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The goal of the journaling activity prescribed in this chapter is to enable students to identify, reflect on, and, over time, better control emotional inhibitors that might impact their academic work. The students are given the opportunity to evaluate their academic performance, identify emotional inhibitors, and describe solutions to academic situations through the journaling exercise. Various strategies are listed for teachers to teach self-reflective journaling. The activity is structured in four distinct phases: the acquisition phase, the automaticity phase, the near term transfer phase, and the far term transfer phase. During the acquisition phase, the students learn the basic skills of reflective journaling by using academic scenarios, sample journal entries, and instructional rubrics as guidance. The students’ fluency in journal writing is promoted during the automaticity phase through a series of practice exercises of writing journal entries in response to teacher created academic scenarios. Activities targeting near term transfer allow the students to apply the selfreflection journal process to a stressful academic task of the students choosing, and the activities in the far term transfer phase encourage the student to explore other uses for the reflective journal. The entire process enables the students to develop coping strategies for the successful performance of emotionally demanding academic tasks.

Keywords

Lesson Plan Academic Success Acquisition Phase Journal Entry Affective Domain 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Megan P. Pomfret
    • 1
  • James L. Medford
    • 1
  1. 1.Peninsula High SchoolGig HarborUSA

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