Dear School Leaders,

Today, I wish to address the monumental role you can play in unlocking the potential of your students through a skill often underestimated - writing.

It is a common misconception that "good writing" revolves around flawless grammar or an extensive vocabulary. However, the truth is beautifully encapsulated by this enlightening quote, "Good writing is not about perfect grammar or fancy words; it's about clear thinking and effective communication."

This simple statement shatters the usual, rigid definitions of writing and invites us to re-imagine it as a tool for exploring ideas, enhancing understanding, and expressing individuality. When students engage in writing, they're not merely learning to craft sentences but also honing their ability to think and communicate effectively.

Let's bring this perspective into our classrooms and encourage our students to see writing as a conduit for their thoughts and feelings, a tool for learning, and a stage for their unique voices.

Several studies support the critical role of writing in cognitive development. The Writing-to-Learn approach, for instance, emphasizes that writing enhances learning by enabling students to process, analyze, and comprehend information better. Similarly, a study published in the CBE Life Sciences Education demonstrates that writing helps students become better critical thinkers.

The question is, how can we as leaders foster a writing-rich environment?

Reframe Writing
Reinvent the narrative around writing. Make it less about compliance with grammatical norms and more about ideation and communication. Encourage students to express their thoughts freely and openly without fear of criticism for 'imperfect' language.

Promote Writing Across Disciplines
Writing isn't just for English class. History students can write about their interpretations of events, science students can journal their observations, math students can articulate their problem-solving processes.

Utilize Digital Platforms
Leverage the technology at our disposal. Online platforms like WriteAbout offer students the space to write for authentic audiences beyond the classroom. This makes writing a social, interactive, and rewarding process.

Regular Feedback and Support
An essential component of student success in writing is the provision of regular feedback and support. Modern platforms like Google Classroom and Turnitin make this process seamless and more impactful.

Google Classroom provides a collaborative environment where students can submit their work and teachers can offer direct, real-time feedback. This allows students to see your input directly on their work and make the necessary adjustments. Moreover, Google Classroom enables an ongoing conversation about a student's work, which can boost their understanding and performance.

Turnitin, on the other hand, is a powerful tool that not only checks for plagiarism but also provides advanced feedback features. With the GradeMark tool in Turnitin, teachers can give personalized comments, use a custom comment bank, and provide voice comments. This wide range of feedback types can accommodate different learning styles and make the feedback process more engaging and effective.

In addition to these, the National Writing Project's Formative Assessment Tool for Argument Writing is an excellent resource. It aids in tracking the growth of argumentative writing skills over time and provides specific, actionable feedback that students can use to enhance their argument crafting abilities.

By using these platforms, we can offer more dynamic, comprehensive, and effective support, significantly improving the quality of student writing over time.

By facilitating a culture of writing, we are empowering our students with the capability to process complex ideas, express themselves authentically, and communicate effectively. Good writing is a reflection of clear thinking, and by nurturing this skill, we're equipping our students with a critical tool for success in the 21st century.

Are you ready to lead this change in your school? Let's create a generation of clear thinkers and effective communicators. If you’re in the North Dakota area, check out the Red River Valley Writing Project website to learn about vetted resources and to talk about having a personalized in-service professional development at your school. If you live elsewhere, I recommend exploring the National Writing Project sites for one in your area.

Sincerely,

Lisa Gusewelle

Lead Consultant | Red River Valley Writing Project

An important aspect of Civic Literacy is having a broad view of history and the world that appreciates the rich diversity around us and an understanding of how we got to where we are today.  Unfortunately, many of us are very provincial in our thinking across time and space.  Too often our understanding of the world is limited to right now in our immediate neighborhoods or communities.  We are shaped by what we see on television or electronic media resulting in a lack of appreciation for the reality of others (McKenney, 2017).  We also go through life believing that right now is the most crucial time in history without so much a thought, let alone an appreciation, of how we got to this point.    

This lack of a broad worldview develops into what Chimamanda Ngozi Adichie describes as the “single story” where we view others not from their point of view but through the lens of others who at best are telling an incomplete story and at worst a completely false story (2009).  Unfortunately, this is not a problem limited to far off lands in exotic parts of the world.  In rural parts of the United States, how much do our students really know about the realities facing their peers in segregated inner-city neighborhoods and what do those children know of kids growing up on farms?  How much do the inner-city or the rural students appreciate about their Native American peers attending school on a Reservation?  Additionally, how much do we know about each of our own respective histories let alone the history of those with whom we share little in common?  Sadly, for decades, we have been seeing an incomplete or false story for many groups around us with whom we have little interaction.

 Although we have much to learn about the entire world, oftentimes the steepest learning curve is with the community across town that has an experience very much different from our own.  McKenny reminds that “…our students need to learn from and work collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue” (2017, pg. 52).  There is no National Assessment of Educational Progress (NAEP) for world history, but the geography scores have remained steadily below proficient for decades (NAEP, 2022).   If students are not exposed to diverse cultures and gain an appreciation for history during their school years they will be at serious disadvantage when they enter the workforce.  Unfortunately, they will have to learn the hard way from mistakes that could have been avoided through intentional educational experiences.  A broad world view and an appreciation of history are directly related to the 21st Century Skills of collaboration and critical thinking, which our students will need in order to achieve their future goals. 

This lack of worldview and historical appreciation are not theoretical problems but real-world issues that at this very moment are costing the lives of thousands across the globe.  How many of our students or fellow citizens understand or appreciate that the current war in Ukraine has its roots in an obscure treaty penned in 1654 and a 1954 land transfer (Council on Foreign Relations, 2023)?  The 1654 Treaty of Pereyaslav resulted in Cossacks in areas that are now part of Ukraine pledging allegiance to the Russian Tsar in exchange for protection (Pearce, 2022).  Then in 1954, Nikita Khrushchev transferred to Crimean Peninsula (the 2014 flashpoint) from Russia to Ukraine while both countries were still part of the Soviet Union (Council on Foreign Relations, 2023).  Both the treaty and the transfer were referenced by no less than Vladimir Putin in July of 2021 in order to justify a position that Ukraine could not be a separate country from Russia (Putin, 2021).  This is not to give any legitimacy to Russia’s illegal war of aggression on Ukraine.  However, I mention it because if we jump into a conflict we do not understand, we are liable to find ourselves in a difficult situation.  

As teachers, we are preparing students for a future we cannot imagine.  Ask yourself (depending on your age) if 30 years ago, your high school science teacher could have imagined the iPad and Apps; probably not.  It is also unlikely that a history teacher watching the Berlin Wall fall in 1989 then seeing the Soviet Union collapse in 1991 would have imagined that in just 30 years from that momentous time there would be a full scare war between Russia and Ukraine that has the potential to spark World War III.  More important than teaching a student how to write an App for today’s iPad or giving them a superficial pass over history, is to equip them with the skills to work with a diverse group of people from across the globe in order to adapt to an uncertain future that is just over the horizon.  The question is not should we help our students develop a broad worldview but how do we help them see beyond their neighborhoods and current events.  

First, as educators we must first examine ourselves and our beliefs to determine what our biases are and in what areas we have narrow historical and world views (Clark, 2010).  In the classroom the first thing to remember is that is never too early to start broadening the historical and cultural literacy of our students through exposure to the past and the world beyond their neighborhoods.  Cruz reminds us that a student’s worldview and prejudices will not become ingrained until later in childhood providing a golden opportunity for impact (2015).  In order to do this, we must make broad inclusion in all subjects intentional.  As teachers we should strive to understand the layers of diversity in our classrooms so we will be able to select topics and examples that allow all our students to see themselves in the lessons (Ginsberg, 2015).  Additionally, we should review our curriculums in order to determine if they present material from a multicultural perspective that develops an appreciation for culture and empathy with individuals (Adichie, 2009).  The most important thing we can do in the classroom is to not shy away from difficult conversations about the world around us and its history.  These will come up and the students need to understand that they are not taboo.  We have to let our students know that these topics can be discussed as long as it is done in respectful manner in order to gain understanding (Cruz, 2015).  Finally, we cannot be afraid to tell students that teaching about past events does not mean we condone them, it simply means we are trying to come to an understanding of how we got to where we are today by learning what came before.  This means as communities when we consider education standards and legislation, we must remember that factual history will occasionally be uncomfortable, as true reflection often is.

Fortunately, we have more resources than ever to help our students to look beyond the now and their neighborhoods.  Through virtual reality students can travel the globe and see places they previously would have only seen in a picture book.  Also, the proliferation of video communication platforms has made it possible to speak face to face with almost anyone in the world.  Finally, we are privileged to live in an era of wonderful historical literature that is well written and interesting to read.  Authors like Nathanial Philbrick, David McCullough, Stephen Ambrose, Margot Lee Shetterly, David Treuer, and Jeff Shaara have brought history alive in a way that has attracted diverse audiences, rekindling a spark for history.  Hopefully, as educators we can harness this spark to help our students develop a burning passion to learn about the world beyond their neighborhoods and an appreciation that their now, is intricately connected with all the “nows” that have come before. 

One of the dominant headlines in American media over the past few years has been some variation of “The Kids Are Not Alright.” Classrooms teachers across the country, in private conversations, public meetings, and TikTok channels echo the sentiment. The National Assessment of Educational Progression results found reading and math scores continuing to decline in America’s 13-year-olds. The National Center for Education Statistics reports that a 2022 survey found that 87% of public schools in the US saw worsening behaviors and delayed socio-emotional development in the wake of the COVID-19 pandemic. Data from the Centers for Disease Control and Prevention (CDC) shows that 22% of high schoolers have experienced suicidal ideation, and suicide is now the third-leading cause of death in people ages 10-24. It seems that simply calling the kids “not alright” is a vast understatement.  

In the face of such alarming statistics, it would be easy to simply sigh in resignation and bemoan these modern times. But we are teachers. Our profession demands a fundamental belief that growth can be fostered and change is possible. We are not in the business of despair. So what can we do that has not already been done? 

What if the question isn’t what can we do, but what can we help empower others to do? What happens if we remind society that schools are only one influence of many in a child’s life and that the solutions our kids need may not lie with us?  

Let’s do some math. In North Dakota, an average secondary teacher will see his or her students for 50 minutes a day, for approximately 175 days. That totals 8700 minutes out of the 525,600 minutes in a year. So, excluding extra-curricular school activities, the time middle and high school teachers spend with their students only represents approximately 1.7% of their year. In elementary grades, this number is obviously higher, but not as much as you‘d expect. If we add up all the time students are in the school building (let‘s say from 8:00-3:30, excluding extracurriculars), that’s still only about 17% of the students’ year. The rest of the time—the vast majority of the time—students are with their families, friends, day care providers, community organizations, churches, or on their own.  

My argument here is not that teachers aren’t important and influential. We know that they are. My argument is that a lot of other people are, too, and parents absolutely top that list.  

Schools are limited in their ability to solve every problem, and they simply do not have the capacity to fix all that ails America’s children. They’re not set up for that. You know what they are set up for? Education. So let’s leverage the real capacity of schools—buildings designed to facilitate learning, staffed by people who are experts at teaching—and use them to provide learning for the parents and community members who play such a vital role in kids’ lives.  

Research shows that good parent education initiatives can have meaningful, positive effects on children and parents alike. These benefits can include strengthening parents’ social connections and improving parent mental health, improving parent-child interactions, increasing pro-social behavior in children, and reducing the risk of child abuse. As educators, we are constantly surrounded by both education research and real-life interactions with many, many kids. We know that family stress at home is a recipe for disaster for student behavior and achievement in school. We know that home environment has huge impacts on language development.  We know that there are real, concrete strategies to help kids be more resilient to challenges. But do all parents know that? Many parents can feel lonely and isolated--after all, parenting a human is challenging and exhausting, and they’ve never done this before. They may not be aware that there are resources available to them or that they are not alone in their struggles.  Schools can be connection points where parents can interact with other parents and be provided with helpful resources and evidence-based information.  

By now, you probably have a small but potent list of objections floating around your head. Here is a good time to remind everyone that opinions reflect our underlying belief systems, and it’s important to examine those beliefs out in the open. Here are mine: 

1. Parents want to be great at parenting. If they aren’t engaging with their children as positively as they could be, it’s because they don’t know how to, not because they don’t want to. They may be hampered by the examples in their own history, or they may simply not be aware of the powerful effects of their words and actions for good or ill. Many would be interested in learning more about how they can help their children. 

2. Most parents still see their school’s personnel as educated, caring professionals who want what’s best for their kids. A too-constant diet of social media and viral school board meeting clips could lead one to believe that parents and schools are mortal enemies, but that loud but small contingent of parents is not representative of the whole group. There is room for partnership and engagement, even in our current, fraught society. The world does not have to be an Us vs. Them dichotomy. 

3. You don’t have to be an expert at a topic to be able to present the research and resources of those who are. Teachers may not have the credentials as experts of early child development or licensed mental health professionals. But we do have the credentials to be teachers. I daresay it’s what we do best. We are good at taking deep dives into subjects, researching multiple sources, and presenting our findings to an audience. We literally do it all day long. Why should we assume that because the topic is resiliency instead of history, that we are suddenly unable to teach about it? I didn’t write my history books, either, but that’s never stopped me. 

Schools have the ability to help parents help their kids. This could look a lot of different ways. While the holy grail of parenting education is regular, in-person workshops with opportunities to model and practice skills, we know that this is not always possible for busy working parents. So what are some creative alternatives? 

Social media snippets: Most schools have some sort of social media accounts, and many parents follow them to stay up-to-date on events or schedule changes. Schools can leverage the following they already have on their social media accounts to give frequent, research-based parenting advice or to provide links to vetted resources.  

YouTube channels: As long as you don’t feel the need to go full-Instagram model with your lighting and set, it’s pretty easy to record and upload short videos. A lot of teachers already have their own YouTube channels, so most schools probably have people on staff who would be comfortable appearing on camera. The school could create a series of 3-5 minute videos featuring their own teachers, counselors, or adminstrators to explain a tip or piece of  research for parents and other community members. 

Facilitating cohorts: Groups like the NDSU Extension Program already offer parenting classes. Schools could simply promote such programs and provide time and space for parents who might want to do it together. 

In-Person Workshops: I know, I already pointed out that these are hard, but that doesn’t mean they’re impossible. Sometimes schools try such a meeting, have an initial poor turnout, and then stop because it doesn’t seem to be working. Rather than abandoning the idea entirely, schools might consider creative scheduling, more aggressive promotion, or surveying for topics parents have high interest in. 

Piggy-backing on other events: Do lots of parents show up to music concerts? Basketball games? Play performances?  Is there a booster group that already meets regularly? Schools could include research-based information in the programs or announcements over the PA between games. They could ask for 10 minutes at each booster meeting. If it’s hard for parents to come to a separate event, then perhaps schools can more successfully bring information to where the parents already are. 

Looking outside the school: Perhaps there are churches or community organizations who would be interested in hosting or facilitating presentations or workshops. These groups might bring in a slightly different group of parents, and are well-placed to reach parents of kids who are not yet school-aged.  

All of these suggestions require time and research in order to carry out, and whatever school personnel become involved ought to be compensated for their efforts. But parent education also requires commitment from the administration. Schools can’t quit the effort if intial reaction is tepid. Advertisers understand the power of repetition—schools can use that power, too. 

We know that many of the kids are not alright, and we know that schools are already stretched as far as they can go. Let’s build capacity in parents and other leaders to help meet the needs of our kids to move forward into healthier futures. 

“You know me, I think there ought to be a big old tree right there. 

And let's give him a friend. Everybody needs a friend.” – Bob Ross

I have stopped clicking on the headlines that announce the numbers or reasons teachers are leaving the profession. There are just too many of them and they all read about the same: teachers are stressed, burned out, and tired of being in a steady state of exhaustion.

The headlines are concerning on many levels, notwithstanding the adage and truth that a democracy rests upon the need for an educated populace. If all our teachers leave, then who will teach the next generation? 

While all the teachers leaving sounds hyperbolic, it is probably not an exaggeration to say that most teachers have thought about leaving the profession at least once in their life. Being a teacher before COVID could be stressful, but the COVID and post-COVID eras of education have added more weight onto the professionals’ shoulders than ever as they try to fill in the gaps left behind by COVID and short staffing.

Enter the scene: trees.

A Chinese proverb makes an interesting comparison: “A teacher is like a tree. It stays in one place, but its fruit goes all over the world.”

Let’s explore this metaphor.

A tree’s roots grow deep; its branches stretch wide; its fruit feeds others. It cleans the air, provides shelter and shade, and protects the land.

You cannot rush a tree’s growth, for a tree is there for the long-term. 

A teacher lays a foundation that allows both teachers and students to branch out. The fruit of their learning can literally and metaphorically feed others. Knowledge and skills can provide rest and protection from ignorance and anxiety.

But you can rush a teacher, and a teacher does not have to be a long-term thinker. With stress mounting, long-term thinking can be a difficult task when so many problems need solutions in the short-term immediate now.

So how can a teacher become more like a tree? Play the long game.  

Dave Stuart Jr., educational blogger turned book author turned professional development facilitator who has always been a human first and foremost, identifies the ultimate goal of education as “long-term flourishing.” 

I agree with Dave. Long-term flourishing for our students, our teachers, our admin, and our support staff. The long-term flourishing of humans is at the core of this really beautiful thing called education.

But right now, though, there seems to be a shortage of both the long-term and the flourishing.

Enter the scene: shelterbelts.

For non-Midwestern prairie dwellers, a shelterbelt is quite simply trees planted in a row (or rows). My aunt and uncle from Montana have noted that they always know when they are driving through North Dakota because the trees are all in a row. 

A large number of shelterbelts were planted in the 1930s in response to the vast loss of topsoil. In the article “Shelterbelts, one of the great soil conservation measures of the 1930s, are being removed” , Heidi Marttila-Losure notes that the 1930s topsoil flying into the wind “gave dramatic evidence to the damage that 50 years of short-sighted farming practices had wrought.” 

The Prairie States Forestry Project (1935-1942), aka The Shelterbelt Project, began with Franklin D. Roosevelt. Paul H. Roberts, former Director of the Prairie States Forest Project, wrote the introduction to the book Trees, Prairies, and People: A History of Tree Planting in the Plains States. In his introduction, he wrote that the shelterbelts brought “a renewed faith in the land and hope for the future” to a people that had been plagued by drought and failed crops.           

Martilla-Losure reports that many of the shelterbelts from this 1930s project are dying or being removed, but some are being replaced for various reasons.

The reasons for and against actual shelterbelts can lend some insight into why teachers might be willing to be part of a “metaphorical shelterbelt” or not.

First though, let’s explore the shelterbelt metaphor a little more. 

If a teacher who is metaphorically a tree is thinking long-term, then a shelterbelt is a group of intentionally grouped teachers who are also thinking long-term. As an English teacher, I think of communities like the Red River Valley Writing Project, the Northern Plains Writing Project, and the North Dakota Council of Teachers of English as shelterbelts. These are communities of teachers who have committed to developing themselves professionally, beyond the walls of their schools. However, I also think of communities of teacher friends, both inside the walls of the same school and beyond.

A shelterbelt’s purpose is inherently one of protection, so what is this shelterbelt of teachers protecting? I posit the metaphorical shelterbelt protects the teacher’s career and probably their health—both physical and mental. 

However, a shelterbelt is not solely about protection. The maintenance of a shelterbelt goes beyond one generation. My friend Donna told me about her family’s shelterbelt in Beach—about how four generations ago, trees were planted in a row. Then, the next generation rested in its shade and also weeded the trees and also added some trees of their own. Then, the next next generation did the same, and etc. and etc.  

What a beautiful picture of multiple generations contributing their work to something much bigger than they are. 

Teachers working together in community can rest in the shade of the work that has been done, maintain the profession, and work to make it better for both the now and the future. 

While this sounds good, there are reasons for and against being a part of a metaphorical shelterbelt, much the same as an actual shelterbelt.

However, if you are ready to join a shelterbelt (which I advocate you should!), where exactly would you find one?

What a great question. The first step would be to look for them right within your school. Who are those teachers who are supporting other teachers right where you are? The second step would be to seek out opportunities within professional organizations, specifically opportunities that place you in conversation and proximity with other teacher professionals.

Attend the North Dakota Council of Teachers of English Conference.

Learn in a Writing Project Summer Institute, either from the Northern Plains or the Red River Valley sites. 

And delightfully participate in the conversation and learning around you. Make some friends (and in so doing, make Bob Ross happy!). 

If you are already part of a shelterbelt, how can you help strength them?

Existing shelterbelts can actively look for ways to honor the work that has been completed in the past and also maintain and improve for the present and future generations. 

One simple way to do this would be to curate resources that have helped teachers flourish long-term. These metaphorical shelterbelts can do what sometimes feels like a very non-North Dakotan thing and write down knowledge to pass from one generation to another in an organized fashion. 

And the metaphorical shelterbelts can consistently show up for each other, reminding each other of the good there is in learning new things and creating the confidence that comes from working together on something that is bigger than oneself. 

For trees—and friendships and communities—can simply be beautiful. 

As English teachers, the existence of AI text generators makes our lives more difficult. It should make our lives more difficult. In many ways, that’s a good thing. Learning about something new is often difficult. Adapting to a changing world can be difficult. Taking responsibility for something is difficult.

As English teachers, we have a responsibility to learn how AI text generators work, how they can be used ethically or unethically, what they do effectively and not so effectively, and how we can become better teachers by designing assignments with AI in mind. By taking responsibility for AI, we have an opportunity to revisit fundamental questions of how and why we teach writing. We have the opportunity to make our writing assignments better. Whether you want to discourage the use of AI, or whether you want to promote AI use and fluency (both have their time and place), the goal should be the same: to help students make more intentional and informed decisions about how they use language in relation to their audience and purpose as writers. 

Avoiding possible pitfalls with AI in relation to writing assignments

When it comes to Chat-GPT, most teachers’ primary concern is preventing students from cheating. Students cannot learn how to make complex rhetorical choices when a machine is simply asked to do everything for them! This is a legitimate concern. Using AI as a mere substitute for learning how to write sidesteps our learning outcomes. It allows students to turn in “products” without having to put in the work and do the thinking that is required for growing as a writer. Thus, as teachers, we need to shift the emphasis from written products to the writing process, and focus on evaluating the students’ entire process, not just a final product.

Some good advice for writing assignments, especially in the context of AI, includes:

• Asking students to engage deeply with a specific part of the course content and course conversations. No more generic topics! No more generic rubrics! When possible, make assignments locally or regionally specific. 

• Defining a specific audience, purpose, and structure for the communication—one that Chat-GPT doesn’t easily spit out through its cliché “predictive” text. 

• Scaffolding (and requiring submission of) writing processes throughout the unit, prior to “final” submission: mind-maps, storyboards, free writes, journaling, bibliographies, source notes, etc.

• Incorporating repeated opportunities for feedback, conferences, and revision of drafts.

• Requiring “author’s notes,” self-annotations, reflections, and self-assessments as a key component of the grade, where students need to explain their communication strategies—how and why their choices were intended to influence the audience and achieve their purpose for the paper.

• Consider asking students to compose in multiple modes (i.e. written text + video presentation), as well as thinking about/analyzing multimodal texts (videos/pictures/audio, etc.)

How to cultivate literacy, critical thinking, and AI-fluency

Though the perceived dangers of AI often dominate our thoughts as English teachers, a strong case can be made for explicitly incorporating the use of AI within the writing process and thereby helping students develop a critical and questioning mindset about how (and how not) to use it. AI fluency is already a desired skill employers are looking for. The next version of Microsoft Word will have Chat-GPT built right into it—“at the cursor” is what they call it. Teachers and students need to understand that writing with AI is not the same as asking AI to write for you. It is a tool that needs to be leveraged by a competent and critical thinking user.

Some principles and practices for cultivating both AI fluency and stronger literacy skills include:

• Asking students to experiment with and reflect on the “prompt engineering” process—what makes an effective prompt and what literacy skills are needed in order to get AI to produce something appropriate and relevant to the writer’s purpose and audience?

• Asking students to verify and augment AI-generated bibliographies—which AI sources are inaccurate and/or inauthentic (“AI hallucinations”), where does AI excel at summary or synthesis, which sources are relevant to your own purpose and which sources does the AI leave out (to its detriment)?

• Asking students to annotate and evaluate Chat GPT outputs, using your class rubric as the criteria for evaluation—where does the AI text demonstrate strengths or weaknesses when it comes to genre awareness, thesis development, appropriate and accurate source use, source integration and citation, logical organization and transitions, etc.?

• Asking students to make substantial revisions to Chat GPT outputs. Consider an assignment design such as 1. Write your own draft of the paper, 2. Ask AI to generate a response and reflect on your prompt engineering process, 3. Write a rhetorical analysis and critique of the AI generated text, 4. Revise your original paper.

• Asking students to engage meta-cognitively (“author’s notes”) when using AI as a tool in the writing process—and make these author’s notes and critical reflections a major component of the final grade.

There is no right answer or response to the question of “what do we do now!?” But we all have a responsibility to persistently ask ourselves: what do I want my students to learn and what is an effective way to achieve that outcome? This is true in a world with or without Chat-GPT, but we can no longer answer the latter question (in good faith) without confronting the reality of AI.  It’s a challenging reality. That’s a good thing.

Every time a student needs a new book to read (or forgets their book), I take them to my classroom library and help them pick a title. I scan past Refugee, Dear Martin, Aristotle and Dante Discover the Secrets of the Universe. All are great titles that tackle complex themes, but I pass by them. Too heavy.  

Sometimes, I look at my library, which I curated, and it manifests into an albatross of trauma. Even the classics like The Great Gatsby, Macbeth, The Diary of Anne Frank, and The Outsiders are heavy. Complications of the American Dream, power corruption, genocide -- these topics anchor students in a sadness that gets carried out of my room and into their lives. In a way, I want that. I want them to grapple with the complexities of these conflicts and themes that cycle through time and humanity. I want them to think about their role in progressing society so it matches their values. 

I’ve eagerly brought this into my curriculum. Last year, my eleventh-grade students read poetry from Clint Smith’s book Counting Descent. It is an amazing collection. In it, Smith unpacks how racism shaped him. The students dug through Smith’s words, uncovering insecurities, fear, and injustice. They empathized with him, got angry alongside him, cursed society for him. Those days, the air in my room was heavy.  Over time, it became exhausting. There are so many poems in Smith’s collection on how society’s racist and dangerous views of Black boys negatively shaped who he became that even he directly addresses it in more than one poem. And, although the collection ends on hope, it is a long, painful road to it. 

That’s not to say Smith’s collection should be skipped. It is worth reading; it broadens students’ worldviews and helps them understand the emotion behind the current debate on racial injustice. But, it is hard to end this heavy unit and then transition to The Great Gatsby or The Crucible, two more heavy themes. 

It gets kind of depressing. 

How much exposure to other people’s trauma do students need to be able to understand themselves and the world they live in? They are post-everything: 9/11, social media, the 2008 recession, George Floyd, COVID, Jan. 6. Aren’t they already drowning in harsh complexities?

A Bonding Agent

I’m at the 2023 NCTE conference in Columbus, OH, listening to a panel of young adult authors talk about the role of humor in their books. Angelina Boulley, author of Firekeeper’s Daughter and Warrior Girl Unearthed, writes with humor because as she put it, it is “the opposite of trauma dumping.” Humor allows authors to work through complex issues in a way that is approachable and invites thoughtful discussion. Talking about racism in the context of a book like The Hate You Give or To Kill a Mockingbird begins at a place of high emotion. If the way into a discussion is for students to begin with reader reaction and scaffold questions to increase difficulty (reader reaction, comprehension, author purpose, application, etc), then the discussion begins in an uncomfortable state because reader reaction is grounded in a negative emotion: anger, frustration, sadness. 

Through humor, students are not exposing a vulnerability (i.e. why the content upsets them). Instead, they laugh with their classmates, creating a bond and a shared value system. This can remove social barriers in classrooms because funny is a safe place for all to start.

In another way, humor helps students build relationships with the characters. Panelist Jessica Kim, author of Stand Up, Yumi Chung, describes her young adult novel of a girl named Yumi, who felt stuck. Her parents are immigrants and want her to focus on a career that will bring her financial stability, but she wants to be a stand-up comedian. Kim says, for her, humor is a way to connect with the reader because it “is an involuntary response.” It helps readers connect to the character and opens opportunities for empathy. In Kim’s book, the main character witnesses her father cry for the first time. It is a pivotal moment for the main character and a serious moment in an otherwise light-hearted story. Kim says she could not establish the buy-in to this moment without a relationship with the reader. Humor closes the gap between reader and character because every time readers laugh with the character they are forging a relationship, so when the character experiences a meaningful plot point, readers are already emotionally invested. 

An Outlet

Beyond classroom implications, humor allows students to think through their difficult experiences. Books are not only opportunities to experience perspectives different from their own but are ways for students to see themselves. And that’s important. When young adult books use humor to discuss traumatic events that otherwise are too difficult to talk about or even think through, it gives students permission to step outside of their situation and release those emotions. Crystal Maldonado, the author of The Fall of Whit Rivera, says she uses humor because characters can joke about their trauma in a way students might not be ready for and that gives kids an outlet for their feelings in a way they may not have access to. 

This can be seen in panelist Kitty Curan’s work as well. Curan is the author of the middle-grade book Grave Mistakes. In the book, the main character’s mother and brother die. The mother becomes a ghost and her brother, a poltergeist. They decide to live in the house with her family. It becomes the family secret; however, the dead want to leave the house and watch the main character at her violin audition. Chaos ensues: the mother takes over a dead body; the brother paints his face and promises not to eat brains. It is through these absurdities that Curan approaches difficult topics like secrets, feeling like an outsider, and death. She connects this story to her own life and how her mother was diagnosed with breast cancer. As a child, her family kept this secret from her grandmother. Through humor, she reflected on how that secret affected her, something she had not completely processed until she wrote the book.

A Model

Finally, students can use humor in their narrative writing. Panelist Daniel Nayeri--author of The Many Assassinations of Samir, the Seller of Dreams--suggests using a resource like The Joke Machine - a book that details humor characteristics like surprise, exaggeration, timing, and wordplay. Pairing these characteristics with examples will help students build the procedural knowledge required for creating humor. 

Using excerpts from movie clips, shorts from sketch shows like SNL, clips from TV Shows and podcasts, and TikTok posts, students can study what makes something funny. Videos will ensure all students can engage in the material, and they are easy to view multiple times without worrying about reading stamina or level. Another approachable entry point is having students engage in analyzing memes. These bite-sized jokes are perfect for getting students to identify details and draw conclusions.

Starting Small

Unfortunately, if humor is not an option in the anthologies and literary canon teachers have access to, it can be hard to find. A quick scan of the number of humor texts in my school’s ninth-grade textbook Collections resulted in a predictable zero. For teachers to comb through texts (either on the internet or in other anthologies) on their own to find one that is grade-appropriate and aligned with the curriculum is a daunting task. 

Perhaps adding supplemental materials or starting on a humorous hook is an approachable way to add it to an already packed curriculum. Here’s a quick list of ideas: 

• Read the satirical article “Wealthy Teen Nearly Experiences Consequences” by The Onion with a book like The Catcher in the Rye, A Separate Peace, Just Mercy, or The Outsiders to introduce inequities in social classes. 

• Watch the trailer for Warm Bodies, a movie inspired by Romeo and Juliet about a zombie named R falling in love with a human named Julie, to introduce the difficulty for two people from opposite backgrounds to overcome their societal and familial pressure to be together. Because R is a zombie, the challenges R and Julie are up against are absurd and are bound to deliver interesting discussions. This can also be seen in the SNL short with Taylor Swift of the Twilight movie, which matches a human and Frankenstein.

• View a Ugandan man seeing snow for the first time or video clips of what colors dogs can see while reading The Giver to remind students of the joy experiencing something new can bring. They also open the door to discussions on what 

For more resources, check out this list of funny stories from kindergarten through twelfth grade gathered by Common Lit. 

Finally, consider adding more humorous independent read books to your classroom library and advocating for more humor books in the school library. For ideas, check out these lists: elementary, middle school, high school. Perhaps, if students have access to humor regularly and in different formats, tackling the difficult themes from class novels will not seem so all-encompassing. 

Both camps tend to focus on how the artificial intelligence tools “radically change” the way we write and teach writing, but it is worth dwelling for a while on what Chat GPT doesn’t change:

1.     Our job is to help students make more critical and deliberate choices about how they use language.

Thus, whenever teachers or students are faced with the dilemma of whether to use AI as a writing tool, they must first ask themselves these questions: “Does this help me become more aware of the choices available to me as a writer?” “Does this help me learn how to develop a stronger purpose and relationship with my audience?” “Does this increase my autonomy as a writer to express my thinking, feelings, and values?”

If using Chat GPT can help you answer “yes” to those questions, then consider using it. If the answer is “no” (or even partly “no”), then avoid it. Any tool that decreases our awareness, our ability to learn, and our ability to make thoughtful, independent choices, is not a tool for education, and it is certainly not a tool for learning how to write.

2.     Our job is to help students critically evaluate a broad range of information and perspectives, then integrate or synthesize those perspectives with their own evolving ideas.

Thus, whenever teachers or students feel compelled to use AI for research, synthesis, and evolving their own ideas about the world, they must next ask themselves: “does this give me greater access to accurate, authentic, credible information vetted by a team of experts?” “does this improve my ability to evaluate the accuracy and credibility of a position or information?” “does this help me develop my own nuanced response to others’ perspectives in a way that is not driven by problematic bias and motivated reasoning?”

If using Chat GPT helps you answer “yes” to those questions, go for it… but make sure that you and your students know the extent to which Chat GPT just makes stuff up—it is not a source of accurate, authentic, and credible information vetted by a team of respected experts! One recent study found that only 7% of references in Chat GPT-generated medical content were both authentic and accurate.

3.     Our job is to teach students that writing (and learning) is about process more than product, and that establishing a proven process will give students the autonomy and adaptability to succeed in a variety of writing situations, inside and outside the classroom.

Thus, whenever teachers or students are confronted with Chat GPT as a way to make life quicker and easier, they must ask themselves: “does this enhance my ability to generate topic ideas, focus my purpose, add nuance to my thinking, find and use sources, organize my writing within the conventions of a genre, seek out and provide feedback to benefit writing, revise and edit to strengthen purpose, clarity, and audience impact?”

If Chat GPT productively contributes to process (and is not mainly a shortcut to the product or a substitute for navigating this complex, necessary process), then by all means, wield the tool. 

Donna led us through a rich exploration of Civic Writing, using engaging activities from 'Writing for a Change' by the National Writing Project. From exploring the varieties of milk to thought-provoking discussions and effective coaching sessions, Donna brought an energy and wisdom that infused every activity.

The depth of her expertise became even more evident as she provided useful resources and shared invaluable contacts throughout the week. The titles she carries - 2018 Gilder-Lehrman ND History Teacher of the Year and 2021 NDCTE English Teacher of the Year - reflect her passion and dedication to education. 🥇🎉

But Donna's impact didn't end there. She also played a crucial role in forming the group's name - "Delightfully Participatory." A name that now symbolizes a collective striving towards active learning and engaged discourse.

As we reflect on the week, we are reminded once again of why Donna Davidson is such a remarkable educator. Thank you, Donna, for sharing your passion, knowledge, and practical strategies with us. We look forward to carrying these lessons into our own classrooms and beyond!

#RRVWPSummerInstitute #CivicWriting #DonnaDavidson #DelightfullyParticipatory #EducationalExcellence #InspiringTeachers

Erika Dyk, an esteemed middle school teacher from Hazen, not only guides her students in the classroom but also leads readers on journeys through her captivating novels - 'Hope is the Color of the Sun,' and 'The First World Last Word Quests.' Joining her was Kamri Kitzmann, a young writer and 6th-grade student from Center-Stanton, who has shown us that age is no barrier when it comes to sharing wisdom and insights!

Their combined teaching demo was truly a unique one - focusing on how to disagree without the drama. An essential skill in our increasingly connected world, wouldn't you agree? 🌐💡

They took us step-by-step on how to establish clear rules and guidelines with the class, creating an environment where students can respectfully voice differing opinions. By instilling these classroom norms, they demonstrated how we can foster a space that encourages safe and productive debates.

Through this insightful demo, Erika and Kamri have given us the tools to help our students navigate disagreements while maintaining respect for differing viewpoints. This approach will undoubtedly nurture not only intellectual growth but also emotional intelligence within our classrooms.

Here's to implementing these norms and watching our students learn to articulate their thoughts, appreciate different perspectives, and grow into empathetic individuals! 🏫🎈

Thank you, Erika and Kamri, for sharing your expertise and wisdom with us all at the Summer Institute. 🙏

#SummerInstitute2023 #DisagreeingWithoutDrama #ClassroomNorms #EducationalGrowth #ErikaDyk #KamriKitzmann

We had the absolute pleasure of learning from one of the shining stars in education today - Abby Schumann, a dedicated 6th grade teacher from Turtle Lake-Mercer school. Abby led a truly invigorating teaching demonstration that was nothing short of inspirational.

The topic? Haunted houses. But this wasn't your typical Halloween lesson! 🏚👻 Abby masterfully used the concept of haunted houses to engage us in a deeper understanding of the elements of storytelling - theme and setting. With her guidance, we delved into the eerie atmospheres and captivating narratives that haunted houses encompass.

But the lesson didn't stop at simply appreciating the art of storytelling. Abby showed us how this seemingly simple project could evolve into a civic opportunity for our students. By designing their own haunted houses, the students can foster creativity, community engagement, and civic responsibility. A remarkable way of blending education and societal involvement, isn't it?

Thank you, Abby Schumann, for sharing your passion and expertise with us. You've taught us more than just how to construct a story around a haunted house. You've given us a blueprint on how to creatively instill crucial lessons in our students, encouraging them not just to learn, but to grow as active community members.

Looking forward to implementing these incredible strategies in our classrooms soon! 🍎✏️

#SummerInstitute2023 #HauntedHouseLesson #Education #CivicEngagement #InnovativeTeaching #AbbySchumann

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