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听我对Liz Galarza的采访(成绩单):

我们对学生有多了解? They sit in our classrooms five days a week, we certainly spend lots of time with them, but how well do we really know them? How well do we know their thoughts, their worries, the 事情s 他们 obsess about? And how well do 他们 ever get to know us beyond our role as a teacher?

丽兹·加拉扎(Liz Galarza)

丽兹·加拉扎(Liz Galarza)

I’ve been hammering away at the importance of the teacher-student relationship for about as long as 教育学崇拜has been a 事情, but every now 和 then I come across a method or approach 那 can really help build those relationships more effectively.

My friend 丽兹·加拉扎(Liz Galarza), who teaches middle school 写作 in New York, has been telling me for ages about the dialogue journals she uses with her students 和 how transformational 他们 have been in building relationships. The journals had such a profound impact 那 Galarza made them the focus of her doctoral dissertation.


对话日记是任何一种装订好的笔记本,学生和老师可以在一段时间内相互来回写信。这与Smokey和Elaine Daniels中描述的期刊非常相似’ book, 最好的教学秘诀,但由于Galarza在这些期刊上拥有如此丰富的经验,所以我认为值得再发表一篇文章。

在加拉萨’在课堂上,学生购买他们想要的任何期刊,“只要能够承受一年的来回往返时间,” she says. “他们大多数使用大理石组成的笔记本。我要求他们用图片或引号装饰,这确实表明了他们的个性。”




In the first few days of school, Galarza gets to know her students through intake forms (not included in the journals) where she asks students to tell her five 事情s about themselves 那 she wouldn’t be able to tell by looking at them or their school records. Next, she goes into the journals 和 writes the first entry, starting with a very general welcome, then beginning to connect with students based on 事情s 他们 wrote on their intake forms.

尽管许多老师都是通过让学生撰写第一篇文章来开始这类期刊的,但Galarza还是通过自己创办而获得了更大的成功。“I think the kids who have less confidence when it comes to 写作 would feel paralyzed by 那. So I try 和 make it very, very open.”

In the sample letter below, Galarza connects with this student about her love of 读ing 和 写作, softball, 和 pets. “The first letter I ask more questions than any other time, but I get them to see 那 I’m human. We have commonalities. I’m interested in you. You’re important to me. This is going to be fun.”



曾经的老师’的第一个字母是写的,学生是写回的。在这个样本中,尼克回应加拉扎’的开幕信中,她提到德里克·杰特(Derek Jeter)离开洋基队。“In his intake sheet, every single 事情 he wrote about was about baseball 和 the Yankees,” so Galarza made sure she mentioned 那 in her first letter.



As the school year progresses, the journals go back 和 forth between teacher 和 student. Galarza asks students to write one letter a week, although some students write more often than 那. 关于 once a week, Galarza will ask each class period to hand in their journals, staggering these on different days so she only has one class period per day to respond to. She takes about an hour to respond to a single class set of journals, so if it’在繁忙的季节,她可能只能每两周收集一次,而不是每周一次。

As for grading, students are simply given credit for completion. Even if 他们 不要’t write a lot, 他们 get credit for doing it. And 那’s it. Galarza does not mark 错误 or evaluate the work for any kind of score. Because this journal is about building a relationship, Galarza doesn’希望通过给它分配一个等级来消除它的吸引力。“您对某事的评分越多,” she says, “您为学生提供的帮助越少。”



转移功率差异: 由于对话日记允许学生将他们的老师看作人,因此他们将老师从“all powerful”发挥作用,并在师生之间建立更牢固,更有意义的联系。“As a teacher we always have 那 authoritative stance: We’re the teacher, 和 他们’re the student, 和 他们 know 那,” Galarza explains. “I think the more you use 那 as leverage, the less you’re going to get out of students.”

写作流利度: 当学生在对话日记中写作时,’s no pressure to fulfill an assignment or construct perfect sentences. Students just write. And the more a person writes, the more confident 他们 become 和 the better their 写作 gets. If the teacher can identify topics 那 are important to the student, this can inspire far more 写作 than a student would ever produce for an assignment. Nick, the student above who wrote about Derek Jeter, initially told Galarza he hated to write. After their first exchange about the Yankees, Galarza says the topic stayed with them for the rest of the year, 和 Nick ended up filling more pages than any other student 那 year.

形成性评估: Although the journals are not designed for this purpose, having students write regularly allows the teacher to spot 错误 or weaknesses 那 can inform teaching. “I can use the multiple language 错误 那 I find in many of the journals as a basis for my mini-lessons,” Galarza explains. “So if I see 那 many of my students are not using commas when 他们’re offsetting a list, 那 might become a grammar mini-lesson.”

个性化指令: “You can literally teach them something within the journal without anyone knowing 那 you’re doing it,” Galarza says. “我说过类似的话,‘您知道,您可以在句子中使用分号’…我什至可以强调它。‘You know in this sentence up here? You 不要’t need a period there. You could use a semicolon.’ I’ll just throw in a little grammar instruction as we’re going along only if I think 那 他们 would be receptive to it.”

指导文本: 当老师和学生来回走动时,学生会接教老师’s style of 写作, 和 the teacher’的字母有效地成为指导者的文章。例如,当Galarza回应她的高级作家时,“我可能会使用更复杂的句子结构。我可能会组合句子或使用短语以及更复杂的语言。”她经常注意到学生在自己的回答中使用这些相同的结构。

知识基金: 随着时间的推移与学生保持对话日记可以帮助老师发现学生’独特的知识资金,否则他们可能不了解的专业领域。“我今年有这个学生,他从事动物标本和狩猎,” Galarza says. “我对它非常感兴趣,所以我请他提供有关它的信息,而他确实做到了。喜欢技术。就像它属于一本书。然后他画了照片。” She asked him if he ever thought about 写作 a comic book about hunting or taxidermy, 和 in his response, he considered it:


关系: Ultimately, the most important benefit of the journals is the relationships 他们 build. When students feel 他们 have a trusted adult in school, when 他们 feel 听过 和 seen, 那 makes school a place 他们 want to come to.

“I 不要’t look at teaching the way many people do,” Galarza says. “I know 那 他们 could learn anything 他们 need to learn from their homes with a device on their lap still in their pajamas. They 不要’t need me to learn. They need me to care.” ♦


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  1. 尼基 说:


    • 丽兹·加拉扎(Liz Galarza) 说:

      I would love to 听 your feedback!

      • 我喜欢你的想法。我是一位资深老师。在90年代的整个语言趋势中,我都使用了对话日志。这是与学生和内容区域联系的绝佳工具。我的学生喜欢这项活动,我的父母也喜欢。我很惊讶,但很高兴看到一些更好的趋势得到了回收。

        • 朱迪·奎格利 说:

          After 读ing this, I’m definitely going back to them this year!

  2. 嘉莉 说:

    好点子!我的班级比我小’ve ever had this year, 和 this looks like a wonderful way to encourage 写作 和 build relationships.

  3. 爱伦 说:


    • 嘉里 说:

      我和我的学生一起写TGIF日记,他们在每个星期五写给父母或姨妈的家,并告诉他们一周的时间,’ve studied, etc. Parents are then asked to write back. Most do, some 不要’t. I like the idea of switching it up 和 some weeks 写作 home 和 some weeks 写作 to the teacher, another week a peer.


      • 丽兹·加拉扎(Liz Galarza) 说:

        Writing to a parent is a great idea! Thanks for sharing. Let me know how it works to change 事情s up. 祝您学年愉快!

    • 蒂娜 说:

      I’我也担心跟不上!我有50个学生,我’d 不得不 figure out a rotation. Any suggestions on management?

      • 丽兹·加拉扎(Liz Galarza) 说:

        I have tried it many different ways, but what has worked best is receiving about 10 books a week. I post a schedule 和 the student knows when 他们 must submit. This way you are only answering 10 a week, but are constantly receiving books. I hope 那 makes sense!

        • 时间管理也是我关心的问题,但是一次只10个的想法行得通。它’今年1月,但我想我仍将与我的5年级学生一起尝试。感谢分享!

    • 丽兹·加拉扎(Liz Galarza) 说:

      I would bet 那 once you start 写作 with your students, you will not want to stop!

    • 丽兹·加拉扎(Liz Galarza) 说:

      I do not think it would be harmful. As a suggestion, you could start with everyone 和 then just continue with the students 那 really WANT to do it. This way, you will not feel overwhelmed. I would be interested in 听ing how 那 works.


  4. 丽兹和詹


    This reminds me of literature letters, which my teaching methods professor, Jim Mahoney, had us write during one of my final college classes. Each week, students wrote a letter to each other about one of the class 读ings, 和 every few weeks, each student was responsible for 写作 a letter to Mr. Mahoney. The casual dialogue between students 和 student to teacher about the course content 和 life in general deepened the class experience so profoundly.

    I can only imagine 那 the dialogue journals have the same impact on you 和 your students.


    • 丽兹·加拉扎(Liz Galarza) 说:


      Thanks for your comment! I am sure the experience 那 you had in 那 methods class had a significant effect on your learning. When you build trusting, caring relationships, students 和 teacher engage more authentically 和 REAL learning takes place.

  5. 喜欢这个!我的孩子们保持“day books”他们的某些日记条目类似于对话日记。我用评论回应他们的参赛作品,但我喜欢老师的想法’s reply as a mentor text. I will definitely keep 那 in mind as I begin this new year. Thank you for sharing.

    • 丽兹·加拉扎(Liz Galarza) 说:

      Thanks so much for your comment! I would love to 听 how the journals work in your class.


  6. 辛迪·霍斯特(Cindy Horst) 说:

    谢谢您的倾听。一世’我渴望尝试,但是。 。 。每周再增加五个小时(五节课,每节课30个左右)–我该怎么做?我可以’t。我希望能在更短的时间内找到想法。谢谢! --

    • 丽兹·加拉扎(Liz Galarza) 说:



  7. 感谢您分享这个想法。我也想知道时间上的投入,但是您所写的收益令人鼓舞–个性化的指导,进行中的评估以及作为指导文本的老师的来信。当然,建立关系。

    • 丽兹·加拉扎(Liz Galarza) 说:



  8. 丽兹和Jen,我非常感谢您对这个话题的深入了解’ve presented here. Thanks for the models/examples provided because it makes educators more likely to adopt this activity with students when 他们 see the process.

    • 丽兹·加拉扎(Liz Galarza) 说:


  9. 莎拉St鱼 说:

    在1980年’s,莱斯利·里德(Leslee Reed)在我的教室对面讲授–通过分享对话日记供我在洛杉矶市中心的多语言六年级上课使用,从而节省了我的理智。他们的个人和课堂关系支持了这一类多样化学生中各个层次的学术学习。在随后的第4,第K,第1,阅读阅读小组以及罗丹(Roatan)的ESL课程中,对话期刊仍然是至关重要的生命线。一世’m grateful 那 their use still sustains learners in this number crazed data era.

  10. 丽兹·加拉扎(Liz Galarza) 说:


  11. 克里斯蒂·威金斯 说:

    I listed to your podcast yesterday on my way to 和 from school. I had my students bring 2 comp books this year, but I had decided not to do a project 那 we have used one of them for. I’我们一直在试图找到一种利用这些方法的方法,而您的对话日记可能只是问题而已。我开学第一天就让孩子给我写封信,所以我’我将在劳动节假期周末期间使用这些资源尝试开始使用这些资源。一世’d love to see a sample of one of your first entries. Do you have any of these posted anywhere online? Thanks for the great tips. 我可以’等待开始

  12. 丽兹·加拉扎(Liz Galarza) 说:


  13. 丽莎·戴维斯(Lisa Davis) 说:


    • 丽兹·加拉扎(Liz Galarza) 说:

      I would love feedback on how 他们 are working for you!

  14. 雪莱·伍德兰 说:

    Do you think this would work if it was digital? Email rather than journals, or would 那 take something away from the experience?

    • 嗨雪莱,

      Opinions definitely vary on this. Some people feel we 不要’t get nearly enough time putting pen to paper, 和 那 we lose some intimacy when we go digital. I see the validity of this point, but I also think you can gain so much by doing dialogue journals digitally 那 it may be worth the trade-off. If I were to do a digital version of this, I 不要’t think I’d do it through email; I would just have each student start a Google Doc, 和 we would go back 和 forth in 那 same document. Here are some advantages of doing dialogue journals this way:


      (2)评论系统:使用Google云端硬盘’的评论系统,您和学生将能够对彼此的各个部分发表评论’通过突出显示特定单词或部分并添加空白注释来表示字母。尽管在物理日记中可以做到这一点,但很快就会变得混乱,您’d限制您的空间’d be able to use. With Google Docs, you could do margin comments AND a separate letter 那 follows the student’条目,它可以提供许多不同的交互方式。

      (3) Hyperlinking: In a digital environment, both you 和 the student could hyperlink to other resources 和 media 那 connects to the topics you’重新讨论。这些内容可能包括从机械方面的快速课程(如果您注意到一个学生正在尝试一个复杂的句子结构而又不太了解它)到指向您要分享的歌曲或视频的链接。随着时间的流逝,每个学生’他们的对话日记将是他们丰富,分层的个人多媒体收藏’ve built with you.


      • 丽兹·加拉扎(Liz Galarza) 说:

        Sorry 那 I did not see this earlier!


        I kept the journals in written form even after I was using Google Classroom 和 assigning everything else in my class through Google. 那里 is something very special about using your own handwriting 和 being able to draw, paste in pictures (I know this could be 不要e electronically) 和 decorate the cover. It was my preference, but I do not think there would be negative effects if 他们 were 不要e digitally.


  15. 卡罗尔·莱恩德克(Carol Leyendecker) 说:

    我创建了在线日记本(由Alice Keeler提供),并将其放在Google教室中。我想我将专注于包括对话方面的内容。我每次都会评论他们的作品,但是更个性化的东西将是一个很好的补充。

    • 梅根 说:


  16. 梅尔 说:


    • 黛比 Sachs 说:

      嗨,梅尔!是!是!是!我在第5次使用对话日记 一年级教室—爱他们!它们绝对是建立关系的绝佳手段—我最喜欢的部分是回信—验证,移情和嘲笑他们的信息。我也意识到,通过有针对性地做出回应,我能够自然地区分和微调每个条目的写作进度。孩子们热切期待我的回复,并注意我的回信方式…注意标点符号的巧妙使用,文本大小或行距的变化以及有目的的单词选择。他们还从个人角度更了解我。我们知道建模的力量。对话期刊为各个年龄段的孩子提供了通过书面交流的艺术来吸引老师个人关注的机会。我放弃对话期刊一年是因为还有很多其他事情要做…那是大约15年前…仍然记得,仍然后悔。

      • 丽兹·加拉扎(Liz Galarza) 说:

        Thanks for posting 那 comment, 黛比. It sounds like you really enjoyed 写作 with your students in dialogue journals. Too bad there is so much time spent on 事情s 那 不要’不会产生如此积极的结果!您是否又给他们尝试过?

        • 非常感谢,丽兹!哦对— after 那 year when I didn’t implement dialogue journals, I absolutely went back to them every year after 那! I 不要’t know what convinced me to let them go 那 one year since I’d been using them for years 和 years prior to 那. I vaguely recall thinking their Response Journals could serve the same purpose, but 他们 didn’t. Not even close. The silver lining was 那 it just confirmed what I knew all along –他们的力量。我同意你的看法… in many cases, so much time is spent on 事情s 那 不要’几乎没有影响。感谢您的见解!

          • 维基 说:

            嗨黛比。我一直在用“Seed Journals”在过去的五年里,我的一年级学生(写作的过程像种子一样成长)。我绝对喜欢有时候,我的一些朋友可以’t 读 my response so I tell them to ask a friend. However, some of the kids write personal information 和 不要’不想让别人看到它。我没问题读给他们,但随后它创建了一个“有样学样”场景。结果,我一行中有24个孩子,他们也希望我阅读他们的回答。有什么建议?

          • 维琪

            是— some little ones struggle 读ing our replies, especially at the beginning of the year. Because of 那, I tried keeping in mind what I knew about them as 读ers 和 writers. My goal was to reply with a meaningful message 他们 could likely 读 with independence. 那 meant differentiating by strategically using mostly known words 和 including just one or two unknown words 他们 could solve using context or 读ing strategies.


            What if time ran out 和 I didn’t get to everyone? Kids knew 他们 could bring their journal to a Readers or Writers Workshop conference, or 他们 could put a post-it on their journal, requesting a conference. Then I would meet with them at my convenience. Another 事情 I did sometimes: return just a handful of journals a day, trying to make sure no more than 1-2 would need help. I think the main 事情 is to find some sort of system 那 assures the kids 那 there’s a system in place 和 options for meeting, but standing in line just isn’t one of them.

            希望在那里’s something here 那 might be of help!

      • 起诉 说:

        I teach Prek at a public school 和 love this idea, however my students often forget what 他们 write or draw. Do you think I could do this, but have the parents help with the students’回应?您多久给每个学生写一次信?

        • 嗨,苏,
          是的,我想您可以做到!去吧,看看会发生什么!这里’s my advice…查看Matt Glover’s book 吸引年轻作家 以及 已经准备好了 由Matt Glover和Katie Wood Ray合着。我知道’想要为孩子们​​写东西很诱人,但是在那里’马特(Matt)提出的几个非常好的观点帮助我理解了我们为什么不这样做’不想真正做到这一点。我们希望孩子们真正将自己视为作家。如果我们使用常规写作为他们写作,马特指出’帮助孩子重读他们无论如何写的东西。如果我们为他们写作,我们就不会’不会发现他们自己能做什么,我们赢了’不知道他们下一步准备做什么。如果我们为他们写信,那么我们就有跳入发展阶段并发送信息说孩子不在乎的风险。’t really writers…只有成年人才是作家。如果孩子们忘记了自己的画画,那么我们可以仔细观察他们在做什么,兑现他们的近似值,并教给他们一种将他们推向下一步的策略。

          我多久回信一次?一个星期一次。我特意制作了自己的回应,以便孩子们可以“read” my pictures 和 see something in my 写作 那 他们 might want to try in theirs. Hope this helps…看看那些书…they’re great!

    • 丽兹·加拉扎(Liz Galarza) 说:


      YES! 黛比 Sachs explained it just as I would. Along with building trusting relationships with students, the 写作 your students do is a formative assessment. 黛比 explains 那 beautifully! The modeling aspect 那 was mentioned is also key. They are seeing a correctly written letter with possibly new vocabulary, sentence structure 和 punctuation. It is almost like a private lesson without explicit instruction. I did create mini lessons based on “errors” 那 I saw within letters, but I never corrected or graded the journals. Although time consuming, it is time well spent!

    • 温尼 说:

      Absolutely! I start my year by 写作 to my 4th graders. They write back to me once a week. It has been really foundational in building relationships 和 a great preassessment strategy. Plus I love all the amazing 事情s 他们 know 和 share.


  17. 克里斯汀 说:


    • 丽兹·加拉扎(Liz Galarza) 说:




  18. 珍妮丝 说:

    I have been thinking of doing something like this with my high school seniors. I would like to replace the Reading Logs ( for my Humanties class) with something 那 feels more organic to them, but 那 can also establish a more authentic communication between us 和 with their 读ings. Have you used it at the high school level? Do you think it would be successful? Any ideas are vey welcome 🙂

    • 丽兹·加拉扎(Liz Galarza) 说:

      Using dialogue journals to replace 读ing logs sounds like a great idea! It would be more like a literary journal or a 读ing response journal, but connections can be built, for sure! I have not used them at a high school level, but I believe, 那 if students could buy into it, the timing would be perfect. They are at a transitional time of their lives 和 need teachers to be authentically available. I would love to 听 how 他们 worked!

  19. 劳伦·格雷厄姆 说:

    我真的很喜欢读这篇。一世’多年来一直与我的高年级学生保持每周阅读对话日记。我们主要以读者的身份写书和写自己(以《中间人》中描述的Nancie Atwel风格),但是形成性的写作机会,尤其是人际关系一直如此有益。最近,由于手腕受伤,我切换到“video- letters”。与许多学生一起,我发现他们实际上最终分享了更多关于阅读的想法。我当时想切换到视频–明年来信,但没有’不想放弃手写的信件。现在我’m受到启发,将视频信专门用于阅读和对话期刊,以讨论任何主题–保持个人联系和写作,同时充分利用我们的阅读对话。我有20个五年级的学生,所以直到现在为止每周都可以做。令人深思的美食!

    • 丽兹·加拉扎(Liz Galarza) 说:


      Talking about books 和 读ing life, a component of 读ers’/writers’车间非常强大!南茜·阿特维尔’中间的书解释了这类期刊的重要性。

      The big difference between literary journals 和 dialogue journals is 那 there are no prompts or preconceived ideas about what will be written in the letters. Students choose what 他们 will write about 和 how 他们 will write it. This is what softens the power differential 和 leads to mutual reciprocity.

      I think 那 ANY 写作 with students where 他们 can really get to know you is going to yield positive relationships. Thanks again!

  20. 乔勒 说:


    • 嗨乔伊尔,

      对于许多孩子来说,产生写作主题可能是一件艰辛的事情。对于对话日记,孩子们可能会感到特别脆弱,因为他们分享自己的一些情况,想知道读者是否对他们所说的话感兴趣。他们可能还需要帮助,以了解有时可以用很大的方式写出他们一生中最微小的事情。这是我在课堂上(与一年级和五年级学生一起)所做的一些事情,似乎很有效…首先,我是模特!我一直都分享自己的对话条目。有时,当孩子们走进房间或参加迷你课程时,我会在智能板上添加条目。我一直都在分享故事…小故事,大有作为。每时每刻。任何时候。就像我不能’那天早上找不到我的车钥匙。和我’d以非常详尽的娱乐方式告诉他们。我分享了我在广播中听到的东西,在电视上看到的有趣的东西,然后有时我问他们对此的看法。一世’d分享我无意间引起我思考的对话。在进行对话时,即使是在过渡或传递过程中,我也注意到了那些苦苦挣扎的作家何时开始参与其中。— 那’s when I’d激动地说,“Ah! Here’一个帖子吧!迅速记下这个主意,并将其记入日记中。你可以写这个— I can’t wait to 听 more!”给孩子一些时间互相分享他们最喜欢的作品也可以激发想法。但是最重​​要的是,我真的发现,每当我分享自己的作品以及每当想到自己的日记时,它都会帮助孩子们对自己的世界有所不同…一个拥有各种故事的世界。最后一件事…给自己的孩子写日记,请他们写信给您。当他们阅读您的条目时,他们’会看到人们可以谈论的事情。希望这可以帮助!

      • 乔勒 说:


    • 丽兹·加拉扎(Liz Galarza) 说:



      At the very beginning of the year, I ask students to write at least 5 事情s about themselves 那 I would not know already. When the conversation starts to lag, I talk about one of those topics. For example, if the student said 他们 were a younger sister, I may write about my older brother. This often gets them 写作 about their older sibling. Sometimes I go back to earlier letters 和 restart a conversation. But if asking a question is the only way 他们 will write, then do it!


  21. 蒂法尼·哈希 说:


    感谢您分享Galarza女士’的采访。在收听播客之前,我曾遇到过该博客文章,我非常感激,我花了一些时间收听播客。这将是我五年级在课堂上的教学。自从我第二年的教学以来,我一直在与我的9年级和10年级的学生制作对话日记。但是,我没有’t realize it was a ‘thing’直到我遇到这个博客。在与学生建立关系方面,我也有非常相似的结果和成果。

    促使我留下您的帖子的是加拉扎女士所说的“学生不需要我教他们,但需要我照顾。”是!是!是!不想上一个巨大的肥皂盒,但这就是我们所有学生所需要的。一世’m sure you agree 那 high school students are just like the younger kids, just in bigger bodies. They want to be loved 和 accepted too! The more I listened to Ms. Galarza, the more I felt like I had found a kindred spirit. Thank you for providing this venue for teachers to learn, to be inspired, 和 stay motivated!


  22. 丽兹·加拉扎(Liz Galarza) 说:


    I want to commend you. It is not easy to incorporate dialogue journals as a new teacher, 和 you stuck with it! Bravo! I feel 那 creating genuine connections with our students is the way to help our youth. They NEED to be seen, 听过, tended to, laughed with, 和 loved. They need adults to trust. They will be much less likely to want to hurt themselves or others if 他们 know 那 someone (at least one person) cares. Thanks for validating 那 point for me!


  23. 玫瑰 说:

    What a wonderful idea! I am going to try dialogue journals this year with my third graders. Eight-year-olds usually have difficulty 写作 more than a few sentences, but maybe these journals will encourage them to elaborate. Thank you, 丽兹!

  24. 我开始在知识论课上与我的前辈们使用对话日记。在建立信任和关系方面,它确实非常强大。我想出要使用的问题之一是《 Vogue》杂志“73 questions” videos…这些使我能够更个人地了解我的学生,也使他们认识我!感谢你这么好的想法!

    • 丽兹·加拉扎(Liz Galarza) 说:

      Thanks for 那 information. I am going to look into 那 video. I love 听ing how the concept 和 practice of dialogue journals is being used at all levels.

  25. 我一时兴起就碰到了这篇文章,我喜欢对话日记的想法!这是我的主意’玩了一段时间,只是避风港’t had the “push” I needed to get them started! Our district has now implemented an Action Research requirement for all teachers 和 I feel this would be a perfect topic for 那! I am most curious to know more about the Student Intake Forms. What kind of questions are on the intake forms 和 how are 他们 used? Is it possible to share a copy of the intake form you’使用过或举例说明您提出的问题?

    • 丽兹·加拉扎(Liz Galarza) 说:

      I am so excited 那 you will be using dialogue journals with an Action Research project. 那 sounds awesome. Please let me know how it is going, 和 如果你 want to share on 推特 @drlizgalarza.

      I do not ask students questions. Instead, I ask them to tell me 5-10 事情s about themselves 那 I can not see with my eyes or 读 about in the cumulative folder. We brainstorm ideas like: hobbies, interests, favorites, special talents, etc. Additionally, I use information 那 I obtain from a parent questionnaire 那 is filled out the first week. (sometimes I mail it before school starts) I can explain 那 further 如果你 want.

      I have students ask me questions on 那 same paper, 和 I answer the questions as our conversations unfold. I try to keep it as organic as possible; 他们 see through anything 那 is contrived. They appreciate the authenticity.



  26. 我喜欢对话日记,并计划今年使用它!

    • 丽兹·加拉扎(Liz Galarza) 说:


  27. 非常感谢本文!一世’ve always loved dialogue journals, but I teach pre-readers/writers. What are some suggestions of similar activities 那 I could facilitate with five-year-olds? We do “writing”每周几次,当学生画插图并写一些句子来讲述他们的生活时,我’m looking for ways to do this more effectively 和 make more connections during 那 time (when my strongest students can write just a few words at a time, 和 my newer students are not able to form words). Thanks a lot!

    • 嗨,玛德琳!那里’s so much story-telling kids do through their illustrations 和 different kinds of 写作. Here’s an 文章 那 I think you might like — 唐话’t做作家:支持尚未写词的新兴作家。我也推荐马特·格洛弗’s 吸引年轻作家已经准备好了他与凯蒂·伍德·雷(Katie Wood Ray)合着—两者都是很好的资源!希望这可以帮助!

      • 丽兹·加拉扎(Liz Galarza) 说:

        黛比,这些都是很棒的资源!我同意你关于孩子讲故事的观点’ 写作.

    • 丽兹·加拉扎(Liz Galarza) 说:

      If the students knew 那 他们 were 写作 to you, perhaps you could answer their letters through pictures or symbols. Literacy takes on a different look, but you will still be communicating. Hope this helps!

  28. 卡琳·琼斯(Caryn Jones) 说:


    • 丽兹·加拉扎(Liz Galarza) 说:

      Caryn, you bring up an excellent point about incorporating dialogue journals into the classroom. ALL 语音s are “heard” 和 respected. I found the same 事情 with my shy students. They had lots to say in the pages of the journal.

  29. 一月 说:


    • 卡特里斯奎特 说:


    • 丽兹·加拉扎(Liz Galarza) 说:

      一月 那 is an excellent idea! I am trying to figure out a way to use the dialogue journals with my student teachers. I am their supervisor, so I only see them once a week. I cannot take the journal from them. I considered trying it electronically, but I feel it loses something 那 way.

  30. 雷切尔·托马斯(Rachel Thomas) 说:

    I am so confused by how you get this 不要e! I see 180 students a day, 和 have 30-32 students in a class. Obviously I wouldn’一小时内无法阅读和写信给30名学生–我收集的最简单的写作作业平均每节需要2-3个小时,而且我有6个部分。你怎么管理?我有学生在年初开始给我写一封电子邮件(教电子邮件礼节!)—有点像你的摄入形式– but find 那 it takes me so long to 读 和 respond to each one 那 I’我常常早在我的前一年’我已经到了每个人。

    I would love any ideas you have for assignment management, because I love this idea but 不要’t know how to manage it 和 keep 那 work life balance!

    • 嗨雷切尔,

      Writing back to 那 many kids seems daunting! I LOVED implementing dialogue journals, but it was enough for me to write back to just 25 kids each week. In the podcast episode, 丽兹 discusses the possibility of using electronic journals 和 audio feedback as an alternative management system. You might want to check out 凯泽那 如果你’re not familiar with it already. The 事情 那’真的很整洁,你可以突出一部分学生’文本并留下音频反馈,这可以节省大量时间。您还可以选择提供书面反馈,因此根据您的内容’重新回应,您的 反馈方法 can vary. You can even add a mini-lesson 如果你 want. This is just a general overview –但这可能是一个不错的选择,值得一试。希望这可以帮助!

    • 丽兹·加拉扎(Liz Galarza) 说:

      Rachel, I understand how much work 那 is! I commend you! 那里 is no way 那 you could effectively write to all of your students. Perhaps you could write to about 45 per semester. Or you could only write one letter a month to each student, while staggering the submissions. Another idea is to only use DJ with one of your six classes. One year I tried having the students write to each other, 和 then I wrote to both of them once in a while. I did not like 那 too much, 和 I lost much of the benefits, but I tried it anyway. I will continue to think of ideas.

  31. 凯特 说:

    我在青少年拘留中心工作,过去两年我们一直专注于阅读,以期增加学生人数’的阅读技巧/兴趣等。我们’ve been wanting to move onto 写作 和 not knowing a good way “in”. I think I have found a great place to start! Our students have so few opportunities to write, interact with caring adults or feel 那 他们 are worthy of being 听过. Thanks for a great idea.

    • 丽兹·加拉扎(Liz Galarza) 说:

      凯特, thanks for the reply! YES! Writing with these young people will have so many benefits. Their 写作 will improve for sure, but 他们 will also have an opportunity to “voice”他们的意见,挫败感,担忧和目标。有人会关心他们在说什么,然后从一个人到另一个人的回应。请随时向我们发布其工作方式。祝好运!

  32. 明迪 说:

    我每天都会在日记中记录一个更具针对性的主题,以供他们评论。我用来建立个人联系的是网站/应用ClassCraft。那里’是消息传递部分,学生可以在其中直接向我发送诸如消息之类的文本。一世’通过这件事,我们比其他人更多地了解了他们。通过教学中学生,他们可以更轻松地通过这种媒体共享信息。他们问关于作业的问题,关于他们应该做功课的问题,甚至还给我寄了他们喜欢我的歌曲“have to”听。对于我的许多孩子来说,我是他们一生中唯一稳定的成年人,我喜欢能够向他们表明我在乎。

    • 丽兹·加拉扎(Liz Galarza) 说:

      I have not 听过 of 那 app, 明迪. 感谢分享! Teaching middle school is tough, 和 他们 need someone like you to really “hear” them.

  33. 安妮·里维拉(Annie Rivera) 说:

    I am a high school world language teacher 和 I find 那 using the target language can be difficult for relationship building, especially for struggling students. Do you think it would be beneficial to do this but have them write in English? Or would 那 take away from what I’试图在课堂上教他们吗?

    还有我’m afraid of what topics may arise for high schoolers. Nowadays, 他们 can be very open about 事情s 那 I may be uncomfortable with. I imagine 那 this could even happen with younger kids. How would you deal with potential issue?

    • 埃里克·温宁格 说:



      I also understand your concern about students bringing up topics you may feel uncomfortable addressing. If this happens, aside from a mandatory reporting scenario, I think it’s fair 那 you just let them know or respond to another part of their dialogue. The main intention of dialogue journals is to build those relationships. I 不要’t think we’re trying to necessarily get kids to bring up difficult topics; most kids won’t. They just want to talk to you 和 know 那 you care.

    • 丽兹·加拉扎(Liz Galarza) 说:

      Annie, I agree 那 it would be difficult for students to express themselves if 他们 do not have the vocabulary to do so. You could have them write using both languages (if 他们 know the word in the language you are teaching, 他们 could use it). 那 may work (and be pretty cool to 读).

      As far as difficult topics, you need to tell them before you begin 那 if something comes up 那 you feel puts them in danger, then you will 不得不 reach out for appropriate help. If I find something disturbing, I ask the student to sit with me privately 和 we talk about the entry. Often, it gets cleared up in the conversation. Or, I tell them 那 I will be speaking to the social worker (or principal, or parent, etc). Often, a student writes what 他们 write as a way of calling out for help to someone who 他们 know cares about them.

  34. 我用阅读器’的笔记本,这是我在多纳琳·米勒(Donalyn Miller)的书《低语者》中所学的。概念是,孩子们在信的顶部写一个简短的摘要,概述他们在书中的位置,然后其余的信就是他们对故事的反应。我这样做的第一年,我只是用我很小的12年级的Creative Writing就尝试了。我有18个孩子,我每个星期都会给他们写一封信作为回报。几周后,全班只有一半的学生要上课,所以我只有大约十本可以阅读,但是我仍然要花几个小时才能答复。孩子们喜欢收到我的信,我觉得我们必须在非常个人的层面上认识彼此。但是,我发现仅写几句话非常困难,当我写一封全长信时,这非常耗时。如果他们每个星期都把他们都转过来,我将永远无法跟上。尽管如此,我今年所有班级的148名学生都在使用它们。 OH.MY.GLORY。不可能。我求助于笑脸,“No way!”请在空白处输入注释,因为我不能每周甚至每两周写100多个字母。我完全被撕碎了,因为我喜欢孩子们关于自己选择和写作的书籍的想法,我喜欢以他们的热情分享,但是我快死了!我终于求助于冲压系统。我不是每个星期都收集笔记本,而是在每个星期五给它们盖章。在本季度末,他们回头阅读所有字母,然后选择他们要我逐字阅读的字母。他们因写完所有字母而获得充分的信誉(这对他们中的许多人来说是一个巨大的成绩提升),但我只评论其中一个。即使经过这个过程,我仍然没有写完整的回信,这让我真的很伤心,但我只是不’没有时间必须完成所有其他工作。

    • 埃里克·温宁格 说:

      嘿凯西–与大批学生进行对话日记绝对是一个挑战。查看 黛比’s comment 以上,重点介绍了向完成电子对话期刊的学生提供口头反馈的工具。一世’d还建议您退房Jenn’s post on Microsoft OneNote类笔记本. These are some ideas 那 might help you find a way to manage doing dialogue journals with large groups of students.

    • 丽兹·加拉扎(Liz Galarza) 说:

      Casie, I used to do 读ing response letters with my 5th graders. They LOVED it 和 so did I. It was so much work, but well worth it because ALL of my students made so much progress in the 读ing. I had about 25 students 和 it was a lot of work. 148? Never. I like the idea of them choosing one for you to respond to. I have been using Voxer (free app) with students. Instead of 写作, you could vox them (It’就像对讲机:异步)。只是一个想法…

  35. Anoosheh 说:

    我今天刚刚听了这一集,发现它很有趣。你觉得呢’s possible to do something like this electronically? I know you talked about it briefly in the podcast, but I was thinking it might be a good way to teach students how to compose proper emails, 和 then do a similar idea through email. Have you ever tried anything like 那, or 听过 of anyone doing 那? I’d love any thoughts you have on 那.

    • 埃里克·温宁格 说:

      用纸和笔进行对话日记固然有一定的好处,但数字格式也有其优势。查看 珍’s comment 解决这个话题。如果您想尝试一下电子对话期刊,我会说,“Go for it!”

    • 丽兹·加拉扎(Liz Galarza) 说:


  36. 丽兹·加拉扎(Liz Galarza) 说:


  37. 奥布斯 说:

    今年,我真的努力保持与学生的个人往来。它’s something I’ve always wanted to do, but using physical journals seemed overwhelming to me with 130+ students. At the beginning of the school year, I began looking for an electronic option. I thought about emails, but worried 那 my inbox would constantly be flooded. I considered using Google slides, but when I explained my plan to a colleague, she mentioned an app called Remind.

    提醒是’t new, in fact many teachers use it to regularly send notices 和 announcements to students 和 families. However, I tested it out 和 discovered 那 I could sort my students into classes 和 那 signing them up could be 不要e through their school Google accounts. Students must be 13 years old to write back using the app. I teach 8th English, so this was not an issue for my classes.


    • 卡特里斯奎特 说:


    • 丽兹·加拉扎(Liz Galarza) 说:

      奥布里 那 is such a fantastic idea! It is not as much the method of correspondence as much as the connection itself. How wonderful 那 you have made this a priority. I am sure the 60 minutes a day is paying off. 感谢分享!

  38. 科莱特书 说:


  39. 丽兹·加拉扎(Liz Galarza) 说:

    I agree 那 the Compliment Project aligns well with using dialogue journals. I had the same response. Not everyone buys in. The students 那 pursue the connection with you truly need it.

  40. 雪莉 说:

    I do something very similar. I have a question on the board every day 和 他们 are required to write at least 3 sentences to answer the question. Then I have 5 or 6 students stand 和 读 their responses. Sometimes it starts conversation 和 sometimes I just let them express their opinions. I 不要’不允许任何人嘲笑或说“that’s dumb!” or anything like 那….I try to emphasize 那 everyone is allowed an opinion. It doesn’人们花了很长时间才举手以句子进行讨论。老实说,我可以在整个课堂上让他们分享。它确实为我们的教室带来了接受的环境。

  41. 加里·珀尔兹(Gary Pearlz) 说:

    Now 那 many of us are teaching online-only, 和 craving human connection more than ever, I plan to start using dialog journals with my Grade 7s.

    But so much of what I love in the above examples relates to the fact 他们 are on physical paper 和 the handwriting 和 doodles.

    I wonder what online tools would best replicate the in-person, hand-written aspects of these journals. Using a text-based chat such as Hangouts loses all 那, but does make 48 journals easier to find/respond to. Tradeoffs, especially, these days, 不得不 happen. But if anyone knows of a digital journal option, please share.

    • 嘿加里,

      查看 Floop。虽然我’我没有机会亲自使用它,我认为它看起来很酷。您可能会想到很多功能’甚至不需要使用对话日记,但这对于孩子来说仍然很容易写纸质日记和涂鸦!他们只是将完成的作品的图片上传到Floop,然后您可以写回。如果您尝试一下,请告诉我们它的工作原理!

  42. I really like 读ing about the Dialogue Journals. I think it is very important to build a relationship with students before attempting to teach them content. They will benefit from this because 他们 learn 那 I respect them, 和 他们 can grow to respect me. It goes both ways. Once I can build relationships we can move onto content. The Dialogue Journal is a safe way to share information about one another without involving the entire class. It make it more personal!

  43. 苏菲 说:

    I think 那 starting school this year is going to be completly different, due to Covid-19. We will 不得不 make a concerted effort to get to know the students even though we will not meet them in person in the classroom at first. Emailing them 和 asking them to respond could be an easy way to get to know them, 和 to check on their well-being.

  44. 马特·戴维斯(Matt Davis) 说:

    Getting to know how my ED students will learn 和 interact this year will be a challenge. I will 不得不 find out the best way 他们 like to learn online, 和 what the are able to do.

发表回覆 丽兹·加拉扎(Liz Galarza)