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Helping students develop a better understanding of what they should do before, during, and after writing can make the actual process less intimidating.
Before pens and pencils even hit paper, students in Jamie Sears’ class would moan and groan with reluctance. “Ugh,” they’d mutter, “do we have to do writing today?”
Some simply don’t like to write “because their previous writing experiences haven’t been enjoyable,” the former elementary school teacher explains. Whether it’s lack of interest in the assigned topic, fear of being judged for their mistakes, or good old fashioned writer’s block, the act of putting your thoughts down on (virtual) paper can be daunting. By the time students reach middle and high school, the pressure has peaked, and the prospect of writing a flawless research paper or the perfect essay is enough to send shivers down their spines.
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.