How do we as teachers most thoroughly prepare ourselves to be fully present, as Dan said “non-judgmentally”, for the full range of writing our students may do — so that we can respond in the most appropriate instructional, institutional, and humanistic way? (My theory is that we have to write ourselves, or at least reflect, but I am craving other thoughts about this.)
How do we offer writing experiences that provide space and supports such that students are most likely to develop a sense of confidence in their writing, and, thereby, voice? How do we support this development so that this confidence might be naturalized across contexts and power dynamics?
How might we use writing with students, school personnel, and communities in ways that shift stuck and fraught conversations about assessment, grading, and the purposes of education? (Thinking of Caitlyn’s — and everyone’s — questions about assessment and parent communication here.)
How, really, could I walk the walk of writing praxis in my life, 24/7? What would it look like to practice writing as a way of being across the course of this year — to live a life through and as writing? What are my daily practices and commitments?
ECLInstitute - HVWP 2019-2020 
Re: “What would it be like to…live a life through and as writing?” #YASS #AMEN
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I think it could be the same for both – setting small goals of practice in the classroom and in real life. My goal is to somehow continue writing on my own and see how this practice bleeds into my teaching. I think you are wondering a lot here, but that at the basis it’s about writing and being a writer. If we can create the classroom community of writers, and find ways to encourage/facilitate this then that is one step in the right direction. I also think there is more than one way of accomplishing all of these things.
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I’m intrigued by your pull toward questioning voice – it’s a place I struggle as well. I’m interested in what you think about Julia’s RAFT writing, as her inquiry is all about voice. I’ve noticed this theme in a few people’s questions, and think this might be an area to explore in the Fall as we enter inquiry.
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