Amy Hardister
RES 5040
Writing Workshops and Self-esteem in a Middle School Setting (An Action Research Plan)
Abstract-The purpose of this action research study plan will be to see if writing workshops promote self-esteem in middle school students and thus encouraging intellectual self-esteem as well. Throughout the study I will survey parents, students, and other teachers by using a Likert scale to measure student self-esteem. This type of attitude scale will be used periodically throughout the study to gage changes, if any. Also I will use classroom observations, writing conferences, and interviews periodically to make qualitative judgments about writing workshop and its relatedness to student’s self-esteem in my middle school classroom.
Area of Focus
As a middle school teacher, the lack of self-esteem is prevalent even in the seemingly confident student. Both personally and academically, students’ self-esteem and confidence wanes during these adolescent years. I want to see if implementing a writing workshop can impact my students’ self-esteem.
Research Question
Does implementation of writing workshops influence self-esteem in middle school students?
Review of Literature
Self-esteem and self-concept relate to both academic achievement and social interaction. When studying self-esteem it is invaluable to recognize contributing factors that could inhibit or promote self-concept. In general is likely that family, friends, and social relationships greatly contribute to self-esteem. In Franco’s and Levitt’s (1998) study, they determined that family support and friendship quality were reciprocally linked to self-esteem in middle childhood. According to their study diverse cultural backgrounds had no bearing on self-esteem, and the results indicate that the social network is essential to maintenance of self-esteem.
It is valuable to recognize the connection between writing, self-esteem, and self-expression. Often writing serves as a dependable and safe method of self-expression. In a qualitative study of writing as a means of exploring inner-self awareness and spirituality for adolescent girls, Sinats, et. al. (2004) found by analysis of their own diaries and poetry as adolescent girls 11 to 17 years of age (1969-1999) that writing serves as a means of creating solitude and transforming calm for adolescent girls. The various writing forms that a girl chooses to nurture the link between her changing self and inner life will require affirmation, support, and resources. Girls will often choose processes that present their own characters and interests appropriate for their context to sustain and strengthen their voice and its expression. Through writing in diaries adolescent girls have a place to relieve the social chatter of the day that can liberate a young girl of the chaotic experiences without limits or judgments.
Chandler’s (1999) study indicated that creative writing allows students to tap into a wide range of emotions to maintain self-expression as a means of boosting self-esteem. This also consequently increased student’s writing efficacy. The creative writing intervention program was designed to enhance self-esteem and self-efficacy by exploring creative, narrative, and poetic writing methods to develop their voice. Through this program students received various exercises to promote self-expression through these various methods. Students then shared their writing with the class and as a result made important connections between themselves and their peers. Students draw self-esteem from these interactions with peers and from academic performance. Academic achievement and social interactions are either enhanced or inhibited by self-esteem. Teacher feedback and support was essential, and attendance increase from erratic to 100% attendance the final week of this two week program. Writing in this case allowed the student’s to use their own voice, solve problems, and liberate emotions.
Teachers of reading and writing must also be readers and writers themselves. In a study conducted by Elabaz-Luwisch (2002) writing workshops were used to enable teachers to find their own voice. Through autobiographical writing teachers were asked to explore their personal and professional lives and prompted to write. In this writing workshop these teachers were more compelled to write after reading and discussion of autobiographical works of published authors. From this study it was maintained that there is significance in having students share their writing not only to be heard, but to be aware of other perspectives in order to make connections with themselves and others. The group in this study gained new understandings of both their professional and personal lives which created an emotional outlet for pain and sadness thus it allowed them to see their life in a new way. The study also suggests that “writing workshops provide a space not only for thinking aloud and sharing,” but also for reflective inquiry in a space filled with diverse voices to express concerns, hopes, and fears.
Teachers should experience the power of writing in order to draw on that as they teach writing. According to Watson and Lacina (2002), the success experienced in an action research with student teachers was linked to the individual conferences that allowed for questions and discussion of the piece of writing. Prior to beginning the course, researchers used surveys to collect data on preservice teachers’ self-concepts concerning writing. It was evident that a majority in the education program had negative perceptions of writing. A positive attitude, modeling, process writing, and communication were key factors in implementation of their writing workshops. Conferencing throughout the writing process also emerged as an essential component that delivering personal feedback to support and encourage the writers in this study. .
In an action research project conducted by Conroy, Marchand, and Webster (2009), they addressed the issue of motivating 1st and 2nd grade students to write utilizing a writing workshop. In this study, teacher researchers implemented a writer’s workshop curriculum that connected multiple intelligences which increased student learning enjoyment and motivation. They also provided mini-lessons to develop students’ writing skills. As a result they noticed student confidence increase throughout the duration of the study. Students’ attitudes were more positive toward writing increasing from 55% to 72%. In an analysis of student writing samples, there was a notable improvement of writing mechanics, creativity, sentence structure, and adding story elements.
In a similar study conducted by Jasmine and Weiner (2007), their writing workshop also created a similar effect in their 1st grade students. It allowed students to be more independent and enjoy writing. It also created a positive writing atmosphere which allowed students make choices, work with peers, and experience individual time with the teacher. The teacher modeled writing by designing mini-lessons to teach the writing process and conventions. A big key to success was participation in sharing writing pieces in the Author’s Chair which created a greater commitment to writing. As the study progressed students became more enthusiastic and gained more confidence to share their work with their peers. Intrinsically motivating students by giving them time to shine individually is a key component of promoting self-esteem and academic success.
Description of Intervention
Weekly, students will have a day of writing workshop in which I will provide author samples, templates, and topics for them to write about as well as freedom to explore writing independently. Often students in middle school question themselves to such a great extent that they lack confidence to choose topics and make decisions in their writing as well as personal lives. As the class studies different genres through analysis of author’s craft, we will discuss how those genres can be incorporated in their own writing as a means of self-exploration. On each writing workshop day, there will be a quote related to self-esteem, confidence, and living that can also serve as a springboard for writing. The weekly quotes will be briefly discussed to allow students to consider personal connections and ideas for writing. Students will also be expected to share their writing weekly with an adult in their lives for feedback whether it is a parent, another teacher, family member, or family friend. Students will be provided with a model and discussion guide to assist the process from the previous day. I think also by consistently making one day writing workshop day students will expect and hopefully come eager. I will also set up a conferencing schedule to meet with students at least every couple weeks to discuss questions they may have or provide support. Daily, I will ask one or two students to share. By taking part in this social interaction and performance of writing hopefully this will encourage students to recognize the safety net of the writing community I hope to create with my writing workshop. This aspect of the intervention will hopefully encourage them to share and discuss their thoughts and feelings in a comfort zone of an academic mask.
Data Collection Methods
At the beginning of this study I will do a Likert scale to survey parents about their children’s self-esteem as well as a survey with students and chart this initial data. I will also do an initial interview with parents and students to discuss more of the “what” and “why” that may be affecting the individual self-esteem and confidence of my students besides the obvious pubescent changes occurring cognitively, physically, and emotionally. As students work, journal, and publish their writing, I will make notes and observations about student’s self-esteem. I a lot of insight will also be gained through writing conferences as well as student led conferences that I will document also. In this year long study, I will collect survey information about student’s self-esteem quarterly from parents as well as the students also providing a space for comments. To culminate this study, I will conduct final interviews with both students and parents about both students’ academic confidence as well as self-esteem.
References
Chandler, G. (1999, April). A Creative Writing Program to Enhance Self-Esteem and Self-Efficacy in Adolescents. Journal of Child & Adolescent Psychiatric Nursing, 12(2), 70. Retrieved July 30, 2009, from Education Research Complete database.
Conroy, M., Marchand, T., & Webster, M. (2009, May 1). Motivating Primary Students to Write Using Writer's Workshop. (ERIC Document Reproduction Service No. ED504817) Retrieved July 30, 2009, from ERIC database.
Elbaz–Luwisch, F. (2002, Winter). Writing as Inquiry: Storying the Teaching Self in Writing Workshops. Curriculum Inquiry, 32(4), 403-428. Retrieved July 29, 2009, from Education Research Complete database.
Franco, N., & Levitt, M. (1998, October 1). The Social Ecology of Middle Childhood: Family Support, Friendship Quality, and Self-Esteem. Family Relations, 47(4), 315-21. (ERIC Document Reproduction Service No. EJ589170) Retrieved July 30, 2009, from ERIC database.
Jasmine, J., & Weiner, W. (2007, October). The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers. Early Childhood Education Journal, 35(2), 131-139. Retrieved July 30, 2009, doi:10.1007/s10643-007-0186-3
Sinats, P., Scott, D., McFerran, S., Hittos, M., Cragg, C., Leblanc, T., et al. (2005, April 1). Writing Ourselves into Being: Writing as Spiritual Self-Care for Adolescent Girls. Part One. International Journal of Children's Spirituality, 10(1), 17-29. (ERIC Document Reproduction Service No. EJ819894) Retrieved July 30, 2009, from ERIC database.
Watson, P., & Lacina, J. (2002, April 1). Teachers of Writing as Writers: Examining Attitudes and Informing Practice through Action Research. (ERIC Document Reproduction Service No. ED466470) Retrieved July 30, 2009, from ERIC database.