By
Patricia Mason, Ed.D.
Students whose behavior interfere with their learning and interpersonal interactions had an opportunity to harness their strengths and demonstrate their knowledge as they developed written communication skills. A letter writing project turned the climate of the class around as students eagerly wrote as their behavioral difficulties decreased and their written expression skills expanded. Writing pen pal letters allowed students to share their personal interests and recollections as they built relationships with their pen pals. Graduate students enrolled in Special Education Master course agreed to become pen pal to these youngsters. Both student groups were fortunate to have exchanged letters of the course of one semester.
A class of elementary students with behavioral problems that interfered with their learning and interpersonal interactions on a daily basis had an opportunity to share their ideas and respond in writing to new acquaintances. The class as a whole struggled to remain attentive during many lessons due to various distractive behaviors (i.e. impulsive behavior, tantrums, verbal arguments). In addition, to behavioral challenges, were weak academic skills, retention and organization skills all which made it difficult for writing tasks to be completed sufficiently. These students with special needs similarly to many students today experience much frustration expressing themselves proficiently in writing- their frustration lead to inappropriate acting out behaviors.
Teaching students the patience and skill required to built writing capabilities was a challenging feat in spite of a the teacher’s use of many creative and engaging strategies. This class of students required support to overcome their own behavioral challenges which was preventing them to write their ideas. A letter writing lesson turned the climate of the class around as students eagerly wrote as their behavior difficulties lessoned and their written expression skills expanded.
“Writing is thinking on paper.” William Zinsser quote
The special education class of 13 students with emotional and behavioral disturbances were constantly frustrated by writing assignments. Whether the students had to copy notes from the board or write notes in their science journal they complained and then became disruptive. The teacher was frustrated as the writing skills of many of the students became stagnate. The teacher was further discouraged due to disturbing behavior that interfered with her ability to give individual support to build writing skills. Although, the teacher recognized that the students were overwhelmed by writing assignments due to their inability to choose ideas, organized thoughts, sequence ideas , and spell words as well as stick with the assignment through a few drafts leading to the final product. The legibility of the handwriting of most of the students was also a concern. Efforts to improve the penmanship of the class was also met with much frustration from the student. The value of writing legibly and clearly was not valued by the students.
The pen pal idea brought on expected results for it surprised the entire class at the level of achievement demonstrated while completing the writing tasks. Writing pen pal letters allowed students to work individually to share their personal interests and recollections as they built a relationship with their pen pal. The students quickly observed that each letter could be different but interesting and engaging – as it gave voice to the individual writer. These youngsters as many across the American schools have come to understand that tests (standardize) are looking for one answer and any diversion – will most likely be assessed as incorrect or definitely lose points. Once the students read their pen pal letters and notices that each one looked different and conveyed different information , they slowly started to share different information in their letters, as well. The 13 letters were truly individual, varying in length, details, and enclosed pictures or art work. The students began to trust their work and would ask peers to read drafts or confirm details presented in the letter. The rivalry to finish diminish for the students began to request extra time to send their best work to their pen pal. The clarity of the ideas, correct spelling and sentence structure and legibly penmanship quite easily became the norm for the class. They wanted to send the best to their pen pals.
Empowering the Voice of Students
The letter writing model was designed with many objectives. Previously, the students would merely practice writing letters filling the five parts of a letter to prepare for assessments. The stronger students would easily recall and share information to complete the letter writing assignment. Unfortunately for less able students they would become frustrated as they struggled to determine how to get started and what information to share along with how to spell and organize their thoughts. Since in these scenarios it was apparent that the students had not conceptualize that their voice would be heard (through their “chosen” words). Most of the students when asked had never received their own letter- the anticipation of opening the envelope was new for the many. Furthermore, the reason for sending a letter as well as the visual picture of the written message had not been experienced by theirs students. The lifelong purpose for putting pen to paper to have your voice hear was a new experience for this class.
The pen pal project also helped the students to appreciate that writing was more than writing observation notes or responding to a chapter in their journal. As they prepared to respond to their received letters they began to talk and listen to each other. The value of the message was highlighted by the effort taken to make the ideas understood by another. What became clear to the students was that events that happened in the lives was relevant and engaging to others if recorded in a precise and legible manner. Slowly they understood by reading the letters that a person’s words could make the reader smile or laugh – if time was taken to use words to paint the picture for the read. For example a class trip, could be shared with a pen pal where the experience of seeing the KingTut exhibit came alive for the reader. And when the pen pal wrote back with comments or questions the connection was made. Students receiving well written letters was the greatest motivation for the class. These students began to recognize that their ideas were valuable for others were asking them for details or responding with their ideas and questions. They were hooked- writing became important and relevant. They were empowered to share what they considered relevant and valuable – the effort and concern they demonstrated to have others understand their written work helped the teacher to capture a side of the students that might have been missed.
Apprising the Growth of the Students’ Academic, Behavior and Social-Emotional Capabilities
Aacademic:
- Improved penmanship legibility ( spacing and sizing of the letters)
- Independent and voluntary use of dictionary and thesaurus
- Improved sentence structure and use of punctuation
- Improved organization of ideas presented; details and sequencing
- Quantity and Quality of writing improved (Comparing the first letter to the final letter )
Behavior:
- Increased sustained attention to task and listening to each other
- Increased ability to share supplies and ideas during group work
- Less frequent disruptive behavior in and out of classroom
- Student requests that reward for “good behavior should be more time to finish letters”
Socio-emotional:
- Increased pride in work
- Frustration controlled “I have to write this over for my pen pal”
- Ability to respond positively to constructive suggestions from peers, “Tell me what you think”.
Important Considerations for SuccessfulResults
The success of this project was based on the planning of the teacher involved. The class had some exposure to the friendly letter format ; the teacher had modeled letter writing and the class had just began writing a letter together. Secondly, the class had read texts that discussed and demonstrated the value of writing to others. What seems to be most important and should be well-planned out before initiating a pen pal activity – is the choosing of the recipients for the students’ letters. This consideration is an extremely important for the recipients of the letters have to understand the varying cognitive abilities, writing levels and maturity of the students with special needs. Since students with special needs have been disappointed and discouraged the pen pal project has to be planned specifically to ensure that the students have a positive and successful experience.
Graduate students enrolled in a Special Education Master course agreed to become pen pal to the students in this special education class. Both group of students were fortunate to have met through their letters. The graduate students , some who were already practicing teachers gained some exposure to the experiences of a diverse urban student body. Although not judgmental , they read between the lines that their pen pal had experiences that varied from their suburban lifestyle. The younger students gained the pride of having college students take the time and interest to read and respond to their letters. They receive four letter over the semester that met their individual needs and abilities. The relationship built through writing letters led to high expectations for neither group wanted to disappoint the other – so all gave their best.
Patricia Mason is associate professor at Molloy College, Rockville Centre. She teachers graduate special education classes. Dr. Mason also consults with special education teachers in urban schools to facilitate best practices in special education classes.
A sincere note of appreciation to my students enrolled in EDU 572 (Spring 2010) who agreed to write to these students. I can only hope that you received as much as the class gained from each of you. Since I experienced the excitement when the youngsters open your letters- your pen pal letters definitely made a difference for these students.
References
DeLaPaz, S. & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.
Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992). Socially mediated instruction: Improving students’ knowledge and talk about writing. Elementary School Journal, 92, 411-449.
Gersten & Baker, (2001). Teaching Expressive Writing to Students with Learning Disabilities Research-Based Applications and Examples. Journal of Learning Disabilities 36(2) 109-123
Maroney, S. (1997). It’s in the Bag: A Dozen Language Arts Activities To Promote Active Learning. Intervention in School and Clinic, 33 n1 22 25
Midgette, E., Haria, P., & MacArthur, C. A. (2008). The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students. Reading and Writing, 21, 131-151.
Wood, K. D. (1986). How to smuggle writing into the classroom. Middle School Journal, 17(3), 5–6.
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