(2) Learning is enhanced when students are interacting with other persons and that students can learn from one another as well as the teacher.
(3) Because writing almost always involves self-disclosure, I am convinced it must take place in a climate that is free from threat. If the teacher provides the proper climate and practices writing on a regular basis throughout the school year, students will write.
(4) Writing of any type is a skill to be practiced and not a given gift. Students must be encouraged to discover and practice writing.
(5) Developing a skill such as writing poetry is generally most successful when the skill is broken down into small steps or sub skills and approached sequentially rather than randomly.
Creative expression in poetry is not easy to teach. The teacher feels he/she must be a juggler in order to provide a proper balance between the freedom to play with ideas and express feelings and the discipline of literary demands. In trying to establish this delicate balance, teachers may find a few principles useful.
Principle #1:
Create a motivating atmosphere in the classroom. The physical aspect of the room must be given careful thought. The most effective group and individual work can be accomplished in a room of sufficient size to provide for maximum comfort. Tables and chairs are preferred to conventional desks. Ample lighting is an absolute requirement.
Sample Activities
(1) Have the classroom take on the physical atmosphere of poetry. Poems should be visually available. A wall space could be devoted to poetry. Put up bulletin
boards that stimulate children to think about poetry.
(2) Consider a “poetry corner.” This space would include books of poems, pictures, sculptures, models, objects, writing paper, pencils, etc.
