Journal Writing and Adult Learning

Using Journals Effectively in Classrooms Journal writing seems to be a popular element teachers use to give students the opportunity to become involved in the classroom without always speaking. However, is journal writing a beneficial tool for student learning? How can it become more effective in the classroom? There are many types of journals which can be used in a classroom. I have decided to look at the different types of journals that exist to gain a broad overview of journal usage.

(Taylor 1995, p. 84). Ever since Malcolm Knowles (1970) introduced the concept of learning climate, adult educators have been aware of how the environment affects learning. As reflected in the words of the returning woman student quoted here, however, adults may still find some learning environments to be inhospitable. Rather than learners trying to change who they are so that they will "fit in," adult educators must create learning environments in which all learners can thrive. Following an overview of changing conceptions of adult learning environments, this ERIC Digestdescribes what it means to create an inclusive learning environment, examines some related issues, and presents some guidelines for structuring inclusive learning environments.

Carrying out an empirical investigation on teaching literature can be informative in this regard and it needs to consider the choice of literary texts, EFL learners and their cultural context, and the teacher. Literature is one of the important components in the EFL curriculum at university. It is recently considered as an important tool to learn English. Teachers at university can use literature to create a number of activities that help their students to get an idea on how language works. Literary texts are regarded as a very useful authentic material.

Chapter One and Two “Knowledge and beliefs about reading and learning to read are wedded in ways that influence almost every aspect of a teacher’s instructional decisions and practices” (Vacca Vacca, Gove, Lenhart & Burkey, 2012). A teacher’s belief system is formulated around what he or she knows about literacy learning and teaching literacy. A teacher’s beliefs can be based off ones own personal experience with reading and writing as well as practical experience which is obtained from working and learning with students throughout his or her career. A teacher also uses ones professional study to formulate beliefs. This practice helps a teacher expand on his or her knowledge when teaching literacy.

Writing can also be implemented in numerous activities such as: writing workshops, learning stations, research projects, creative concepts of explanations, inspiration, break- up lesson topics, understanding concepts, tutoring, analytical thinking skills, socially, communication skills, help organize thoughts and ideas, and increase reading and fluency. The options and benefits are endless and timeless with writing across the curriculum. Students are our future; their creativity and understanding should not be shadowed or forgotten within the classroom. In our present era of an Information Age, it is important that primary and secondary students understand how to create meaning of concepts. Schools, in our present day, provide a broad spectrum of resources, which is effortlessly available for admission.

We speak to our ... ... middle of paper ... ...o write at the college level; we are teaching them to discuss at the college level. Works Cited Christensen, C. "The Discussion Teacher in Action: Questioning, Listening and Responding." In C. Christensen, D. Garvin, and A. Sweet(eds), Education for Judgement. Boston: Harvard Business School Press, 1991.

As a future TESOL educator, I will employ retrospective miscue analysis approach in my classroom with my English language learners and also use this approach to support students with diverse learning styles, including students with learning disabilities. Hence, through RMA assessment approach and discussions, aspects of metacognitive discussions, motivation and revaluing are intertwined and iterative thereby building understanding about reading in helping students become more effective and efficient readers.

In my future classroom, I will strive towards creating and comforting environment in which students can enrich themselves in books that they have chosen. I will create a challenging curriculum that leaves room for student input and adaptations. Through mini-lessons I can teach important reading skills. With the flexibility of literature circle groups, students can practice their professional skills as well as their reading skills. Giving students choices in the classroom will invite intellectual growth and creativity.

This reflection helped me discover the strategies I need to adopt to build positive relationships with my students. In second phase, I articulated my own learning that I gained through narrative enquiry of the journal entries. In final phase, I explored the moments when I led my students’ and learning in order to create a sense of belongingness to a learning community. 1) Phase I: Build Positive relationship: Going through the narratives of my daily reflections, I realized that every moment in the classroom teaching was important for me and I wanted to discuss those events in my journal entries. However, ‘Teachers are not always learning.

In this approach, literacy builds on new knowledge and leads to empowerment through discussion (Matrix for Discussing Program Elements, Handout ED 635-2011). Even though reading is critical for beginning literacy classes, the REFLECT program has a stronger emphasis on writing than reading thus encourages students to interact through pen pals. The teachers are the primers in the classroom hence the program conducts thorough training for teachers and provides regular support. Investing in teacher training also ensures that the teachers grasp the philosophy of the program; knowledgeable teachers in a program will teach effectively and the goals of the literacy prog... ... middle of paper ... ... to make meaning from text. When considering a suitable reading instruction, educators also need to take into consideration the philosophy of the program in order to meet the expected outcomes.