The four approaches to journal entries 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 and technical learning 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 spread to students and parents today is academic. Everyone should 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 well-rounded teacher, in my opinion, should be able to teach two learning languages ​​simultaneously. Social skills and language expression can be defined through high expectations from 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 process of writing, editing, and proofreading. 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 tremendous growth in student writer development. 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 middle 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 brainstorming, outlining, and student-made author profiles go a long way in creating amazing writing in the classroom. I have also had great success when students create pictures and/or draw pictures while I teach a class, and then develop essay responses on the spot by looking at their drawings. Use everything 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, psychologist, and even an outside advocate should 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 of social and expressive language teaching will allow students to learn more effectively and quickly. I would use groups, lectures, and even projects with these techniques. Keep a journal of each and every step along the way. We need to go back to allowing students to journal on any and all assignments. Students can keep a journal next to their textbook and take notes about what they are learning in math, social studies, science, and language arts.
Therefore, students will have common learning and writing skills that they can carry with them through high school and into the college environment. 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: