A Recipe for Revising My Teaching Mindset & Growing Great Writers
Inspired by LIT 102, 08,October 2025
Reflection — A Recipe for Revising My Teaching Mindset
Chef’s Note:
Before today’s class, I’ll admit , I used the word “fixing” loosely for everything that came after drafting. I thought revising and editing were the same: just cleaning up work and correcting mistakes. But my aha moment came when I realized that revising is about rethinking ideas, not simply fixing surface errors. It’s the stage where writers re-see their work to make it clearer, richer, and more meaningful. That realization completely shifted how I see writing and my role as a teacher.
Prep Time: One reflective LIT 102 session
Cook Time: A lifetime of guiding confident writers
Ingredients:
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A safe, brave classroom where sharing is encouraged
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Daily servings of Writer’s Workshop time
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ARMS (Add, Remove, Move, Substitute) for Revising
CUPS (Capitalization, Usage, Punctuation, Spelling) for Editing-
FLASH for Publishing that proud finishing sparkle
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A teacher’s heart that coaches rather than corrects
Method:
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Preheat your Mindset: Begin with the belief that every student is already a writer.
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Mix in ARMS and CUPS: Teach revising and editing as separate stages one to strengthen ideas, the other to polish mechanics.
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Fold in FLASH: Celebrate finished work and give students an audience.
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Simmer Daily: Integrate Writer’s Workshop into the language block so writing becomes routine, not rare.
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Taste and Adjust: Use conferences and feedback to guide, not grade.
Yield:
A classroom of writers who write bravely, revise thoughtfully, and edit purposefully.
My Takeaway:
Writing isn’t just about correction it’s about connection. My role is to guide students toward discovery, not perfection.
What I’ll Do Differently:
I’ll include daily Writer’s Workshop sessions and make space for revising and sharing, not just editing and finishing.
Questions which leaves me to Ponder:
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How can I make Writer’s Workshop a consistent and valued part of my every day language lesson or at least twice per week?
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What strategies that can be employed to help hesitant students share their work with pride?
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How can I continue modeling that writing is a process not a product?
Reshana, your recipe stirred something within my own reflective pot. I truly appreciate how you framed revision not as fixing, but as re-seeing, a process of deep engagement rather than simple correction. Your moment of realization reminds me that writing is just as much about nurturing thought as it is about shaping words.
ReplyDeleteThe way you combined ARMS, CUPS, and FLASH in your method created a meaningful balance between structure and creativity. I especially valued your “Taste and Adjust” step, as it captures the true essence of conferencing and feedback. It shows that writing, like cooking, requires continuous tasting, refining, and thoughtful care.
Your takeaway, “Writing is not just about correction, it is about connection,” resonated deeply with me. That statement reflects the heart of the Writer’s Workshop approach, where writing is not only a technical process but also an emotional and intellectual journey. It reminded me that as teachers, our role is to guide students toward discovering their own voices rather than striving for mechanical perfection.
Reading your reflection encouraged me to revisit my own teaching ingredients. I want to remember, as you said, to guide rather than correct, and to give my students the time and confidence to explore their ideas before presenting their final drafts.
Thank you for reminding me that writing, like every good recipe, requires time, patience, and heart.
Yield:
A teacher who is rethinking her own process and preparing to create richer writing experiences with her students.
Dear Reshana,
ReplyDeleteMy fellow chef of words, Your recipe is definitely "recipe-ing". That shift from “fixing” to “rethinking” is so powerful—it mirrors my own realization from this week's lessons that revision is where the real magic happens. Your line “Writing isn’t just about correction—it’s about connection” is another phrase that will be displayed somewhere in my teacher journal or classroom. It reminds me that our role isn’t to polish perfection, but to nurture discovery.
I love how you framed the Writer’s Workshop as a daily simmer, not a rare treat. Additionally, that image of guiding rather than grading resonates so strongly with my classroom goals.
I was also grappling with that question of how to make sharing feel safe and joyful for hesitant writers. But then I remembered strategies learnt through other courses:
1. Integrate across subjects: Use writing to reflect on science experiments, social studies debates, or math problem-solving. This makes writing purposeful and frequent.
2. Celebrate progress: Create a “Writer’s Wall” or “Publishing Corner” to showcase drafts, revisions, and final pieces. This builds pride and consistency.
Thank you for sharing your mindset shift so generously. You’ve inspired me to keep refining my own recipe for growing brave, expressive writers.
With admiration,
Anique
Hello Dr. Charles, hmmm, believe me the second question was one that I really stressed on . I believe I was able to partly answer my question through my reflection, as I now understand that helping hesitant students share their work with pride begins with building their confidence. Personally, I value creating a space where students feel seen and heard, rather than focusing mainly on their mistakes. I want my students to know that their voices matter and that every piece of writing has worth.
ReplyDeleteOne strategy I could use is a “Writer’s Chair” activity, where students share a piece of their writing with the class or a small group in a supportive setting. Instead of focusing on errors, their peers and I would highlight the strengths of their work such as interesting ideas, creative word choices, or strong feelings expressed. This positive feedback can help them feel proud of their effort and more comfortable sharing in the future.