Four Approaches to Journal Entries in the Classroom
The four journal entry approaches discussed are: learning development, artifact, expression, and social interaction. Additionally, I will evaluate these four approaches in this article, so that teachers can use them in their classrooms.
Language learning and techniques will differ by grade level. Only half of the population in schools today is above the national average in reading and writing. These statistics are available in major magazines and newspapers. Much of the attention that the teacher needs to impart to students and parents today is academic. Everyone needs to know where the student is in terms of academic progress. But what about the much-needed attention to what a student is writing on a daily basis?
A complete teacher, in my opinion, should be able to teach two learning languages ​​simultaneously. Social skills and language expression can be defined through high expectations for teachers to create a love of communication and writing.
Each student must take responsibility for their opinions while also participating in cooperative group projects such as the writing, editing, and proofreading process. All of these promote teamwork. When students read each other’s work and offer help with editing and content, along with verbal praise for the content, there is great growth in the development of the student writer. These are ALL posted in my classroom.
Furthermore, language learning as development must include modeling and scaffolding. The teacher models writing by creating stories, outlines, Venn diagrams, notes, whatever, in front of the children right there. That is true modeling. He would see this more in kindergarten and second grade than in the upper and intermediate grades.
Learning language as artifacts promotes deep thinking skills among students. When students learn a particular part of the language, it generates more ideas. Artifacts like student brainstorming, outlining, and author profiling are very helpful in creating amazing writing in the classroom. I have also had great success when students create pictures and/or make pictures while I teach a class, and then develop essay answers on the spot by looking at their pictures. Use whatever you can think of in the classroom, especially when it comes to artifacts.
Each student can learn in a variety of writing situations. Never forget: All students can learn. All students can write. All students can read. Never give up on a student. Ever.
The teacher, the psychologist, and even an outside advocate must further the overall goal of student learning, literacy, and advancement. It is always my goal to bring out the best in all my students.
Learning as development, using artifacts and specific techniques for teaching social and expressive language, will allow students to learn more effectively and quickly. I would use groups, conferences and even projects with these techniques. Keep a journal of each and every step of the way. We must go back to allowing students to keep a journal on each and every assignment. Students can keep a journal next to their textbook and take notes on what they are learning in math, social studies, science, and language arts.
Therefore, students will have familiar learning and writing skills that they can carry with them through high school and into the college setting. Essentially, writing and literacy through journals that they can carry with them forever.
You can learn more about teaching journal writing with Dr. Anne Gere, Ph.D., by visiting her website at: