EXPLORING  Proprioceptive Writing in a Middle School Classroom Brenda C Western Mass Writing Project Summer Institute 2007...
Can a daily writing practice based on Proprioceptive Writing help children regulate emotions in order to master social and...
“ The single most influential element in producing writer’s block is some undisclosed trauma, of whatever magnitude”  (Mac...
<ul><li>IS IT DIFFICULT? </li></ul><ul><li>IS IT SCARY? </li></ul><ul><li>IS IT PAINFUL? </li></ul>
“… unhealed wounds and undeveloped souls will thwart   the smartest curriculum” (James Moffett as qtd. In  The Mind’s Eye ...
“ EMOTIONAL INTELLIGENCE” <ul><li>Self-awareness </li></ul><ul><li>Impulse control </li></ul><ul><li>Persistence </li></ul...
Action Plan <ul><li>DATA COLLECTION </li></ul><ul><li>Student academic writing  </li></ul><ul><li>Surveys </li></ul><ul><l...
If you bring forth what is within you, What you bring forth will save you. If you do not bring forth what is within you, W...
SOURCES REFERENCED <ul><li>MacCurdy, Marian Mesrobian.  The Mind’s Eye: Image and Memory in Writing  about Trauma . Amhers...
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Brenda Proprioceptive Writing In Middle School

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  • Transcript of "Brenda Proprioceptive Writing In Middle School"

    1. 1. EXPLORING Proprioceptive Writing in a Middle School Classroom Brenda C Western Mass Writing Project Summer Institute 2007 Inquiry Project/Action Research Plan
    2. 2. Can a daily writing practice based on Proprioceptive Writing help children regulate emotions in order to master social and academic skills?
    3. 3. “ The single most influential element in producing writer’s block is some undisclosed trauma, of whatever magnitude” (MacCurdy 19)
    4. 4. <ul><li>IS IT DIFFICULT? </li></ul><ul><li>IS IT SCARY? </li></ul><ul><li>IS IT PAINFUL? </li></ul>
    5. 5. “… unhealed wounds and undeveloped souls will thwart the smartest curriculum” (James Moffett as qtd. In The Mind’s Eye , p. 15)
    6. 6. “ EMOTIONAL INTELLIGENCE” <ul><li>Self-awareness </li></ul><ul><li>Impulse control </li></ul><ul><li>Persistence </li></ul><ul><li>Zeal </li></ul><ul><li>Self-motivation </li></ul><ul><li>Empathy </li></ul><ul><li>Social deftness </li></ul>
    7. 7. Action Plan <ul><li>DATA COLLECTION </li></ul><ul><li>Student academic writing </li></ul><ul><li>Surveys </li></ul><ul><li>interviews </li></ul><ul><li>Possible case studies </li></ul><ul><li>Teacher/researcher observations </li></ul><ul><li>VARIABLES? </li></ul><ul><li>With sixth graders? </li></ul><ul><li>Self-contained? </li></ul><ul><li>Social-emotional-behavioral challenges? </li></ul><ul><li>Amidst full curriculum? </li></ul>
    8. 8. If you bring forth what is within you, What you bring forth will save you. If you do not bring forth what is within you, What you do not bring forth will destroy you. GNOSTIC GOSPEL OF THOMAS (qtd. In In the Mind’s Eye, 10)
    9. 9. SOURCES REFERENCED <ul><li>MacCurdy, Marian Mesrobian. The Mind’s Eye: Image and Memory in Writing about Trauma . Amherst: University of Massachusetts Press, 2007. </li></ul><ul><li>Metcalf, Linda Trichter. Writing the Mind Alive: The Proprioceptive Method for Finding Your Authentic Voice . New York: Ballantine Books, 2002. </li></ul><ul><li>Moran, Molly Hurley. “Toward a Writing and Healing Approach in the Basic Classroom: One Professor’s Personal Odyssey”. Journal of Basic Writing , Vol 23, No. 2, 2004. </li></ul><ul><li>Regan, Kelley S., et. al. “Promoting Expressive Writing Among Students with Emotional and Behavioral Disturbance via Dialogue Journals.” Behavioral Disorders. Tempe: November 2005. Vol. 31, Iss. 1. Retrieved 7/16/07. http:// proquest.umi.com ,. </li></ul>

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