Journaling:

Theres something
in it for everyone.

Why Journal?
Emotional Growth:
Journaling allows students to
connect thoughts, feelings, and
actions, and work through
emotions in narrative form,
promoting self-regulation and
problem solving.

Healing:
Journaling is a common
therapeutic vehicle, allowing for
a healing response as the mind
interacts with the physical
process of writing.

Academic Ability:
Journaling strengthens written
expression through nonjudgmental practice, increasing
student confidence and skill.

WhatisisJournaling?
Journaling?
What
Classroom journaling is a strategy in which students
respond in writing to a prompt, idea, topic, or simply
write what is on their mind at the moment. This less
structured writing allows for a more free and intuitive
expression of ideas than traditional classroom writing
assignments. Journaling allows students the opportunity
for self-reflection, an outlet for dealing with emotional
stressors, and a safe and creative space for practicing and
developing their writing ability.

Who Benefits from Journaling?

All students can benefit from journaling. Students with
learning disabilities in particular may benefit from the
strategy, as the vast majority struggle with and score low on
tests of written expression (Fahsl & McAndrews 2012). With
appropriate modifications, journaling can be accessible to all
students. Modifications may be the option to audio record
journals for later transcription, the option to type rather than
print journals, or the option to include artistic elements into
the text of a journal.

Journaling

Now What?
How to use Journaling
in your classroom
1. ) Determine your goal
Decide what you want students to gain from their
journaling. Theres no specific formula-just decide what
you want students to get out of journaling, and come up
with an appropriate prompt. Or, for a less structured
approach, set aside class time for free writing, and let
students write about what is on their mind.
2. ) Set clear expectations
Its important to establish evaluation criteria for
student journals from the outset. Students want to
know if youll be reading their journals, if theyll be
graded for grammar, spelling, or length. Best results
with journaling occur when students are allowed to
write freely without too much structure, consider
making journals an ungraded or completion activity.
Free from too much structure or fear of technical
scrutiny, students will be much more willing to
3.) Model
As in all classroom activities, its important to model
journaling. Explain the activity and prompt, and then
compose a short journal entry in front of the class.
4.) Share
Allow students time to share their journals, either with
you or with their peers. Sharing with peers can take
the form of small discussions, whole class sharing, or
written conversation activities. If you choose to read
student journals, make sure to make positive holistic
comments to each student.

References:
Fahsl, A. J., & McAndrews, S. L. (2012). Journal Writing:
Support for Students with Learning Disabilities.
Intervention In School And Clinic, 47(4), 234-244.
Heydt, S. (2004). Dear Diary: Don't Be Alarmed...I'm a
Boy. Gifted Child Today, 27(3), 16-64.
Utley, A., & Garza, Y. (2011). The Therapeutic Use of
Journaling With Adolescents. Journal Of Creativity
In Mental Health, 6(1), 29-41.

Laurel Cummins #6

Dont forget the

boys!
Culturally, journaling is
often considered a female
pastime. The image of the
young girl dealing with the
challenges of growing up
through entries in her diary
is a ubiquitous image in film
and literature.
This has unfortunately led to
the stigma that journaling is
a non-masculine activity, the
pastime of the weak or even
disturbed man. Its
important as a teacher to
dispel that stigma, as young
men, particularly those
struggling with learning or
emotional difficulties can
derive huge benefits from the
self-reflective nature of
journaling.
Childhood and adolescence
are turbulent times, and
journaling as an for the
frustrations, fears, and
confusion that go along with
growing up should not be
confined by gender lines
(Heydt 2004).