Teacher Diverse of Notebook Entries AND Intentional Strategies versus Assignments

 

One type of notebook entry Bomer discusses is “Reaching into Memory.” This type of writing has to do with reaching into our minds and drawing out an experience, no matter the gravity of it, and putting it into words. These memories can be further expanded the longer they are thought about. Bomer suggests that this journal entry gives way to quick writing, as the first memory that comes to mind should be the one that gets the writer writing. In many ways, this type of notebook entry is a gateway to other types, as beginning with one small memory can lead to many different stories, points of views, and descriptions. Another notebook entry explained in chapter 11 is “Writing toward what is Significant.” This type of writing is all about explaining the importance of a small idea. When first writing, we jot things down and proceed to toss it because at first sight, it seems to have no significance. With this idea, Bomer urges us to build the idea and rack our minds to try to think of what makes something special and then proceed to explain this in detail. These two journal entries are connected in that they both require a writer to dig deep inside their head for something personal: a memory or connecting significance that stems from a passion. In my kindergarten classroom, my students would be able to use these ideas to personalize their writing. The concept of “Reaching into Memory” is a task that the kids will surely be able to follow and have fun while doing. Whether it is a morning check in or “personal narrative” reading assignment, my students will have the freedom of writing about memories or tying importance to anything. Introducing this could be in the form of writing or speaking about a topic in groups of in front of a class. These two concepts seem to leave more room for creativity and personalization for every student.

          When Bomer writes the section, “Intentional Strategies Versus Assignments,” he discusses the idea of teachers not allowing students to feel ownership over their notebook and entries, thus this distorting the overall goal of the notebook. A teacher will sometimes use the notebook for the sake of having an entry assignment but not understand this takes away the students desire to be free with what they are writing. This can blur the line between schoolwork and creativity, and the notebook will no longer be a “safe space” or refuge for the students’ thoughts and ideas. Bomer encourages the idea of the notebook as a space for brainstorming and students’ genuine voices. Teachers assigning writing topics in the same space outshines the freedom of the note and takes away its purpose as a helpful tool. The author wishes for teachers to allow students the lead their writing with their ideas and thoughts, rather than every writing be from another person.