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Steve
Fulton

About

I have taught middle school ELA for the past eight years, and I've been involved with the UNCC Writing Project the last two.  I became interested in the implications of and applications for technology in the classroom four years ago when my school received a grant for technology and tech focused professional development.  Since then, I've been refining my pedagogy and expanding my practice to make effective use of technology.  I am particularly interested in understanding how to best use the digital world to engage my students as writers and active inquirers. 

Writing Project Site

UNC Charlotte Writing Project
North Carolina

Contributions

resource

The door to my 8th grade classroom opens, and in walks a group of the district’s administrators and central office staff, including the superintendent and three principals from our district’s high school.  My students don’t seem to notice, seated silently in rows, deep in their own thoughts, their attention is fixed on the computer screen sitting in front of them.  

The group whispers among themselves and start back towards the door. I make eye contact with the superintendent, who whispers to me, “I’m sorry, we don’t want to disrupt.  Are you testing?”

“Even better,” I say, “we are writing reflections!” 

There was a pause as they stopped to consider this, perhaps trying to make sense of the scene before them.  25 14-year-olds, oblivious to the visitors in the room, absorbed with the document open on the screen before them, typing like they could not get the words out fast enough.

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on Jul 30, 2015
by Steve Fulton
collection

This collection features the work of three Teacher Consultants from the UNC Charlotte Writing Project who explored and reflected upon how a "maker" approach to teaching English Language Arts worked to empower students in the classroom and connect them with the community. 

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on Jul 30, 2015
by Steve Fulton
resource

Cristian was 15 during his time in my class and sat across the room from Erin. Like Erin, his journey is also one of growing as a learner and writer, but for Cristian, my relationship with him had little to do with it. From the start of the project, he spent much of his time sitting at his desk with a blank sheet of paper in front on him, claiming that he wasn’t interested in anything. Eventually, tired of my prodding him, he decided that he was interested in cars and resigned to begin his inquiry here, as he wrote in this first post. Yes, a report.

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on Nov 7, 2011
by Steve Fulton
resource

Driving home from a weekend Writing Project retreat with my colleagues, Cindy and Lacy, I didn’t have much to say. Even though for the first time all weekend the conversation had nothing to do with the intense professional work we were doing, I was too tired and too frustrated to talk.

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on Nov 7, 2011
by Steve Fulton
resource

10 years ago, after completing my freshman year of college, I was getting ready to pack up my dorm and return home for the summer. Before I left I decided to drop my my adviser's office, Dr. Rosalie Romano, and ask her for advice on some summer education-related reading. I had never did any reading about teaching outside of assigned coursework, and my work with Dr. Romano over the course of the second semester that focused upon critical pedagogy and democratic education had piqued my interest. She recommended the book "I won't learn from you": and other thoughts on creative maladjustment by Herb Kohl (1995). I bought the book and read it over the summer, completely unaware of just how important it would be when I started my career as a teacher in an urban middle school.

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on Nov 7, 2011
by Steve Fulton

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