Four Approaches to Journal Entries in the Classroom

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Four Approaches to Journal Entries in the Classroom

The four approaches to journal entries discussed are: Learning Development, Artifacts, Expression, and Social Interaction. Additionally, I will evaluate these four methods in this article, so that teachers can use them in their classrooms.

Language and learning strategies will differ according to grade level. Currently only half of the school population is above the national average in reading. These statistics are available in major magazines and newspapers. Much of the attention a teacher has to impart to students and parents is academic today. Everyone should know where the student is in terms of academic progress. But what about the attention that needs to be paid to what a student is writing on a daily basis?

In my opinion, a well-rounded teacher should be able to teach two languages ​​simultaneously. Likewise, teachers who work with disabilities, special education, or disabilities really have their hands full. Social skills and language exposure can be defined by teachers’ high expectations to develop a love of communication and writing.

Each student must take responsibility for their opinions when participating in cooperative group projects such as the writing process, editing, and proofreading. All this promotes teamwork. When students read each other’s papers and offer editing and content support, including verbal praise for content, student writer development is greatly enhanced. All this is announced in my classroom.

Furthermore, language learning as development must include modeling and scaffolding. In fact the teacher models writing stories, outlines, Venn-diagrams, notes, you name it, right there in front of the kids. This is true modeling. You’ll see this more in the high and middle school grades, kindergarten and second grade.

Learning language as an artifact enhances critical thinking skills in students. When students learn a specific part of the language it gives rise to more ideas. Artifacts such as brainstorming, creating an outline, and creating student-created writer profiles are very useful in creating great writing in the classroom. I’ve also had great success when I have students draw or draw pictures while I’m lecturing, and then create essay answers on the spot by looking at their drawings. Use whatever you can think of in the classroom, especially when it comes to artwork.

Every student can learn in a variety of writing situations. Never forget: Every student can learn. Every student can write. Every student can read. Never give up on a student. ever

Teachers, psychologists, and even an outside advocate must promote the overall goal of student learning, literacy, and outreach. My aim is to bring out the best in all my students.

Learning as development, using artifacts, and specific social and expressive language learning strategies will enable students to learn more effectively and quickly. I will use groups, lectures and even projects with these techniques. Journaling every step of the way. We must allow students to journal on every assignment. Students can keep a journal right next to their textbook and make notes about what they are learning in math, social studies, science, and languages.

This way, students will have habitual learning and writing strategies that they can carry with them until they finish high school and enter college settings. Essentially, writing and literacy through journals that they can carry with them—forever.

You can learn more about journal writing instruction with Dr. Ann Gere, PhD, by visiting her website:

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