Passion First, Business Second - Speaking & Writing Success Formula

If you’re a speaker or a writer, what is the most important secret of success?

(1) Finance

(2) Strategic Planning

(3) Effective Time Management

(4) Speaking or Writing

Let’s take a look at a common objective in Language Arts:
“Students will make personal connections to the text and share their ideas in a variety of ways.”

This objective leaves the door wide open for a whole host of possibilities. You might have three Grade 1 or Grade 5 classes in the same school and the objective is the same. The expectations are different for each grade level and the three teachers can teach completely different lessons and still achieve that objective.

When you type slowly, you actually give your mind a chance to think about what it’s going to say simply because you can’t keep up with your thoughts when typing. So it forces your mind to slow down. This in turn forces you to think slower and when you do that, you think more clearly. How many times has something come out of your mouth and you wish you could take it back because your mouth actually works faster than your brain?

If you were to write the same article using speech recognition software and then typing it out, you would find that the article would be quite different in style, tone and delivery. If you’re not a natural speaker, this can tur into a real nightmare for your transcribed written word. My spoken articles are so-so at best. My written ones are much better.

This type of questioning helps to invite the children to speak out in class. The teacher accepts all answers and often records them on the board or chart paper. While young children cannot do a lot of writing, they can still express their opinions by drawing a picture related to the text and write a sentence explaining the picture.

Once students are exposed to this type of writing and speaking in Language Arts classes, they know what to expect as they move up through the grades. Open-ended questions are the norm in elementary, junior high and high school classes, as the types of writing and speaking take on a more formal mode. The types of expectations are also varied, so a formal connection does not have to take place with every text. Some examples of connections through writing could include responding to the text as a journal entry or writing a formal essay. Speaking can take the form of just stating an opinion, class discussion or a formal debate.

Using these techniques you can use literature to teach proper conventions in writing and speaking without the drill and practice techniques often used in schools

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