“Good morning, everyone. Before we begin our Compose for 7, we are going to spend just a little time reflecting on how we are developing as a writing community,” I say.
Students open their writing journals and write the date in the upper right corner as we do every day. A few eyes are wide open, waiting to hear what this means. Some are nodding. Some are sneaking peaks below the cover of their Chromebooks.
“So let’s start by drawing a map of our classroom. We have nine round tables. Thirty-six chairs. Twenty-six people sitting in those chairs. One standing before you. Can you write the names of the people sitting in those chairs? Yes? Give it a go.”
I wait as students look around the room. Draw tables. Draw chairs. I wait as students whisper to their neighbors for names and spelling queries.
“Okay, so now let’s reflect a bit deeper. We’ve had a few partner writing projects. We’ve listened to one another’s stories on Fridays for the past twelve weeks. We’ve had numerous side conversations about classes, activities, families, food. And we’ve even learned things about one another based on observations. How so and so offers a pencil. How so and so shares gum. How so and so always says “good morning” or asks what you are reading. So now I would like you to write what you know about your classmates next to the names you wrote on your map.”
“So like how he always sneezes three times?” one students asks.
“Yes, like that.”
“And how you have a Twizzlers addiction?” another student asks.
“Yes, like that.”
“So we should put you on our class community map, too?” another student asks.
“Of course, she is a writer, too,” remarks another student.
I smile. Nod. I wait and watch as students write what they know about one another. I work on my map as I walk around the room noticing what students have noticed, heard. I am overjoyed to see how many students know everyone’s name and at least one detail about every writer in the class: loves to write sci-fi, funny, generous, always has an extra pencil, colorful sticky notes, neat handwriting. I recognize the maps that are bare; some students do not know names, do not know any personal details about their classmates. My map has some gaps, too.
“Thanks, everyone. As I look at my map, I realize how much I have learned about each of you through your writing, but I also realize that I would like to get to know you better. Why do you think that matters?”
“Well, knowing one another makes class feel more comfortable. Especially when we have open mic on Fridays. I love that,” says one student.
“Yeah, it will help us work together. Make us trust each other.”
“That is my thinking, too,” I say. “So now, I would like you to look at your map and around the room. Identify a few classmates about whom you do not know details. Perhaps there is a classmate who shared a great story at open-mic, and you’d like to learn more about them. Perhaps there is a classmate whose name you didn’t know. Do you have a a few classmates in mind that you need to get to know better? Yes?”
I see some students locking eyes across the room. Nodding. I see some students looking down, clearly avoiding eye contact. I see some students marking their map, circling names.
“Great. So one way we can keep working toward building a sense of community is to change seats — to physically be closer to new members, to create more opportunities for connecting just by shifting our environment a bit. So let’s do that. Let’s adjust our proximity to each other to see how our positioning can help our community. Gather your things. Stand up. Move. Say hello. Smile. Sit next to new classmates.”
Most students move quickly to say hello to new friends, decide on a new table. A few students remain seated, waiting for others to join them. I hear “can I sit with you” and “my name is” and “I know you tell funny stories but.”
I position myself alongside a student who is hanging out in the margins, which is where I would be. I ask her whose writing she most admires in the class, and we make our way to a chair at that table.
After just a few minutes, everyone is seated.
“Okay, let’s get started on our Compose for 7. After we write today, you will have time to share with your table and get to know one another a bit.”
Can you tell me more about your Open Mic Fridays? Do you have a blog post about how you set that up or what the expectations are? I have a Creative Writing class and try to end class with 5 minutes of “beautiful words”. It could be their writing or something they read and loved; but only the same 3 students ever share.