Stacey spotlights a foundational principle of writing instruction: "Teach, don’t just tell." Inspired by Sarah Valter’s insights and rooted in educational research, she explores the impact of modeling: making the invisible processes of writing visible for our students. You’ll hear about the difference between simply giving directions and authentically showing your thinking and writing moves, and why this distinction matters so much for young writers. Stacey also discusses practical ways to shift from telling to teaching and offers reflective questions to help you examine your own classroom practices.

GO DEEPER:

• Read “Teachers Model and Think Aloud: Practices of Great Writing Teachers” by Sarah Valter

Use these reflective questions:

1) Do you mostly give directions, or do you model your thinking and writing?

2) In one-on-one conferences, do your questions and feedback help students try new strategies, or do you just tell them what to do next?

3) When you use mentor texts, are they published works, curriculum samples, or your own writing?

4) If you use your own writing, do you show your process? That is, do you let students see your thinking, mistakes, revisions, and decisions?

5) Are you only sharing the finished product, or also the rough drafts and your thoughts about them?

6) What chances do you give students to see your real process, and do you invite their questions or encourage them to notice your writing moves?

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You may contact us directly if you want us to consult with your school district. 

• Melanie Meehan: [email protected] 
• Stacey Shubitz: [email protected]

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For more about teaching writing, head to the Two Writing Teachers blog.