Chapter 2The Author's Chair: The Author's Navigate the Response
"Teachers who make the bold decision to document interactions at the author's chair collect rich, informative data" (p. 49).
" I agree with Martin Luther King Jr. and how he should share stuff."
"I agree with Tyler, I think maybe you could add more about where Martin Luther King Jr. is from."
"The author's chair is a richer, more authentic practice when writers drive the agenda" (p. 39)
I need you guys to tell me what I can do better!
Trey, I think you did a great job. But I think you should describe your characters a little more.
I agree with you Trey. It is very important to state who is talking in your writing or else the reader might get confused. I do this when I am writing my fiction stories
"Writers need models of reflective voices, and teachers can provide those model when the need arises. And when you see an opportunity to model a deeper response, go for it" (p. 49)
"In classrooms where we engage in vulnerable work of speaking about our lives, sometimes the writing is secondary to the yearning students seek to be accepted, to be heard, and to be loved" (p. 45-46).
Thank you so much for sharing Katie. Your story had so many moving lessons.
What kind of response are they searching for?
"When I take notes I think of the following: Who is sharingThe type of response the author seeks What I notice from the interaction The instructional implications for the class" (p. 50-51).
Is the student accepting what his peers are saying?