Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hA3GJRV19078; Mon, 3 Nov 2003 11:19:27 -0500 (EST) Date: Mon, 3 Nov 2003 11:19:27 -0500 (EST) Message-Id: <sfa63835.008@mailgate.lagcc.cuny.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Hillary Gardner" <hgardner@lagcc.cuny.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9595] RE: Dialogue/reflective journals X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.0 Status: O Content-Length: 2817 Lines: 72 Dear Cristina and all, I want to say that my approach to writing journals is very similar to yours. Our classes meet Mon through Thurs so I usually give students a writing topic for the weekend. They turn them in on Mondays and I try to respond by the next day of class. I make sure they understand that this journal is separate from the notebook they must bring to class for notes and exercises so I'm not under any time pressure to get them read. Rather than "correcting" these journals, I try to respond to the content of what students write about, although sometimes I am able to give students mini grammar lessons if I see them repeat a typical mistake. Sometimes too I just copy out useful vocabulary that they may have spelled wrong. As Cristina says, I love these journals for the opportunity they give me to get to know students better. I look forward to reading them. I have also had great success with stickers (which is usually just once per week in my case). In fact, students who are reluctant to write often start participating when they see the other students getting their journals back (with their choice of sticker). It seems a little silly, but it also seems to keep them motivated. By the end of the course (3 months), students usually have several pages to look back on. Students who continue in other of our courses sometimes continue to fill the same notebook. I think it gives them confidence because it gives them physical evidence that they are writers. Hillary Gardner, Instructor Center for Immigrant Education and Training La Guardia Community College 29-10 Thomson Avenue, Room C231 Long Island City, NY 11101 718-482-5460 >>> Cleomathew@aol.com 11/1/2003 10:26:48 AM >>> Hello all, I started using journaling in my beginning ESL class when the class got large. I wanted to know the students better individually, but there was never enough time in class. I have since fallen in love with journaling. Initially I tried to do dialogue journaling but it was too difficult for most of my beginning students. Now we do a guided writing exercise, and they are invited to write about anything that they want and I will respond. Most only do the guided writing exercises, but a few do write pages a week for me to read. One student likes for me to give her a list of 5 unrelated words and then she uses them in a sentence or sentences. I used to respond every day with comments and stickers, but it was taking too much time. Now I respond on the weekend. The stickers are very popular, especially my silly fish stickers. I think most feel a sense of accomplishment in the journals, and I clearly see improvements over time and so can they. Thanks for the ideas and discussion, Christina L. Mathew ESL Teacher with DeKalb Tech. Adult Ed. Atlanta, GA cleomathew@aol.com
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