There's a section in Chapter 8 of the text where it goes into detail the steps to storytelling (see page 227). The first step - and this sort of threw me for a loop, and I'll explain why - states "Coach students to tell stories often."
Now, I tend to be the sort of teacher where if I don't see the relevance of the tale my darling little 6th grader is beginning to spin, I will start to tune them out, or interrupt them halfway through, ask them if what they are telling me is any way shape, or form, related to what we are talking about . . . generally the answer is "no" followed by abrupt (and honestly - welcomed) silence.
But, maybe I need to change the perception of useless tales, into engaging activities. Perhaps I need to start setting aside time during the day, or even specific days, to storytelling. With the initial stories they start telling, we can then start the revision process (step 2), and gradually lead to the students writing on their own - which is one of the main goals my SDC students have. Let's find out what will happen in the coming weeks . . . .
I think if boundaries are set on when it is ok to make up stories this can be a postitive activity. Rules for this time would be a necessity but I agree this would give students an oppurtunity to use their imagination.
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