Journal writing can help students learn to love the process of writing. Often times, students begin learning how to write journal entries by writing about themselves. Students are given the opportunity to write about their daily feelings and learning experiences. Students also learn to be reflective writers throughout this process by learning how to include deep thought and critical thinking in their writing. Writing in journals allows students to ask questions or make connections on topics that they are struggling to understand. Journal writing is great because it puts a personal and relatable touch on everything the students are learning regardless of the subject area.
For me, introducing students to the process of journal writing can be the hardest part. Like many other lessons regardless of the subject, minilessons can be used to provide an explanation on the purpose, how to appropriately brainstorm ideas, the drafting process and learning how to successfully share their entries with their classmates (Tompkins, 2008, p. 116). I think the interesting aspect of teaching journal writing is that there are many ways to teach it. It will also help to model or provide models where students can see certain writing strategies being used in a real-world written examples. Within my own instruction, I usually write my own journal example to present as a model for my students. Especially with personal journals, I have found that students enjoy learning about their teacher’s lives; it can also serve as a way to make strong connections with your students. Mentor texts also help display ways to make writing journals more engaging and interesting. I think it is important to use mentor texts that are not only developmentally appropriate but are also written so that they are relatable to the students.
Tompkins’ (2008) chapter on journal writing touches upon the importance of privacy. Students need to feel like they are able to share and write about anything that is of importance to them without feeling any judgment. Writing in a journal for students who are struggling emotionally or physically can be a alternative coping mechanism, serve as an emotional outlet instead of turning towards violence or other harmful coping skills. Dialogue journals would be an perfect example of how I could use this type of journal as a social-emotional check in or check out system with my students. I may not have the time to sit down and talk to every student about their emotions daily but writing back to my students in their dialogue journals can also allow students to develop a positive connection with me.
Tompkins (2008) provided me with many instructional procedures that I could use with my students in order to solidify their learning. Some of these procedures included: drawing maps, diagrams and pictures. I never considered the idea that journals don’t have to be limited to just written text. These visual images will enhance my students learning experiences. Students can associate an image with a particular concept even if they don’t fully remember the written definitions. For example, the clusters diagrams offered on page 120, would be a wonderful way for students to remember specific facts or concepts about complicated topics.
In Tompkins (2019), she continues to discuss more details about the various types of journal entries. I found the simulated journals to be the most interesting. In this type of entry, “students assume the role of another person and write journal entries from that person’s viewpoint” (p. 132). I had never heard of this type of entry before but I think it would be a great to use in a social studies class. Students could truly understand what was happening during a certain time period and what people from that time period had to endure whether it be positive or negative experiences. Students will have to put themselves in someone else's shoes as a method to remember the events and significant achievements that happened throughout history.
Tompkins (2008) provided me with many instructional procedures that I could use with my students in order to solidify their learning. Some of these procedures included: drawing maps, diagrams and pictures. I never considered the idea that journals don’t have to be limited to just written text. These visual images will enhance my students learning experiences. Students can associate an image with a particular concept even if they don’t fully remember the written definitions. For example, the clusters diagrams offered on page 120, would be a wonderful way for students to remember specific facts or concepts about complicated topics.
In Tompkins (2019), she continues to discuss more details about the various types of journal entries. I found the simulated journals to be the most interesting. In this type of entry, “students assume the role of another person and write journal entries from that person’s viewpoint” (p. 132). I had never heard of this type of entry before but I think it would be a great to use in a social studies class. Students could truly understand what was happening during a certain time period and what people from that time period had to endure whether it be positive or negative experiences. Students will have to put themselves in someone else's shoes as a method to remember the events and significant achievements that happened throughout history.
References
Tompkins, G. E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Merrill.
Tompkins, G. E. (2019). Teaching writing: Balancing process and product (7th ed.). Upper Saddle River, NJ: Merrill.
Tompkins, G. E. (2019). Teaching writing: Balancing process and product (7th ed.). Upper Saddle River, NJ: Merrill.
Have you ever heard of using a RAFT(Role, Audience, Form, Topic) writing assignment Denise ? This is a typical way students are asked to write simulated journal compositions.
ReplyDeleteAs we are now into your third entry, I'm starting to wonder who are the students you hope to teach? How you might use journal writing with second grades might be very different from using journaling with fifth graders. As you continue to write your entries, it would be good to imagine the possibilities with a specific group of students as this will allow you to think more carefully about what you might do or what might need to be modified to teach the students you wish to teach.