MayaWest Writing Project

I am able to arrive nice and early, which is very important for me so I can begin my chore of the day as scribe without tension. I walk in the room and there is Alma taking advantage of the time to catch up on some work, I’m sure. As the others walk in, they go straight to the food room to place articles for breakfast and lunch. The novelties of the day are Maria’s taquitos and Peter’s peanut butter cookies with chocolate kisses on top.

I am taking advantage of the time to finish my poster. Behind me is Abi fighting with paper that he is trying to stick on his poster. I can feel for him because I’m not very good with arts and crafts either. So, I can understand his frustration. At this time, I see Ellen and Melissa. They are immediately preparing to organize the day’s activities and their concentration is evident. I can perceive such desire and effort for the activities to go smoothly. Right now we are all absorbing so much information and trying to organize our time to get the work we need done. It is comforting to see that Ellen, Melissa, and Irmaris are always ready to help and clarify doubts.

Ellen calls us to the round table to begin our morning chat at 9:15. Ariana begins the reading of her scribe. It is entertaining as yesterday’s events are narrated and at different moments we laugh or moan for different reasons. Afterward Melissa asks for a time keeper and Hector volunteers for the job. Ellen begins with a discussion of the do’s and don’t’s of the demonstration. Everyone asks questions, some are even repeated, and everyone has a chance to understand what is expected of us during the demonstration. Melissa keeps reminding us to “keep it simple stupid”. This is the key. We must be sure that we simplify the procedure to have time for a writing activity of 30 minutes. Ellen also clarifies the tasks of feedback and author’s chair during the demonstration. Sounds good, and I sense that those around me also got the idea of what was expected. It is a relief to us all. About this time Hector calls out “time”. Melissa takes a couple of minutes to wrap up and then we take a break.

Everyone’s excited about the different foods in the other room. Mayra comes out telling us, “Estamos en la dieta de la quenepa – comemos todo lo que nos quepa.” Food is always a favorite topic. There has always been plenty of food to eat and munch on, no complaints there.

We are all back at the table as Melissa and Ellen describe their techniques for writing. Melissa uses PAW (Purpose, audience, and writing technique) and Ellen uses SPAG (subject, purpose, audience, and genre). Melissa emphasizes the basics are not negotiable: purpose and audience. Ellen and Melissa stress how writing is a process and everything does not have to be corrected or evaluated. Ariana jumps in to comment that students expect some feedback in journals, even though these are not exactly corrected, just noted as completed. Several other teachers express they also do this in their classes. Ellen and Melissa want us to understand that writing must be communicative and make sure that the purpose in writing is identifiable. María reads an example of this on page 47 of If Writing Matters. The Walks gang mentions how their students were able to make changes in their school by writing letters of suggestions to their principal. Afterward, Ellen reminds us that the readings in our binders have important information and more readings are given. For the weekend? Well, one of these days. I am feeling overwhelmed with all this input however, I understand that we must go the extra mile to answer the burning questions that we carry with us. We must take advantage of this time to be molded into the kind of teachers that teach and make a difference with students. Ellen wants us to be thinking of our position paper as we read.

Journal writing comes next. Melissa wants us to answer the question How do I get students to write? Aha!!! This is too easy. This is my every day question, at every hour. She hits it on the nail. Everyone goes right to work. We all look so good, docile, focused, and obedient. Oh… if only my classes were like this one! Ellen and Melissa have it easy.

The speaker is Dr. Jocelyn A. Gélica Vargas, she gives her presentation Oral History. She begins by asking us all to introduce ourselves and recall a childhood experience in school. Here we hear examples of how some were mistreated in different ways, others suffered ridicule because they were “gringos”, and others described great memories of teachers who left their mark and inspiration forever. Jocelyn’s enthusiasm as she listens to all this is very contagious. As she gives her presentation she is filled with energy and a vitality that make us all want to keep listening to her. We all want to follow in her footsteps. We have to stop for lunch and we are already anticipating listening to useful information.

Lunch is fun in the classroom. We enjoy being together and not having to make the lines of the downstairs cafeteria. Laughter and other joyful sounds of conversations can be heard. Hector and Abi are remembering the different toys that they use to play with. Others are remembering the different fruits they use to eat and how some can hardly be found now. So, the group is making some oral history of their own.

The rest of the presentation with Jocelyn is fantastic! She feeds us motivation and enthusiasm through it all. The teachers are attentive and interested in the topic. I can sense how teachers are already thinking about how they can use this technique in their writing classes. Later the group activity is a great success. Teachers are inspired and there is a lot of discussion going on. I am also motivated as I learn about a technique that is filled with different possibilities to motivate students to write. Afterwards, the groups present their ideas of a possible project and so many memories of the past come to life. Different examples of possible projects are described and Jocelyn is literally jumping with the joy of future projects because she envisions the projects evolving. The activity is over and Jocelyn just gives us a few more pointers. What a great way to finish the week! There are several books I glimpsed at, and this simple definition stood out:

Oral History may be the path to a greater understanding of ourselves and others. In a short presentation, Jocelyn A. Gélica made us understand that students can be transformed through this experience just as we all have been.