It was Sunday night. I was getting everything ready to start a new week at school—packing lunch, gathering papers, and finding an outfit. Laundry was done, and all my clothes were hanging in my closet. There were a lot of clothes, but I still stared at my closet thinking I need to go shopping because I have nothing to wear.
I finally decided to take out each pair of pants and each skirt, one at a time, and match it with a top. Turns out, I had plenty to wear. I just needed a system, a way to look at what I had, to find what I needed.
It made me think of my students. They learn a lot of skills and have lots of tools to access those skills. Sometimes this comes in a piece here and a piece there; sometimes we give several tools for the same skill. And then we, as teachers, ask them to use these tools and skills throughout the year again and again—using the tools or developing the skills with different text or different writing assignments (building different outfits each time).
I think students can often feel like I did standing in front of my closet. Overwhelmed. Having no clue where to look or what to look for. It’s not that they don’t have lots of tools or lots of practice with the skills. It wasn’t that I didn’t have lots of clothes. They just need a system, a way to see what they have and access the tools when needed.
For me, this is the purpose of the anchor chart. It helps my students access the tools they need to do what they need to do.
I didn’t always use anchor charts. It wasn’t that I didn’t like the idea of anchor charts. I just thought they took too much time (It was easier to use PowerPoint); I thought they were too difficult to display (that chart paper never sticks to my painted brick wall); I thought I didn’t have room (I have to display all my pretty, colorful posters and sayings); I thought it was a little too elementary (I teach those very grown up 10th graders).
This year I’ve used them, but most importantly my students have used them. I see students pointing to the anchor chart that helps them when they are working in groups, or I hear students referring to it during discussion. I can direct them to anchor charts, and then they can do it themselves. It builds agency in the students.
All the reason I didn’t use them seem silly. Why wouldn’t I give my students a way to access the tools to use the skills I spend so much time helping them learn? Why wouldn’t I help them figure out that they have outfits they can wear, instead of leaving them overwhelmed thinking they have nothing to wear?
Someone once told me that my walls should be useful for my students or its wasted space. I think my walls are finally starting to talk the right talk.
I challenge you to try it, if you don’t already. Just do one or two and see how it works out. Maybe your students will be like mine and realize just how many tools they have at their disposal.
PS– These pictures of anchor charts are from my current literary analysis unit. My next post will be on this unit, but the lens idea and structure is from Christopher Lehman and Kate Roberts‘ Falling in Love with Close Reading. A must have in your professional library!
Bonus Read: Two Writing Teachers are doing this amazing blog series on Diving into Informational Writing. Each post is incredibly helpful, and they provide lots of information, helps, and resources. Two of my favorite from the series are Using Qualities of Informational Writing to Guide Students to Set Goals and Allowing Student Choice Within Informational Writing.