisy to notice him. The green light could symbolize the theme of old and new money in the story.
Adam (Student 2)
Christmas
Monsters
The green light belonged to Tom Buchanan, who was a monster, & who single-handedly turned Myrtle’s husband into a monster, who killed Jay Gatsby.
Stacy (Student 3)
Jealousy
Money
Envy
Mr. Gatsby was jealous of Tom because he was married to Daisy. Mr. Gatsby always stared at the green light that was at the end of the Buchanan’s dock.
Jeff (Student 1)
Grass
Money
Jay Gatsby was always concerned with money because he wanted Daisy to notice him. The green light could symbolize the theme of old and new money in the story.
Adam (Student 2)
Christmas
Monsters
The green light belonged to Tom Buchanan, who was a monster, & who single-handedly turned Myrtle’s husband into a monster, who killed Jay Gatsby.
Stacy (Student 3)
Jealousy
Money
Envy
Mr. Gatsby was jealous of Tom because he was married to Daisy. Mr. Gatsby always stared at the green light that was at the end of the Buchanan’s dock.
*While the students are writing, walk around and read some of their thoughts. After circulating the room you may decide that Jeff and Adam have written the best and most well thought-out responses, so you call on them, after giving the class enough time to answer my question.*
Teacher: Jeff, can you please share the word you related to the color green, and how that word also relates to the green light from the story?
Jeff: I related the color green to money, and Jay Gatsby was always concerned with money because he wanted Daisy to notice him. The green light could symbolize the theme of old and new money in the story.
Teacher: Thank you, Jeff! Adam, can you tell me what money can turn people into?
Adam: I wrote that the color green makes me think of monsters. Tom Buchanan had a lot of money, which I guess made him into a monster?
Teacher: Good, now read what you wrote also, please.
Adam: The green light belonged to Tom Buchanan, who was a monster, & who single-handedly turned Myrtle’s husband into a monster, who killed Jay Gatsby.
Teacher: Can someone else please tell me what they thought about the green light?
Stacy: Green reminds me of jealousy. Mr. Gatsby was jealous of Tom because he was married to Daisy. Mr. Gatsby always stared at the green light that was at the end of the Buchanan’s dock.
Teacher: Good job, everyone. You all had some interesting thoughts written on your papers. So now does everyone have a pretty good idea of why Fitzgerald put so much emphasis on the green light in the story?
Teacher: Jeff, can you please share the word you related to the color green, and how that word also relates to the green light from the story?
Jeff: I related the color green to money, and Jay Gatsby was always concerned with money because he wanted Daisy to notice him. The green light could symbolize the theme of old and new money in the story.
Teacher: Thank you, Jeff! Adam, can you tell me what money can turn people into?
Adam: I wrote that the color green makes me think of monsters. Tom Buchanan had a lot of money, which I guess made him into a monster?
Teacher: Good, now read what you wrote also, please.
Adam: The green light belonged to Tom Buchanan, who was a monster, & who single-handedly turned Myrtle’s husband into a monster, who killed Jay Gatsby.
Teacher: Can someone else please tell me what they thought about the green light?
Stacy: Green reminds me of jealousy. Mr. Gatsby was jealous of Tom because he was married to Daisy. Mr. Gatsby always stared at the green light that was at the end of the Buchanan’s dock.
Teacher: Good job, everyone. You all had some interesting thoughts written on your papers. So now does everyone have a pretty good idea of why Fitzgerald put so much emphasis on the green light in the story?