Insights+About+Journals+&+Journaling

Insights About Journals & Journaling
This wiki page features our ideas about journals and journaling practices and strategies in the middle grades classroom--what we know in general, what the literature says, what we're seeing in the field, and what we've experienced ourselves as students. Penzu: Online Journal Tool: http://penzu.com/


 * //Directions://** As indicated in class and on prep sheets, please contribute to the following categories below. Category 2 is required as indicated on the prep sheets (please see the specific directions at the top of that category and contribute to it accordingly). You are welcome to draw on personal experiences as well as any of your reading for this or other education classes. For all of your entries, please put your name in parentheses. We will contribute the categories below over the next 2 weeks. Linked here is also a short resource from the Rief text explaining how she has students use a journal as a Reader's-Writer's Log.
 * [[file:Rief_R-W_Log_HO.pdf]]


 * ====** 1. What We Know About Journals and Journaling Practices in General **==== ||
 * //Add your ideas here with name in parentheses...//
 * Journals are used as a supplemental tool to engage students in writing on a personal level and to engage in a thought process that they may not be willing to say in a classroom setting (Wes).
 * Journals are an excellent source of experimentation and learning for students. It provides them with the opportunity to write freely without fear of teacher retribution of critique. It also provides teachers the opportunity to see where students are in writing and what mini-lessons to focus on from the writing seen in journals. Besides that opportunity, journals are also a way to keep "works in progress" in order and organized. (jennifer)
 * Journals are great for students who are not completely comfortable sharing in front of classmates. They can be used to determine if students are actually connecting with what they are reading (Jesse G.).
 * Journals can be used not only to respond to text individually, but can also be dialogic between pairs of students responding to prompts or readings. (Lauren)
 * Journals can be a way to brainstorm or gather ideas for upcoming papers or projects. This can be a safe, and open, place for students to feel themselves and not criticized by others for their perspectives or ideas! (Sarah)
 * I agree with all the points my classmates have made so far. I think journals are especially great for freewrites. It's a space that allows students to be creative and open about their individual ideas. It's also a way for teachers to get to know the student's voice and writing style,as well as a way to find out more about students. (Tara)
 * Journals are an effective instructional tool that can be used across the curriculum. While journal entries allow students to feel confident in their writing without any harsh criticism, teachers can assess journals through the students’ voice and progress displayed within. (Kay B.)
 * Journals are a great way to get students to enjoy writing. Most students in middle school (with the exception of some) are not too thrilled about writing. Journals are a way for students to express themselves without being controlled. Journals can be used as a tool for teachers to give students choice in their writing. (Caroline C.)
 * Journals are great for informal assessment. I also think they can be a way for students to gather all of the distracting thoughts they may have before class begins. They can focus their worries, fears, and issues in private format. (Morgan)
 * Journals allows for the students to write their feelings and experiences in a safe, nonthreatening way. Journals are a great way for teachers to learn about their students and their writing styles. (Zohra)
 * Journals are a great tool and they can be used in any classroom. They allow students to write freely and express themselves without feeling threatened. They are an awesome resource for informal assessment as well. (Julie)
 * Journals are fantastic for use in giving students a way to express themselves without having to be graded/judged for it. Journals can provide an extremely valuable outlet for students to have voice, and at the middle school level this is so important. Also, journals can just be so creative in nature, and that can't always be found in most other forms of middle school writing! (Ron)
 * Journals are the perfect avenue to get students used to writing. The more practice people have, the better developed writers student can become. I think journals are extremely valuable within the classroom. (Jessie)
 * Journals provide a safe and judge-free way for students to express themselves. They are a great way for teachers to get to know their individual students on a deeper, meaningful level. (Chelsea)
 * Journals can be used as brainstorming books, as well as places to gather information to write an entry, paper, or poem about. Journals are also essential to the classroom experience to encourage creativity, foster independent writing practices, and sotre students' writing and reading ideas. (Hannah L.)
 * Journals can be used as a great tool for recording the students ideas and experiences. It could also be a time for teachers and students to communicate and exchange each others ideas and thoughts through writing. It provides a great opportunity for students to engage in writing activities, and for teachers to learn about their students more. They also provide an ongoing assessment of the students writing. (Nada)
 * Journals are a great way for students to express their beliefs, opinions, and/or ideas. Additionally, students can ask questions in their journals that they are uncomfortable sharing in class. Teachers can then provide insight to the entries without judging grammar and mechanics. I think journaling would be a good way to start class (classroom management), or as a reflection at the end of class. (Amanda)
 * Journals can be used for in class and outside of class writing. I think it gives students a chance to write freely about what they are reading, thinking, or a certain topic in the classroom. Teachers can model examples of their writing or student's previous writings. (Hannah W.)
 * Journals are a valuable tool in the classroom. They provide a “safe” forum where students have the opportunity to sort out experiences and solve problems, examine relationships, and reflect on personal values and goals. Journal writing can also be used as means for students to summarize their ideas, opinions, and experiences before and after instruction. (Suzanne)
 * Journals can be safe places for students to put their thoughts and feelings in writing. Some students use journals at home as a release. Using them in schools can provide teachers small windows into the lives of the students. It can be a way that teachers can catch problems early before they become major problems. Journals can also be good ways for students to practice their handwriting, which is used less and less as computers take over. Over all journals can be wonderful places for students to get thougths out and be creative but the teacher must take the time to set them up properly and provide feedback. (Wendy) ||
 * ====** 2. What Journal Articles and Experts in the Field Have to Tell Us About Journals and Journaling (required) **====


 * DIRECTIONS:** Below, provide a complete citation in APA Format [ex. Author(s). (Date). Title of article. //Title of Journal, Vol.,// No., page #’s.], and then provide a brief annotation of your journal article (i.e., what it tells us about journals/journaling). If the article is available online, make the title of the article a link or provide the URL as a link to the article online. **//Note://** Please add your article citation / annotation into the list in alphabetical order according to the last name of the first author (as if we were creating a Works Cited page). Finally, put your name(s) or initials in parentheses when you add your article to the list! ||
 * //Add your ideas here with name in parentheses...//

* Campbell, C. (2009). Middle years students’ use of self-regulating strategies in an online journaling environment. //Educational Technology & Society//, 12 (3), 98–106. Retrieved from: []
 * This article depicts a study conducted to examine how the use of online journaling can influence students’ capacity to gain a deeper understanding of themselves as learners through setting, monitoring and evaluating personal learning goals. Online journaling is interactive and can be engaging for students, in terms of the writing process. Improved writing performance can also be linked to goal setting, because students who use online journals, such as AXLE, are free to self-reflect in their own online space on their own time. Students are able to express their private feelings safely, which is catered by online journaling. While AXLE motivates writers to set goals through an online journal, students are given the opportunity to achieve educational success. (Kay B.)

This particular article focuses on the common question-when are too many journals being used in the classroom and how do you make the journals actually meaningful. Setting limits and certain guidelines in the classroom prevents this issue from overwhelming both teachers and students. There are numerous theories about the different purposes journals can be used for, however; Manning suggests only having 3 types: literature response, personal journal/writer's notebook (combined), and an inquiry journal. Throughout the article, Manning expresses her devotion to journals says they provide very authentic writing experience. (Sarah and Hannah Lee) In this article, Hughes, Kooy, and Kanevsky focused on teaching students to create knowledge, rather than simply copying knowledge. The authors mentioned that journaling is a great way for students to create new knowledge. Double Entry Journals is one type of journaling method that the authors found beneficial. With this journaling method, students are to separate their pages with a left side and a right side. On the left side, students take notes from teacher-centered lectures, observations, and discussions. The right side is the area for reflection regarding the notes. The authors suggested around ten minutes at the end of class to have students reflect. Additionally, the authors suggested that students can use this same method for outside readings. Teachers can issue guided questions that students can explore in depth and provide comments. After students complete reflections in their journals, they can discuss their ideas in small group discussions. As a final note, the authors stated the benefits regarding the Double Entry Journal. First and foremost, students are actively engaged in the learning process, and this method is student-centered rather than teacher-centered. Also, students are given the opportunity to produce their own thoughts and opinions instead of worrying about what the teacher expects. (Amanda W.)
 * //Fritson, K. K. (2008). Impact of Journaling on Students' Self-Efficacy and Locus of Control. Insight, 3(1), 75-84. Retrieved from database. (Margaret & Caroline C.) //
 * This is a research article that shows the impact on journaling on students' confidence in the classroom. Though it focuses on older participants, the results would most likely be similar in a middle school classroom. The author's research showed that no matter what form of journaling the participant chose, it helped his/her self-efficacy and locus of control, which are both important necessities to success in any classroom //. //
 * //[] //
 * This article is discussing the importance of dialogue journals for not just future teachers, but also students and volunteers (student teachers). It touches on how important, yet challenging it is to build a relationship with a student is when the student teacher is only able to see them once a week. The idea presented is that the student teacher or volunteer working one on one with a student engages them in opening up by presenting them with questionnaire type handouts. These handouts are called interest inventories and spark the students willingness to participate. They should be a range of closed and open ended questions that focus on an array of topics (school related and non-school related). The hope is that the surveys will give the volunteer more information on the student they are working with so when they start working on educational things together they have built a relationship. The most important part of this article to me was that after building this bond the student will write in a journal every time the two are together about school related topics or books etc. and then the student teacher/volunteer will respond back to the student for the nest time. The purpose of this is not to correct anything the student wrote, but rather model. By responding to students work positively and adding to the discussion stays with the student more than GUM corrections. Obviously, the student teacher/volunteer will model correct punctuation and good writing in hopes that the child will repeat this desired behavior in the future. (Samantha & Olivia)
 * http://web.ebscohost.com.www.lib.ncsu.edu:2048/ehost/pdfviewer/pdfviewer?vid=5&hid=111&sid=92fbf8d6-f17b-4c7c-a918-8f9fa39b1ff0%40sessionmgr114
 * This article explains the importance in journaling in higher learning. Although it make not focus on middle grades education, the information it draws upon and applies to higher learning can certainly be applied to middle grades. The journaling that this focuses on is based reflective writing. Students use concrete knowledge, reflect upon the experience, think about it abstractly, and then experiment or apply what was learned. Each level is taken in stages and the students reflect upon the experience differently in each stage. The purpose of this type of journaling is that students and teachers can look at the students' thinking patterns. The article goes on to explain the ethics behind this form of journaling, guidelines, and application in classrooms. (jennifer)
 * Hubbs, Delaura L and Brand, Charles F. (2005). "The Paper Mirror: Understanding Reflective Journaling." //Journal of Experimental Education//, Vol., 28 No., 1. Page 60-71. (Jennifer)
 * Sanchez, R. (2001). Using Journals for a Variety of Assessments. In C. R. Duke & R. Sanchez (Eds.), //Assessing Writing Across the Curriculum// (pp. 109-118). Durham, North Carolina: Carolina Academic Press.
 * This chapter from //Assessing Writing Across the Curriculum// focus mainly on journals and how to use them in the classroom. Sanchez says that it is important to have journals as a staple in the classroom. Students need to consistently write in them and receive consistent feedback on their writing. She also provides assessment on different types of journals and how they can be used. Split entry journals, for example, can be used for the students to record initial questions about a text and then their follow-up responses. Journals can also be used for vocabulary, classroom observations, and reflection. Sanchez also shares wisdom on how to grade the journals. She states that there is no need (or time) to read every single entry and the students may or may not want every entry read. She suggests having the students flag one or two entries that they want reflection on to be graded and the other ones will just be checked for completion but not read. That way there is still an assessment on the journals but the students also have their privacy. (Emily W.)
 * Kirby, D., Kirby, D. L., & Liner, T. 2004. //Inside Out: The "J." 61-75.//
 * This is a chapter from our text with the Pope last semester. Kirby, Kirby, and Liner introduce four types of journals that could be effective in the classroom. The first form, "the writer's notebook," is basically like a note pad. The importance of a writer having a notebook with him or her at all times is for him/her to write in it whenever thoughts or ideas arise. According to K, K, and L, this type of notebook can be best used as a creative writing activity, where students can people watch, eavesdrop, or just observe. The second type of journal is "the class journal." This is basically what it sounds like: students keep a journal in the classroom and the class spends time every day or so writing in the notebook. This can be used to respond to literature, lighten up class discussions, and just to get frustrations out onto paper. The third type of journal is "the dialogue journal." This type, which is one of my favorites, is where students discuss with each other or with teachers through the journal. You can set it up as a two-column journal or just one that switches back and forth. Students can talk to each other or get thoughts from the teacher through this journal. The final type is "the project journal." This journal, much like our wikis, is used to track progress and to put ideas for projects onto paper to make sure work is being done (Jesse Gore)
 * Joanna C. Dunlap. (2006). Using guided reflective journaling activities to capture students' changing perceptions. //Tech Trends. Vol 6, No 6.// 20-26.
 * This article discusses how journals can track the way students' perceive certain issues over the course of time, and that journals can show students how they have changed over that period of time. In the article, the author used journals with college students using computer programming skills and had them reflect whether they thought they would be able to take the skills they have learned and put them into "real world" use. The students' confidence grew throughout the semester as they became more familiar with the tasks being asked of them. Then, the author makes several strong journaling guidelines, such as using effective prompts, the importance of changing up prompts/questions so students don't burn/tune out, using jounrals to coincide with major happenings in the classroom like charting group project process, explain why journaling is important to you as a teacher, and very importantly, take the time to respond to students' writing otherwise students may feel their writing is not valuable. (Lauren)
 * Witte, S. (2007).[| "That's Online Writing, Not Boring School Writing": Writing with Blogs and the Talkback Project]. //Journal of Adolescent & Adult Literacy//, //51//(2), 92-96.
 * This article discusses using the concept of journals in a nontraditional way. The author discusses the Talkback Project, which used blog software in order to involve eighth grade language arts students, preservice teachers, as well as parents in an online discussion of young adult novels. Participants were also instructed to share their personal connections with the novel. The author, Witte, also addresses the challenges with the project, which included the implications of internet safety and legal concerns associated with technology integration. However, Witte emphasizes the fact that classroom blogging offers students positive opportunities "to develop their digital fluency, strengthen traditional literacy skills, and apply real-life 21st century skills in a safe and monitored environment." Witte also talks about one of her students who was reluctant to write a paragraph in her journal each day but was writing numerous pages of creative words, unassigned poetry, and prose each night on her blog. Witte realized that journaling can be in a different form than just a notebook. Witte explained that students got pumped up and excited about journaling online and interacting/responding to other participants. The author found that students were "hungry" for writing in their blogs! (Tara)
 * Pope, N. (2006). Keeping A Class Journal. //Pointe//, //7//(2), 56. Retrieved from Academic Search Premier database. [|Article here]
 * This article talks about the similarities between a personal diary and a class journal. A class journal should be an accurate reflection of who you are based on the changes that you endure day to day, or from class to class. A journal can be very structured and organized or it can be creative and spontaneous. Pope gives some tips before writing a journal, like thinking about how to reach your goals and how you push yourself to meet those goals. If people choose to write spontaneous journals, then their journals would be a place for organizing their thoughts. Journals will deepen your experience in the classroom, as well as your understanding of who you are. Your journal should reflect who you are, so it's best to make it as individualized as possible. You can include not only your thoughts, but recent articles or drawings, etc. The options are endless. (Chelsea & Zohra)
 * ====Hopkins, G. (2010). Journal writing every day: teachers say it really works!. //Education World. The Educator's Best Friend// , Retrieved from [] ====
 * ====The article is about the purpose of having the students write in their journals every day. Daily journal writing seems to build on the students focus and skills. Even though grammar and spelling are not fixed throughout, the students began to restate themselves and start using correct punctuation and grammar overtime. Journals could be really interesting to look back at over the years. Students will be able to look at their progress and see their spelling and writing change. Journal writing seems to build and develop personal relationships between the teacher and the students. The students may express their ideas, thoughts, and experiences in their journals. The teachers response is very important; thus, it would make some sort of an ongoing dialogue between the student and the teacher. It is mandatory to keep the journals confidential because this is the way that students are provided an opportunity to improve their writing skills and a “chance to vent in their writing. As long as the students know that what they write remains confidential, they will share with you amazing things” Robyn Brillman, who is a language arts teacher in Arizona once said. Journals can range from many different topics, and they can be used to work with individual differences and other interests. This website also provides some writing prompts that could be used in a classroom. A prompt could be a sentence to complete or a quote to explain or even a question to answer. Most of the prompts in this website may motivate the students to write. (Nada) ====
 * ====Bromley, K., & Powell, P. (October, 1999). [|Interest Journals Motivate Student Writers]. //The Reading Teacher// //,// Volume //53// (2), 111-112. Interest Journals are journal entries that allow students to write about topics that interest them and respond to one another. Students learn to formulate sound arguments while they explore many different issues. The premise: at the beginning of the year, the class will generate a list of around 40 different topics of interest (UFOs, nail polish, etc.) that they will write about in their journals. Once they write a topic, four other classmates must read, comment/debate on their topic. Students then have the option of continuing to write on that topic or choosing another one. The teacher will randomly check journals or take odd journals home one week and even ones another week. Interest Journals can be modified to work with your class. These journals are recommended for elementary and middle school students.(Morgan)====
 * Manning, M. (1999). Too Many Journals?. //Teaching Pre K-8//, //30//(2), 89. Retrieved from Academic Search Premier database. [|Article on NCSU Library]
 * Manning, M. (1999). Too Many Journals?. //Teaching Pre K-8//, //30//(2), 89. Retrieved from Academic Search Premier database. [|Article on NCSU Library]
 * Hughes, H., Kooy, M., and Kanevsky, L. (April 1997). Dialogic reflection and journaling. //Clearing House//, 70(4), 187-191. Retrieved from Academic Search Premier.


 * Ross, Cheri Louise. [|Journaling across the curriculum.] //Clearing House,// 71(3), 189. Retrieved from Academic Search Premier. (Julie)

When I had my first journal in an English class, at first I complained at the daily task of writing; however, now I love writing and I think the more students write, the more developed writers they will become...journaling became an outlet and escape from the hardships of life...and I think its so important as teachers to help our students cope. Journaling is a great activity to do so. (Jessie)
 * Hughes, H. W., Kooy, M., & Kanevsky, L. (1997). Dialogic reflection and journaling. // Clearing House //, // 70 //(4), 187-191. Retrieved from .
 * This article discusses how journals can be used to interact with, reflect on, and react to material. The authors describe how both teachers and students must create knowledge, and journals are a great way to encourage these actions. The “Double Entry Journal” is also introduced. The premise is to have two consecutive pages: the first is used for notes, activities, lists, etc. The opposite page is used for reflection, questions, objections, thought, etc. on the material on the previous page. This introduces a more "student-centered" approach that allows for more personal growth and incentive to learn within the individual. Another approach suggested by the authors is to scaffold the dialogic learning process. Start on the individual level, move to groups, and end on a full-class inclusion level. This provides different levels of feedback and many perspectives for reflecting upon. (Caroline T)
 * Regan, K. (2003). Using Dialogue Journals in the Classroom. //Teaching Exceptional Children//, //36//(2), 36-41. Retrieved from Academic Search Premier database.
 * This article is about the effectiveness of dialogue journals in the classroom, particularly for the management of disruptive behavior. Though targeted to the special education classroom, this article provides valid evidence of the effectiveness of dialogic journaling. Specifically, dialogic journals motivate less-skilled students to write and provide an opportunity for teachers to model appropriate grammar and spelling. The journals provide additional outlets for students to express themselves appropriately. Additionally, teachable moments emerge from student comments in the journals. But perhaps most importantly, student-teacher relationships are strengthened (Suzanne)
 * ====** 3. What We're Seeing in the Field with regard to Journals and Journaling **==== ||
 * //Add your ideas here with name in parentheses...//
 * My CT uses a journal every day to have students write down "Today in History" topics. He also uses the journal to facilitate writing on certain topics that he chooses. The actual journal writing isn't done each day but probably once a week. He collects the journals for a grade each quarter not on the content but merely on the student's ability to follow directions as given (Wes).
 * My CT does not use journals exactly in her classroom, but she uses this thing called the ILL. This is where students paste handouts, articles, worksheets and more inside. They are to read these works and then "process" on the next page. To me, when the students process they are indirectly writing in the same style as a journal. They are to respond, react, and process the information they read. (Samantha)
 * Although my CT does not use journals, I observed teachers using journals as a freewrite to start the class and a way to keep all writing brainstorm ideas together. (Jennifer)
 * My CT uses journals every day. The students know to come in and begin working on the journals on the board. Most of the time the assignment on the board is a PIG: Practice in Grammar. However, there is a journal prompt about once have two weeks. Once a month there is a "piggy checkup" and the students complete a quiz based on their grammar and journal entries. (Emily W.)
 * My CT does not use journals and it really upsets me. She does bell ringers, which are simple definitions and matching. It doesn't allow for intellectual thinking or application. They are simply bottom-level Bloom questions. I am hoping that I can incorporate some higher-order thinking questions into the bell ringers when I start (Jesse G.).
 * My CT does not use journals, but I really wish she did because I am a huge advocate for them. I had a journal in my 8th grade Language Arts Class that I actually still have and love looking back over so I would definitely have this aspect in my classroom one day. My particular team of teachers at Exploris have students using 1 new blue book per week to record their "Grammar Gotchas" at the start of each class period but I have yet to see them free-write or brainstorm anything in these books. At the end of the week, the blue books are checked and handed back to the students to be stored in their binders. (Sarah)
 * My CT uses journals probably at least 3 times a week. There is a prompt on the overhead and students are to respond for 5-10 minutes and then as a class they discuss the prompt. Sometimes, the entries are collected at random for a grade (pretty much based on whether they answered the prompt or not) and she responds and hands them back. I like how she does journals but sometimes it'd be nice to see a "freewrite" activity. (Lauren)
 * I have not seen my CT use journals. The only way I have observed them being used is for freewrites. (Tara)
 * I haven't seen my CT use journals and this frustrates me. I personally think students would get valuable use out of journaling. (Caroline C.)
 * My CT does not use journals. Part of it may be that it is a SS class; however, that is not an excuse. I kinda think it would be a great way to start the class! (Morgan)
 * I have not seen my CT use journals; however, being in a social studies class, this doesn't surprise me too much. I will say, though, that he does a great job of engaging the students in writing in other ways. I do think that journals would be a great tool in class and I would loved to see them used. (Julie)
 * My CT uses journals every Monday, and some off Tuesdays. She varies their activities in them; these last few weeks for example, she has had them listen to songs and write in their journals about the song's mood, tone, and point of view. The class as a a whole has been learning about these things lately, and the journaling provides a great way to further cement student learning. (Ron)
 * My CT requires that students keep a writing notebook, and they are mainly used for rough drafts. Students also have to keep copies of their final drafts in their writing notebooks. (Chelsea)
 * In my Student Teaching experience this fall, I have seen my CT use journals as both a brainstorming/pre-writing activity when preparing for writing a first or final draft, as well as using journals to write about controversial topics they learn through their SS class through ChannelOne newscast. (Hannah L)
 * My CT uses journals every day to review what they learned the day before. The students have a few minutes to answer the question(s) on the board or overhead projector and then they answer the question(s) in class and have somewhat of a discussion. Somtimes, or usually, the quetions for the journals are used on the test as either an essay question or parts of the multiple choice section. (Nada)
 * My CT uses journals a few times a week in her classroom. She creates a very peaceful environment for writing by turning off the lights and playing classical music while the students journal. The students seem to be very receptive to this. The mood just helps everyoen slow down for a minute so the ideas can start flowing. She varies her topics from literature based topics to having students write on famous quotations. I know she is very busy; however, I think it would help motivate students if they saw her sit and journal while they journal. (Olivia)
 * I have not seen journals used in the classroom; however, my CT uses daily learning log entries. Each class starts with a learning log question in which each student writes a response to the question. Some of the questions are for reflection, but several of the questions are from previous lecture notes. (Amanda)
 * I have not seen journals used in the classroom. (Hannah W.)
 * My CT does not use journals in the classroom, but does periodically include journal type activities in the class "notebook" (Suzanne)
 * My CT uses journals every day for every class. The students have reading journals that they are to use with their independent reading books. The teacher prompts them every once and a while, and recently she dedicated the entire class period to journaling about any book they had read during the year thus far.(Margaret)
 * Instead of journaling, my CT uses a class blog. She holds 20 minutes of SSR and designates a specific focus for the week. I've seen her use vocabulary, the 5 themes of geography, and cause-and-effect. Students then express the effectiveness of the focus on the piece along with other thoughts about the material. I think it is an interesting way to get students writing, incorporate technology, and utilize interdisciplinary teaching. (Caroline T)
 * Unfortunately, my CT does not use journals in the classroom; She is, however, packet/handout-oriented. I would like to emphasize journal writing in the class when I student-teach next semester. It is such a great way for students to express themselves, as well as transpose their thoughts onto paper in order to continuously enhance their writing skills. (Kay B.) ||
 * ====** 4. What We Have Experienced Ourselves with regard to Journals and Journaling **==== ||
 * //Add your ideas here with name in parentheses...//
 * In almost all of my English/Language Arts class settings teachers continually begin the semester hyped up about journaling and then by the end of the first quarter the hype has faded. I sometimes became discouraged to even partake in journaling when in class because I felt it was pointless and the teacher actually never would read them (Wes).
 * I agree with Wes, all my class journal experiences had the similar affect. My teachers encourages us to journal and get good ideas down, but they rarely took them up and never commented on our writing or acted like they read them. Eventually I started writing a few sentences down so it looked like I did the work, but there was no substance to my writing because the teacher did not care. (Jennifer).
 * I had one class where we had to do 1-2 journals per week, whenever we wanted. The teacher continually reminded us how many journal entries we should have by each point, and in the middle of the semester it was checked. I enjoyed having the opportunity to come up with our own journal questions and answer when we had time or had reactions. By allowing students to have choices, it makes the process more enjoyable (Jesse G.)
 * I had a journal in 8th grade where we usually responded to a prompt but also were given chances to freewrite. I don't remember being thrilled by the activity, but I do remember being disappointed by the fact that my teachers "response" was a check plus, check, or check minus. (Lauren)
 * I remember having journals in middle school and I specifically remember writing about the events of September 11. I was actually digging through all my middle school stuff the other week and I found my journal! I always enjoyed writing in my journal. There would be a prompt on the board everyday when I came into class. I definitely think it's important for a teacher to respond to the students' entries though because in mine, all the teacher did was put a checkmark. This was disappointing to see because who knows if the teacher even read what I wrote. (Tara)
 * In my 6th grade Language Arts class, I was introduced to journal writing and it really helped me to enjoy writing. Each day, we would have a prompt on the board and have 10 minutes to do a journal entry. My teacher would read our entries and write in comments. It was always refreshing to see that she valued our writing enough to make comments in our journals. I know this had to be time consuming! It always got my brain working and ready for that day! (Caroline C.)
 * Journals were used in my high school theater arts class as an assessment. The teacher would focus our journals on certain things that we learned the day before. Also, in 7th grade, we wrote in journals on different things. There would be a sheet at the beginning of our journals and we could write on the topics in any particular order. It was a writing exercise to get us writing. (Morgan)
 * I always kept a journal during middle and high school as a way to self-reflect on my adventures and challenges throughout each day. Aside from using them in an academic setting, or as an academic assessment, I think journals would be a great way to allow students time to themselves to write about things that are troubling them, or that concern them, and that they might want to write about in the form of poetry, persuasive essay, or argumentative paper. (Hannah L.)
 * I have kept journals off and on throughout my life. Journaling is a very helpful way for me to vent and work through issues. It helps me see things I have going on from a less personal position. I always enjoyed journaling in school as well. I was often the new kid since my family moved around so much, and journalling and sharing really helped me get to know my classmates and teachers quicker. I think that would be a great asset to teachers as far as getting to know their students and forming a very tight knit classroom environment. (olivia)
 * I have started many journals, but unfortunately put them aside as day-to-day life takes over. The only journal activity I have done for school was a weekly log entry. (Suzanne)
 * I remember using journals throughout elementary and middle school, specifically during my eighth grade year. Later, during my senior year, I went back to my middle school to observe and work in my former classroom and they were still using journals during the year for different topics. It was nice to see how much students liked journaling and listening to their entries. (Margaret) ||
 * I remember using journals throughout elementary and middle school, specifically during my eighth grade year. Later, during my senior year, I went back to my middle school to observe and work in my former classroom and they were still using journals during the year for different topics. It was nice to see how much students liked journaling and listening to their entries. (Margaret) ||
 * The last time I remember having a journal in school was actually in middle school. I loved to write in it because there were no limitations as to what I could write--this was the first time I could say that I enjoy writing. (Julie)
 * I had to keep a journal for each grade in middle school. Some days we were able to write about whatever was our mind, other days we had a prompt to respond to (lots of what-if situations) and sometimes we had to reflect on a previous days lesson and write something that we remembered. I remember liking that everyday was something new to write about, and that we weren't writing about our "feelings" every day. (Chelsea)
 * I really encourage using journals in class, especially the ones that relate to our students personal experiences and/or they could relate to them in any sort of way. I remember in high school, we ad daily journals and my teacher would respond every day to our journals. I still have that journal till this day, and I love looking back at it and reading what I had to say about a particular topic. I was able to see how my thoughts changed over the years and how my teacher responded to them made it even better. (Nada)
 * The only time I used journaling was in eleventh grade English, and I thought it was a great was to express my feelings, thoughts, and feelings. We had to write two journals a week about the book we were reading at the time and we had the option of drawing a third journal. We only go graded on the amount of journals we accomplished as well as how we progressed in our writing over the school year. (Hannah W.)
 * I do not remember using journals in middle school or high school. I did, however, maintain a personal journal throughout high school. I would write daily to relieve stress, or just to discuss random events that happened in school. I really liked keeping a personal journal, and I wish my former teachers would have given the opportunity to use a journal in the classroom. (Amanda)
 * I still think about the journals I kept in elementary school. We would draw a picture, then our teachers would help us write the "caption." In middle school, we had fun prompts that were usually not relevant to our content, but we enjoyed writing. It wasn't until college when I felt that I was finally composing journal entries that were both enjoyable and academically helpful. We used Dialogic Learning Logs to record experiences, feelings, and reactions to interactions with students. We passed these journals back and forth with a partner. I would definitely do something like this in my classroom. (Caroline T)
 * ====** 5. Possible Purposes of Journals and Journaling **==== ||
 * //Add your ideas here with name in parentheses...//
 * I think journals could be a great resource in a Social Studies class for students to possibly write down topics that they found were interesting that we discussed in class. Additionally, I feel that having students respond to diverse topics, like current events, would enable students to think critically about the world around them (Wes).
 * I really enjoy using writing for LA. Since I have been in college and learning about the value in journaling, I have used journals to supplement my learning and to help put information in my own words. For my classroom, I would like to use journals to store writing ideas. I want to use it as an opening freewrites so students can leave their frustration and problems in the pages and begin class with a fresh mind. I would also like to use it for brainstorming writing ideas as their portfolio. The key to make this experience successful is my comments on it! (jennifer)
 * I like the idea of project journals. Students can track their progress on big assignments and teachers can see if they are having problems and if they need consultation. We can also see if they are actually completing their work so they don't cram it all in at one time (Jesse G.).
 * I really liked the idea of dialogic journaling--I think it would be great to pair students up who wouldn't usually work together and have them share their thoughts as we progress through a novel or unit. Plus, I think that sometimes working in pairs may result in more effort because students don't want to look like a "slacker" to their partner, and partners can also highlight new ideas that they wouldn't have thought of on their own. (Lauren)
 * Just freewrite about anything, have topical freewrites [focusing on adjectives, metaphors, holidays, short stories, etc], or respond to novels, poems, etc that the class is going over in our unit. (Jessie)
 * I like the idea of using journals for freewrites. The topics could be about what is being covered in class or they could be personal. This way, teachers can get to know their students on a more personal letter by reading what they wrote and responding accordingly. (Tara)
 * I really like the idea of using journals as a way for students to unwind and pour their thoughts out. It can be "remove the distractions so you can focus in class" kinda deal. (Morgan)
 * The purpose of journals can be widely open. I find that the purpose of journals is to have the students thoughts going on and note their own observations, expand their own imagination, and have them connect to previous knowledge. The teacher could provide the students with prompts that would motivate them, for example, "if you were to give an advice to any person in story, that advice would be......." or something that could make them starting thinking more deeply about a topic. (Nada)
 * I have so many ideas for journaling in my classroom. I think a cool way to use them is to have students write down their goals a few times throughout the year, as well as ways they plan to meet their goals. I also think journalling about things you have going on personally is a great to use journals. Middle school students have so much change in their lives that I think it is a very valid use of time to allow students to write about their feelings for a few minutes a day. This could also be helpful for teachers because it could help us notice issues with bullying or abuse before it is too late. (Olivia)
 * The main purpose of journaling would to increase critical thinking, analyzing, comprehension, and writing skills. I also think journal help students form their own opinions, individualize each student with their thoughts and feelings. (Hannah W.) ||
 * ====** 6. Possible Formats for Journals and Journaling **==== ||
 * //Add your ideas here with name in parentheses...//
 * Tangible marble style journals could be a possible format but I think in order to infiltrate technology into the class a blog website could be useful or a WIKI site, Google Site, etc. (Wes).
 * I like the simple composition book format. Either a decorative spiral or marble will be fine. Something that fits their personality, but is still able to be written upon and turned into me. I want them to use pen on paper because I can take it home with me to comment on. (Jennifer)
 * As my article stated, there are many types of journaling. We can do writer journals (note pad), class journals, project journals, or dialogue journals (Jesse G).
 * I don't like composition notebooks. Spiral bound notebooks in pen would be my first choice--simply because they're easy to store, transport, and read--as well as pretty affordable. As Wes mentioned, an incorporation of technology would be interesting too--maybe blogs, an online discussion board, etc. (Lauren)
 * I like the tangible sense of a journal because this can be something a student has ownership over. I feel as though it is important for a student to have the journal at all times and be able to reference it at any point during a class period if they would like. (Sarah)
 * Although I like the look of a composition book, I really do not like to write in them! I would rather write in a spiral notebook. I think I would give students a choice to either have a spiral notebook or composition book. Also, it would be interesting and neat for students to use journals in the form of online blogging! (Tara)
 * I love the standard composition notebook...if I used journaling in the class, I would definitely have students use these notebooks. However, if we had 1:1 technology, students could make private blogs to incorporate 21st century skills into the classroom. (jessie)
 * The standard composition notebook, spiral notebook, or folder with paper are my favorite. They are tangible ways to write and grade and I like being able to hold something. (Morgan)
 * I prefer standard composition books or spiral notebooks for journals, but I am open to the idea of on-line journals/blogging in certain situations. (Chelsea)
 * The standard composition notebook would work best with journaling or just the regular spiral notebooks. I feel like it adds on more value when the journals are tangible than in digital format. (Nada)
 * Since I want to be a Social Studies teacher I want to of course incorporate history as well as current events. I think it would be neat to have students write down their thoughts and feelings about what is going on in the world today, and if their is evidence of past historical events that our similar to current situations in the world today. I would probably just use a regular composition notebook and would require at least one journal a week. (Hannah W.)
 * Although I like the traditional spiral notebooks and composition books, I found Penzu (Online Journaling tool) to be quite interesting. I actually have been using this recently to keep side notes about my CT's classroom that I keep separate from my field log journal. I would like to introduce Penzu to my students, so that they find additional methods to journaling. (Amanda) ||
 * ====** 7. Other Observations, Questions, Comments regarding Journals and Journaling **==== ||
 * //Add your ideas here with name in parentheses...//
 * When students share really personal information in journals, how much should we comment on those? Especially if it is something that would evoke our own moral bias? (Jennifer)
 * How strictly should we grade the journal entries? The premise is a free write so do we count grammar and punctuation? (Emily W.)
 * Do we need to "grade" or even collect these journals ever? Would having students write in journals and just walk around to check that they are actually doing an entry (make sure the date is the same) be okay? I too am afraid of invading personal space and I want the journals to be fun and something they enjoy that is not necessarily school related. (Samantha)
 * How can we make journaling enjoyable for non-writers (Jesse G.)?
 * If we use journals as open-ended freewrites, where students can write about anything they are experiencing, how can we check that students are writing strong entries without infringing on personal privacy? (jessie)
 * How often should journals be collected and looked over? This is a free space for students to express themselves but I would want to know that my students are on task and writing when they are told to do so. (Sarah)
 * How often should we comment on students' entries? Do we need to comment on every entry or make a bigger response to a cluster of entries? Or perhaps choose just a couple of entries to respond to? (Tara)
 * I would love for students to be able to create personalized journal covers rather than the generic notebook or folder look. In this way, students can feel personally connected to their own journals.(Morgan)
 * What is the appropriate content for journals and what kind of expressions could be included in their journals? (Nada) ||