When students reflect, three things happen.
About a week before school ended in May, I asked my sixth- and seventh-grade students to write a 300-word reflection of the progress they made in my language arts class this past year. I find this assignment very valuable, both for me and my students because it provides three things:
- a snapshot of how they assess their progress in their own voice,
- a last-minute glimpse of their end-of-year writing skills, and
- an opportunity for me to reflect on my teaching.
Here are a few golden lines from some of my seventh graders, transcribed here without corrections. I bulleted my own thoughts and clarifications below each one.
“In eighth grade my goal is to have more of my writing published and to have a better comprehension in not only writing but in bigger and stronger vocabulary words.”
- I love that this student wants to be published and knows that it’s a real possibility. It’s also gratifying when students acknowledge the value of a strong vocabulary.
“I have become a better writer honestly from writing more. It sounds dumb but it actually helps to write more.”
- This should go on a plaque. I truly believe that “practice makes perfect.” Now, of course, I don’t advocate quantity over quality, but, in my experience, there is something to be said for simply doing LOTS OF WRITING, which in turn earns LOTS OF FEEDBACK with which to improve. In addition, frequent writing has another plus: it builds up students’ stamina and their comfort level with writing. When asked to type a two-page essay for their weekly homework assignment, my students don’t panic… they just start planning.
“Then I improved a lot on punctuation compared to last year because the more I learned about it and the more I practiced it, the more I used it and the better I got at it.”
- Again, this reflection supports the benefits of writing frequently. The more we practice, the more comfortable we become with it. In my own blogging experience, writing and posting daily used to be a challenge, but the more I do it (practice it, essentially), the easier it is. I think it’s good to share in the struggles of writing with your students.
“Sentences were like idea changers.”
- The student who wrote this really hates writing, so I was surprised to find this little nugget buried in his reflection. Interesting! It shows a recognition of the deeper thinking and re-thinking that occurs when we write and read. I do regret that I wasn’t able to turn this student “on” to writing this year.
“Then I started adding a little detail to thicken my stores adding more and more of the five senses, and now I think i’m right on the edge of terribly and decent.”
- Love the honesty! Despite the errors, I feel that this student’s confidence is building ever so gradually. I’m looking forward to next year with this student. Maybe I’ll be able to show him that proof-reading will help his ideas come across better.
“I almost only thought i could only have one perspective of what you was writing about.”
- This student is reflecting on a recently completed argument essay. What I like about this comment is that this student has grasped the concept of “argument,”…that an argument is a discussion, a give-and-take conversation on a topic with multiple perspectives. It bothers me that this student is still struggling with parts of speech, subject-verb agreement, and editing.
“When I start with an interesting lead that has recently been the last think that I do because before that I would spend time trying to figure one out an interesting lead and I wouldn’t leave myself anytime for actual writing.”
- This is a little hard to understand, but based on some conversations I remember with this student during the school year, I’m fairly sure this student is trying to explain how, in the past, she would labor so long over an attention-getting lead that she would run out of steam (or time) to work on the main points of her essay. To prevent the “I can’t think of how to start” syndrome, I encourage kids to jump to the middle of their essays or to their conclusions or anywhere really, just to get words onto the page. The lead can always be developed later. This approach seems to work so far. My goal with this student for next year: write smoother sentences, read the sentences out loud, break long sentences into shorter ones.
“I would write like a dog with hooves it was hard.”
- The first time I read this, I gasped. It’s raw and accurate. Priceless. This student struggles so much with syntax and sentence structure, punctuation, you-name-it; however, this student wants to learn and obviously has a gift for simile. I love this sentence for its blunt honesty and voice. At the same time, I regret that after an entire school year of instruction, this student still struggles with run-ons.
“I do have good grammar most of the time (but not in first drafts).”
- Bravo bravo! Here’s my take on this one: This student has moved on from the “one and done” mindset to the acknowledgment that revision and rewriting are just part of the process. However, I know this student really stressed over her reflection. To help, I told her she could just write down the answers to the questions in the “Clarity of Ideas” section of the rubric on the handout below. I asked that she assemble her answers into paragraphs. It was a start, at least.
You can tell from the students’ responses that I have a wide range of abilities in my seventh graders. For example, some students need help with basic sentence structure, while a few can regularly craft beautiful and flowing complex sentences. These disparities can be challenging at times, but this reflection assignment helps me with meeting the various needs of my students.
The reflection essay also makes me wonder whether I should assign these more often. I’ll share some reflections from my sixth-graders tomorrow.
Thanks for reading! Do you have a “reflection” assignment you use in your language arts classes? What’s your experience with it? Please click like and leave a comment to share your ideas.
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