Teaching by Doing: A Step-by-Step Approach to Student Success

Welcome to “Tens of Reasons to Teach,” a celebratory series honoring 10 years of Ethical ELA by sharing the wisdom, strategies, and inspiration that shape ethical and inclusive English language arts instruction. Here is Dr. Leilya Pitre’s celebration.

Leilya Pitre teaches at Southeastern Louisiana University and coordinates the English Education Program. With her students, who are tomorrow’s English teachers, she tries to think of the ways to make learning accessible, enjoyable, and effective. She loves to learn about people, cultures, and rich traditions all over the world. In her free time, she reads, writes, listens to music, visits her children and grandchildren, or travels with her husband.  

My Teaching Mantra 

My mantra for teaching had formed about 10 years ago, when I began teaching in college and realized that similarly to a secondary school, my students need to be explicitly taught certain things. This understanding sounds simple, yet it is crucial for my daily teaching practices. Thus my daily mantra is: “If you want students to do something, teach them how.” 

When I assign my students any task, I ensure they understand it by explaining it clearly and modeling the process. Before introducing an assignment in class, I personally complete it at home, noting the time required and any potential difficulties students may encounter. For complex tasks, I break them down into manageable steps and scaffold each one. After students complete and submit each part, I provide detailed feedback and allow revisions before moving on to the next step. 

Example: Narrative Assignment Project 

Personal Narrative: An Incident from Adolescence 
In this narrative, students describe an event from adolescence that shaped who they are today, using sensory details to engage readers. The project includes multiple parts: 

1. Creating a Sharing Folder: 
   Explanation: Students illustrate eight pivotal incidents from adolescence using images or symbols. Each panel should represent a distinct moment that remains vivid in their memory, note the time of the incident, and how it affected the writer, or why it is considered to be significant for the writer. 
   Modeling in the classroom: I show students my own folder with illustrations, explain my choices, and describe each incident briefly. This helps students understand how to visually represent key moments in their lives. 

2. Sharing Autobiographical Folders: 
   Explanation: Students share their folders in small groups (no more than four students). In-class sharing helps students elaborate on their stories and choose the most significant incident for their narrative based on the feedback of their peers. I provide a Peer Share Guide to help peers record each incident, its importance, and potential for writing about it.  
   Modeling in the classroom: I initiate the sharing by presenting one of my panels and inviting students to ask questions. This demonstrates how retelling a story can spark new ideas and details. 

3. Prewriting Activities. We complete multiple prewriting activities to help students express their thoughts and emotions in connection with the incident they choose to narrate. Here I exemplify two of these activities.  
   Explanation: These activities focus on developing sensory details and brainstorming ideas. The “Sensory Details Activity” helps students recall sights, sounds, smells, tastes, and textures related to their chosen incident. The “Treasure Chest Activity” encourages students to gather meaningful objects or symbols related to their story. 
   Modeling in the classroom: I guide students through a sensory details exercise by recalling a personal memory and listing specific sensory elements. Then, I model how to create a treasure chest by showing personal artifacts that relate to my story. 

4. Drafting: 
   Explanation: Students choose one incident from their folder and write the first draft, focusing on vivid description and narrative flow. Dialogue can be included to enhance interaction and urgency. 
   Modeling in the classroom: I write or talk through my draft, thinking aloud as I craft sentences, and demonstrate how to incorporate sensory details and dialogue effectively. 

5. Peer Response: 
   Explanation: Students bring two copies of their draft for peer review. Small groups use a provided checklist to give constructive feedback on clarity, detail, and engagement. 
   Modeling in the classroom: I pair students and model a peer response session, explaining how to use the checklist and offer helpful feedback. This sets clear expectations for respectful and useful critique. 

6. Revision: 
   Explanation: Students revise their drafts based on peer feedback, focusing on improving narrative elements, clarity, and mechanics. 
   Modeling in the classroom: I display an example draft with comments and demonstrate how to revise a section based on feedback. I emphasize the importance of revision over editing while also commenting on common grammar issues that might be present in students’ writing. 

7. Reflection: 
   Explanation: Once the narrative is complete, students write a two-page reflection addressing their writing process and its connection to course readings. They discuss changes in their approach to writing and how classroom activities supported their work. 
   Modeling in the classroom: I share a sample reflection from a previous assignment, highlighting key elements like process insights and textual connections. I encourage students to reference specific activities and readings in their reflections. 

This approach ensures students learn not just by listening but by doing—step by step, with guidance and practice. I hope this example is helpful for teachers. If you need more explanation of the assignment, the full prompt, or have some questions about it, please, reach out to me via email: Leilya.Pitre@selu.edu.  

Resources

Pair-Share Guidelines

Storyteller:                                          ____________                                                           

Partner/Recorder:                                                    ____________                        ______

Listen as the storyteller shares details about at least four of the incidents represented in their folder and take notes in the space below.

Return this sheet to the Storyteller so that they can make use of it when writing the first draft.

Storyteller: Keep this sheet in your autobiographical folder. Submit it with the final draft.

Personal Narrative – Peer Review Guide

Writer’s Name: _____________________     Editor’s Name _______________________

Writer is a person whose narrative you are reading and reviewing, and Editor is a person who reads and reviews someone’s work.

STEP 1: Read the narrative. Do not comment or note anything yet. The first reading is to take in the content of the story as it is written. If you have some questions right away, jot them down on the back side of this page. You will address them later in STEPS 2, 3, and 4.

STEP 2: Read the narrative one more time. As you read it this time, answer the following questions. Since the questions require “yes” or “no” response, explain each answer. Expand space for writing your feedback if necessary.

Does the title engage the reader (and hint at the topic and tone)? How?

Does the narrative have clear introduction? What have you learned from the introduction (character(s), setting(s), and problem/situation)?

Does the introduction hint on to what the experience meant to the writer?  How?

Does the story have clear beginning, middle, and end? Explain.

Do the body paragraphs follow a chronological or any other (spatial, problem-solution, cause and effect, etc.) order?  Would another order suit the story better? Explain.

Does the narrative include descriptive sketches of character(s), place(s), time(s), etc.? Give an example.

Does the writer effectively explain how he or she feels (use of sensory details) throughout the experience?

What are their feelings? How are they described?

Does the narrative include effective dialog (if it is necessary to include)?

Does the author use a figurative language? Provide examples if there are some:

Metaphor: _____________________________________________________________________

Simile: _______________________________________________________________________

Personification: ________________________________________________________________

Hyperbole: ____________________________________________________________________

Other: ________________________________________________________________________

______________________________________________________________________________

Does the author conclude with explanation of the lesson learned throughout the experience and its importance in personal growth?

STEP 3:

Read the paper again and to check for any possible typos or any spelling, punctuation, or grammar errors you recognize. Here you may point to the needed revisions (note the paragraph and line number for writer’s convenience).

      2.

      3.

STEP 4:

I Like  

Here tell about your favorite part of the narrative? What did you like and why? How does it make story better?

I wonder:  In this part, provide some suggestions that writer may consider revising his work. Be specific in suggestions and explain what can be improved or how the writing can be strengthened. Use the back side of this sheet if necessary.