The author examines the benefits of journaling in his fifth-grade classroom. Reviewing student journal data from the past 25 years, he shares an effective method for preparing a classroom for daily journaling, one that minimizes teacher-issued prompts and implements procedures for sharing and reflecting. Positive effects include insights into…

Describes how "speedwriting" requires that all learners become actively engaged in their own learning because, rather than generating ideas orally, students are instructed to write down all their ideas as quickly as they can. Considers how the social engagement of discussion and the sharing of ideas during the writing phase drew even the…

Argues that, especially in the intermediate grades, keying into students' personal interests is a powerful motivator for learning. Illustrates this with the story of a formerly excellent student who became disillusioned with school in fifth grade, becoming resistant and disruptive. Describes how a project approach to reading and writing that…

Can students identify the practices that motivate them to read? If asked to evaluate which components of a reading program are beneficial in motivating them, can they identify a particular practice and explain why it was helpful? These were the two major questions asked of 22 fifth-grade students reflecting on their fourth-grade experience. A…