Documente Academic
Documente Profesional
Documente Cultură
April M. Ripandelli
Research:
Special Education is an area in which there is much informality and less rigidity. The expectations of the
student are sometimes lowered, which strengthens the bond of student with learning. This area lends well to
cognitive learning, giving each child the ability to more easily develop an understanding of objectives chosen
for each task. The smaller class size lends itself to have a more one-to-one social interaction—students with
students, students with teacher. Monitoring of their attitudes, feelings and choices can be done more
effectively by the student and the teacher. Writing is such an important skill that can be difficult for students
that require Special Education. Through the use of journals, the student is “less fearful” of expressing
themselves through writing. Two quotes that fit well here are from the book, “Best Practice: New
Standards for Teaching and Learning in America’s Schools” (Zemelman, Daniels and Hyde, 1998). The
quotes: “The most powerful learning comes when children develop true understanding of concepts through
higher-order thinking associated with various fields of inquiry and through self-monitoring of their thinking”;
“Learning is always socially constructed and often interactional; teachers need to create classroom
interactions that “scaffold” learning.” These quotes give a good definition of cognitive learning and the
basic concept of “scaffolding”, the incorporation of many ideas/concepts into one area, utilizing the skills
students learn and then using them to discover how all academic/social areas can be related and appreciated
on their level.
Contextual Teaching of Social Skills/Journal Writing Page 2 of 7 Pages
Journal writing itself can take on many forms. The teacher can develop the concept to give individualization
for each student. Specific goals and be established and changed or altered, as is deemed necessary for each
student. Through the use of journal writing and teaching of social skills, the student can first develop their
Research, Continued:
own feelings about themselves, accepting how others feel about themselves and each other and how to
appropriately become more productive class members, brothers, sisters, daughters, sons, peers, etc.
Journals can actually help develop personal relationships. First of all, journals are confidential tasks
between the student and teacher. The teacher/student relationship can become more personal and gives
reassurance to the student that what they are writing is “okay”. Knowing that there is confidentiality between
teacher and student gives the student permission to share anything, without the recourse of grades and
criticism. Self esteem and self worth become heightened and expressed through other areas of the
academics and social relationships.
Journal writing is, of course, reflective. When you reflect, you think about the things that have happened
that day, yesterday, last week, etc. “ Reflecting is an ongoing process. Some people/students choose to
create a product as a way of reflecting so they can share their discoveries with others. Presenting this
project, such as a journal, can help you see what you’ve done in new ways and through new eyes. It can also
spark others into action.” (Lewis, 1998).
In summary, social skills and journal writing are very important tasks for every student to learn and
implement. Daily writing in their journal helps students improve not only academic areas, but also lends
itself to teach a child patience, taking their time, accepting themselves as they are, appreciation of others’
personal space and so many more. This then is carried into the future aspects of the student’s life–in adult
relationships, on the job relationships, family relationships, etc. After all, as teachers, isn’t it our mission to
teach students to become well rounded, confident adults, able to share themselves with the world around
them—to make a living for themselves and make an enjoyable personal life for themselves as well? Yes, it is,
and I, as a teacher, am honored to have such a responsibility.
Content Background:
The adage, “Teach a child the way, and he will follow”, sums up the content in the area of journal writing
and social skills. Any knowledge/wisdom we as educators can depart regarding social behavior is necessary.
Absorbing this knowledge/wisdom is up to the individual student. By the time the student reaches grade
four, many behavioral skills are learned, some good and some not so good. Many academic skills are
learned. Putting the two together, social skills and academics, gives the student the insight for relevance.
Through relevance, the task at hand becomes more meaningful. Journal writing taps the skills learned in
Math, Language Arts, Science, Social Studies—and also gives the time for reflection of their day. The
journal writing activity is designed to address other skills such as time management, the ability to keep up
with their materials and puts the responsibility on the student.
State Standards:
Science - Grade 4:
1. Inquiry - Asks questions, makes inferences and predictions, using estimation and measurement, uses
evidence to construct explanations, makes sketches and diagrams to explain ideas, organizes data
into tables and charts for interpretation, reads and interprets various types of graphs, formulates
simple hypotheses, identifies and controls a limited number of variables.
27. Earth Processes - Investigates how the sun’s rays striking the Earth cause the seasons. Explores how
the tilt of the Earth changes the angle of the sun’s rays and causes the seasons.
29. Earth Processes - Uses weather instruments to collect data and measure factors (such as
temperature, humidity, air pressure, wind speed and wind direction).
32. Earth Processes - Discusses the effects humans have on weather and climate and vice versa.
Describes climatic effects of removal of tropical rain forest; burning of fossil fuels; seeding of clouds;
use of fluorocarbons and emissions from internal combustion engines.
Mathematics - Grade 4:
1. Rounding - Rounds two-, three-, or four-digit numbers to the nearest ten, hundred or thousand.
Contextual Teaching of Social Skills/Journal Writing Page 4 of 7 Pages
11. Measurement - Selects appropriate customary and metric units of measure ...such as Temperature,
Degree Fahrenheit and Degree Celsius.
24. Statistics and Probability - Explores the concepts of mean and median.
25 Data Analysis - Collects, reads, interprets and compares data from charts, tables and graphs
(pictographs, bar graphs and circle graphs) using a variety of scales and estimation.
26. Data Organization - Organizes data in charts and tables, and constructs bar graphs or pictographs
using appropriate scales of one, two, three, four, five or ten.
27. Probability - Determines probability of a given even through use of manipulatives (equally likely,
likely, least likely, most likely, likely and not likely).
Materials:
Markers of all colors
Pencils/Pens
Colored pencils
Art paper
Composition notebooks
Newspapers
Thermometer for inside
Thermometer for outside
Teacher made chart of new words (follows)
Fahrenheit
Celsius
Contextual Teaching of Social Skills/Journal Writing Page 5 of 7 Pages
Weather
Thermometer
Graph
Temperature
Large Graph listing days, dates and temperatures
On day one, the student will learn what a journal is and how it can help them reflect
on the day. The following terms are also introduced: degrees, Fahrenheit, Celsius, weather,
thermometer, temperature and graph. The teacher will ask that each student write the meanings of
all the mentioned new words on the inside front cover of their new composition book, given to them
by the teacher. This composition book will serve as the journal. The teacher will then explain that
the weather can affect how we feel and react with others. Time elements will be given and explained
as far as how much time allowed to write in journal, at what time, etc. Teacher directed data will be
given, which is added to each day’s writing. These include: temperature of day, weather of day, how
they feel that day. Explain that this is an ongoing writing and at the end of the year, they can have it
to look at during the summer…and be surprised at what they have written!
Feelings discussed about the day before writing experience. Give out art paper, one piece per
student. Give out markers, pencils, pens, etc. Also, put yesterday’s temperature on classroom
graph. They can then put it on their graph, which they will make. The teacher will add the incentive
of drawing in the journal---expanding the artistic ability. Students, one by one, will go and read the
thermometer that is outside to get current temperature. Then….writing!!!!!!
Day three class discussion centers around the ideas of social skills---what are they, why are they, how
are they, when are they. Role play situations will be incorporated, such as behavior at a football
game, behavior at a movie theater, behavior at a restaurant…..and the students’ choices. Each
student will have a chance to be a part of a role play activity. Then….writing….
Day four is a pivotal day…THE BIG QUESTION IS ASKED BY THE TEACHER!!!!!!! What
have you learned so far from your writing? How do you feel about having time to write? Questions
like this====then teacher will test verbally for word usage, what social skills are, etc.
Then…writing!!!!
Teacher will ask students how they feel about what they have written the past few days. She will give
them her feelings about her own, too. Then…writing!!!!
On day six, the teacher will explain how we can take social skills into a public/business environment.
Discussion about Rip’s Restaurant, giving each student a role to play, such as customer, cook,
water/waitress, manager, cashier. They will be able to order real food from Rip’s menu, pay with
play money…add their bill….count their change…..and then be able to write in their journal about
the experience---their feelings and excitement about the Rip’s Restaurant activity, which will be at
teacher’s discretion.
Assessment:
Rubric---developed from actual writing experience
Pencil/Paper Activity: Matching of definitions of words given on Day One
Self assessment
Bibliography:
Georgia’s Learning Connection. Georgia Department of Education (2002). Quality Core Curriculum
Standards. (http://www.glc.k12.ga.us)
Contextual Teaching of Social Skills/Journal Writing Page 7 of 7 Pages
Harwell, Sandra and Blank, William, (2001), Promising Practices for Contextual Learning.
Texas: CCI Publishing, Inc., pp. 19 - 24.
Herrington, Anne and Moran, Charles (1992), Writing, Teaching, and Learning in the Disciplines, ed. New
York: Modern Language Association.
Hopkins, Gary, (1999), Article: Journal Writing Every Day: Teachers Say It Really Works. Connecticut:
Education World.
Bibliography, Continued:
Kumchaiskul, Sumalee, (1998), Abstract: Contextual Learning Experiences in Pre-Service Early Childhood
Teacher Education.
Lewis, Barbara, (1998), The Kid’s Guide to Social Action. Minnesota: Free Spirit Publishing, Inc.,
pp. 20 - 22.
Parnell, Dale, (2001), Contextual Teaching Works! Texas: CCI Publishing, Inc.
Zemelman, Steven, Daniels, Harvey and Hyde, Arthur, (1998), Best Practice: New Standards for Teaching
and Learning in America’s Schools. New Hampshire: Heinermann, pp. 224 - 225.
Biography:
April M. Ripandelli is a tenth year teacher of Special Education in Bartow County, Georgia. She taught
eight years in Northeast Georgia, in a small rural community. This year, 2003-2003, makes her second year
in Bartow County. She is a graduate of Berry College, in Rome, Georgia, with a BS in Elementary
Education, minors in Math and Music and an M.ED. in Elementary Education with emphasis in Psychology
and Reading. She is currently seeking enrollment for her Doctorate.