Using Journaling in ALL Classrooms
By Emma McDonald
We often think of Journaling and Language Arts as going hand in hand. But what about Science, Social Studies or Math classes and journaling? Crazy! Right? Maybe not. Although journaling is commonly used in English and Reading to assess student writing ability and/or comprehension of a story, the process of journaling can be applied to any academic subject. It actually makes a lot of sense when you think about it.
The process of journaling is not merely a way for teachers to correct student sentence structure, flow of thoughts, or grammar, but instead is like taking a tour inside each students' head. No, I don't mean the mucus, eyeballs, and brain tissue! Instead, I'm talking about their thoughts, reasoning processes, and insights. The journal, when used appropriately, is such a wonderful way for students to tell us what they've learned, and for us to offer one-on-one feedback to each individual.
At the end of each class I set aside five minutes for journaling. I like this for several reasons. One, it puts everyone in a calm quiet mode before the bell rings. Two, it allows me some time to wind down before my next class. Three, it gives me some time to offer a private word or two to each student. And four, I can see who "got it" and who didn't.
When students are able to write down what they've learned, then you know that it is on its way to reaching long term memory. If you get a blank page or a bunch of "I don't knows" then maybe the lesson should be re-taught differently. It really acts as an evaluation of the lesson and of student learning. There have been many times when students sat there looking blankly at the page, and I knew that I just didn't reach them. Then there are other times when I hear complaints of hand cramps because five minutes isn't enough time for them to write down everything. Either way, I am getting a quick impression, right there, of what my students learned in class. It is only later, when I have time to read them, that I get the full picture. However, the quick assessment does help me decide whether to continue the lesson as is with the next class or whether to try something different.
When I first began journaling in my classes, I didn't really understand the point. It just seemed like everyone was journaling, so I felt maybe I should too. However, the more I used the journals, the more I realized their potential. Instead of leaving students free to write about "what you learned today," I began planning specific topics related to each lesson. My topics started becoming more defined such as, "In what way are earthquakes and volcanoes similar?" I made sure that my journal topic was the basis for my lesson. By planning ahead, rather than leaving it as a last minute activity, the journal became a true assessment for me.
Another great thing about the journal is the idea that it is one way for me to provide one-on-one attention to each student. I'm always complaining to my colleagues about how difficult it is to get around to each and every student. Some of them, I fear, may fall through the cracks as my attention is captured by those in the worst need or those who are excelling beyond my expectations. My border-line students sit precariously tottering on the edge, and I need some way to reach them. I use my journals.
Each day after school I do my best to at least skim each one and offer one comment. Now with 150 students it can be quite challenging, but since I'm not evaluating each one, it goes pretty fast. I read to see how well they either answered the question or finished the statement. I look for misunderstandings and/or lack of information. I provide correct information so that students know the right answer. It sounds like a lot, but rarely is it more than a word or two. I always try to have one thing to say so that everyone feels I have read their journal. It is like the proverbial tree in the woods--If the teacher read the journal, but left no comment, did he/she really read it?v
Making comments is one of the most important things you can do for the success of your journals. Once students believe that you aren't really reading them, they'll stop writing truly and will start the "BS". However, you don't have to make extensive comments in each one every single day. We have too much paperwork as it is! Instead, I choose one class each day (or several students when I taught elementary), to really provide detailed feedback on their answer. I write further questions for them to think about, try to stretch their minds a bit more, and sometimes when no comment is necessary, I ask about their life in general.
You'd be surprised at how quickly students look for their journals at the start of class to see what you might have written to them. Sometimes it is just a quick word or two, and other times it may be a paragraph. Either way, they are excited to see what you have to say to them, and become more eager to write in their journals again. They like the feedback and they like the attention.
Oh my gosh, you may be thinking to yourself, how in the heck can I do journals every day when I'm barely keeping my head above all these papers to grade? Just ask yourself, what are you grading? Why not let the journal substitute for one or two of those extra papers you are handing out? It definitely is an assessment of student learning each and every day. It shows level of participation and understanding for each student - which holds each individual accountable for their own learning!
Additionally, I found that my attitude also affected my use of journals with my classes. At first I found them to be tedious as if this was something thrust upon me. Then, once I began providing structure for each journal entry, I gave myself a serious attitude check. Why must this be tedious for me? Each student is unique, sometimes funny, and sometimes insightful. Reading my journals could actually be enjoyed instead of dreaded.
What I started doing was to set aside time to read them each day before I left school (although reality sometimes dictates that I take them home). I shut my door, turn off the lights (we have lots of windows), turn on my classical music, grab my favorite pen, and go for it! The closed door and dark room keeps away unwanted interruptions and the music helps me relax. I actually look forward to reading my journals every day as part of my daily ritual. Sometimes I'm irritated with the responses, but usually I'm pleasantly surprised at what I read each day.
I think you will find that with the right attitude, with structure, and with self-discipline, journaling can be one of the best ways to assess and meet the needs of each individual student.
We often think of Journaling and Language Arts as going hand in hand. But what about Science, Social Studies or Math classes and journaling? Crazy! Right? Maybe not. Although journaling is commonly used in English and Reading to assess student writing ability and/or comprehension of a story, the process of journaling can be applied to any academic subject. It actually makes a lot of sense when you think about it.
The process of journaling is not merely a way for teachers to correct student sentence structure, flow of thoughts, or grammar, but instead is like taking a tour inside each students' head. No, I don't mean the mucus, eyeballs, and brain tissue! Instead, I'm talking about their thoughts, reasoning processes, and insights. The journal, when used appropriately, is such a wonderful way for students to tell us what they've learned, and for us to offer one-on-one feedback to each individual.
At the end of each class I set aside five minutes for journaling. I like this for several reasons. One, it puts everyone in a calm quiet mode before the bell rings. Two, it allows me some time to wind down before my next class. Three, it gives me some time to offer a private word or two to each student. And four, I can see who "got it" and who didn't.
When students are able to write down what they've learned, then you know that it is on its way to reaching long term memory. If you get a blank page or a bunch of "I don't knows" then maybe the lesson should be re-taught differently. It really acts as an evaluation of the lesson and of student learning. There have been many times when students sat there looking blankly at the page, and I knew that I just didn't reach them. Then there are other times when I hear complaints of hand cramps because five minutes isn't enough time for them to write down everything. Either way, I am getting a quick impression, right there, of what my students learned in class. It is only later, when I have time to read them, that I get the full picture. However, the quick assessment does help me decide whether to continue the lesson as is with the next class or whether to try something different.
When I first began journaling in my classes, I didn't really understand the point. It just seemed like everyone was journaling, so I felt maybe I should too. However, the more I used the journals, the more I realized their potential. Instead of leaving students free to write about "what you learned today," I began planning specific topics related to each lesson. My topics started becoming more defined such as, "In what way are earthquakes and volcanoes similar?" I made sure that my journal topic was the basis for my lesson. By planning ahead, rather than leaving it as a last minute activity, the journal became a true assessment for me.
Another great thing about the journal is the idea that it is one way for me to provide one-on-one attention to each student. I'm always complaining to my colleagues about how difficult it is to get around to each and every student. Some of them, I fear, may fall through the cracks as my attention is captured by those in the worst need or those who are excelling beyond my expectations. My border-line students sit precariously tottering on the edge, and I need some way to reach them. I use my journals.
Each day after school I do my best to at least skim each one and offer one comment. Now with 150 students it can be quite challenging, but since I'm not evaluating each one, it goes pretty fast. I read to see how well they either answered the question or finished the statement. I look for misunderstandings and/or lack of information. I provide correct information so that students know the right answer. It sounds like a lot, but rarely is it more than a word or two. I always try to have one thing to say so that everyone feels I have read their journal. It is like the proverbial tree in the woods--If the teacher read the journal, but left no comment, did he/she really read it?v
Making comments is one of the most important things you can do for the success of your journals. Once students believe that you aren't really reading them, they'll stop writing truly and will start the "BS". However, you don't have to make extensive comments in each one every single day. We have too much paperwork as it is! Instead, I choose one class each day (or several students when I taught elementary), to really provide detailed feedback on their answer. I write further questions for them to think about, try to stretch their minds a bit more, and sometimes when no comment is necessary, I ask about their life in general.
You'd be surprised at how quickly students look for their journals at the start of class to see what you might have written to them. Sometimes it is just a quick word or two, and other times it may be a paragraph. Either way, they are excited to see what you have to say to them, and become more eager to write in their journals again. They like the feedback and they like the attention.
Oh my gosh, you may be thinking to yourself, how in the heck can I do journals every day when I'm barely keeping my head above all these papers to grade? Just ask yourself, what are you grading? Why not let the journal substitute for one or two of those extra papers you are handing out? It definitely is an assessment of student learning each and every day. It shows level of participation and understanding for each student - which holds each individual accountable for their own learning!
Additionally, I found that my attitude also affected my use of journals with my classes. At first I found them to be tedious as if this was something thrust upon me. Then, once I began providing structure for each journal entry, I gave myself a serious attitude check. Why must this be tedious for me? Each student is unique, sometimes funny, and sometimes insightful. Reading my journals could actually be enjoyed instead of dreaded.
What I started doing was to set aside time to read them each day before I left school (although reality sometimes dictates that I take them home). I shut my door, turn off the lights (we have lots of windows), turn on my classical music, grab my favorite pen, and go for it! The closed door and dark room keeps away unwanted interruptions and the music helps me relax. I actually look forward to reading my journals every day as part of my daily ritual. Sometimes I'm irritated with the responses, but usually I'm pleasantly surprised at what I read each day.
I think you will find that with the right attitude, with structure, and with self-discipline, journaling can be one of the best ways to assess and meet the needs of each individual student.
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