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- Four Approaches to Journal Entries in the Classroom
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## Four Approaches to Journal Entries in the Classroom

The four journal entry approaches discussed are: learning development, artifact, expression, and social interaction. In addition, I will evaluate these four approaches in this article, so that teachers can use them in their classrooms.

Language and technical learning will vary by course level. Only half of the population in schools today are above the national average in reading and writing. These statistics are available in major magazines and newspapers. Much of the attention that the teacher has to spread to students and parents today is academic. Everyone needs to know where the student stands 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. Similarly, teachers dealing with disabilities, special education or learning disabilities really have their hands full. Social skills and language expression can be defined through the high expectations of teachers to create a love of communication and writing.

Each student must take responsibility for their opinions while participating in cooperative group projects such as the writing, editing, and proofreading process. All this encourages 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 student writer’s development. All this is announced in my classroom.

In addition, language learning as development must include modeling and scaffolding. The teacher models the writing by creating stories, outlines, Venn diagrams, notes, whatever, in front of the kids in the same place. This is true modeling. You would see this more in Kindergarten and Middle School verses upper and middle school.

Learning language as artifacts promotes deep thinking skills among students. When students learn a specific part of the language, it generates more ideas. Artifacts such as brainstorming, outlining, and creating student-made author profiles are very helpful in creating great writing in the classroom. I’ve also had great success when students create pictures and/or draw pictures while I’m teaching, and then develop essay answers on the fly by looking at their drawings. Use anything 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: every student can learn. Every student can write. Every student can read. Never give up on a student. Always.

The teacher, the psychologist, and even an outside advocate, must promote the overall goal of student learning, literacy, and advancement. My goal is always to bring out the best in all my students.

Developmental learning, the use of specific artifacts and techniques for teaching social and expressive language will enable students to learn more effectively and quickly. I would use groups, conferences and even projects with these techniques. Marking every step of the way. We need to go back to allowing students to keep a journal of each and every assignment. Students can have a journal sitting right next to their textbook and take notes on what they are learning in math, social studies, science, and language arts.

Thus, students will have common learning and writing techniques that they can carry with them through high school and into the university environment. Essentially, writing and literacy through journals that they can take with them forever.

You can learn more about journal writing instruction from Dr. Anne Gere, Ph.D., by visiting her website at:

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