Children need to learn and experiment with each poetic form. After these preliminary experiences, they can apply what they learned and write poems adhering to any of the poetic forms they have studied. Class collaborations are a crucial component because they provide a practice run for children who aren’t what to do (Tompkins, 2008). Through collaborations each other, they can look at the poem from various angles and imaginations. All students do the same poem and are amazed at the different interpretations of the same poem. After all poems are read, teacher writes a small report on which students’ performance was excellent and which were not and why. Students will critique other students to get an understanding of good poetry performance.
According to Min Gyu Kim, “It may not seem so, but children are naturally born with a talent. And as young as they may seem, their minds have a wide range of imagination that they can come up with almost anything when it comes to writing.” I feel the same way, too. Children are natural poets (Tompkins, 2008). Childers’s imagination knows no boundaries. There are much imaginative than teacher can imagine so teacher should provide a chance to give full play to their imagination.
References
Tompkins, Gail. E (2008). Teaching Writing: Balancing Process and Product. Upper Saddle River , NJ
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