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I like this ” Journalling allows us to recognise (and own the fact) that we’re a work in progress, that are stories are not static but dynamic. This allows us to be a little easier on ourselves. When you record ‘where you’re at’ in a journal, you then have a record of your life in that journal. You can look back on the journal at everything you’ve achieved and see patterns and records of when/what/how you overcame; you’ll find comfort and strength in that.”
Did you know writing can be therapeutic?
Journalling has many beneficial emotional and psychological effects. You can sit there with a blank piece of paper and start to write and, at the end of it, you’ll feel better!
I’ve seen journalling described as a “spiritual windscreen wiper” which is a great description! By putting pen to paper, and pouring your thoughts and feeling on to the page, journalling allows you to get rid of all the messy, confusing and worrying thoughts that bounce around inside your head, allowing you to move on with your day with a much clearer head. Once you’ve got rid of them, by transferring them to paper, you’ll find those thoughts won’t disrupt your day. You’ll be able to get through your day with a much more focused mind.
How can you start journalling?
It can be difficult for people to start writing. They may feel embarrassed (because they feel they can’t write) or…
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In practice, journaling is whatever you want it to be. Underneath, it’s the gateway to recording life, experiencing all manner of emotions and uncovering parts of yourself you never thought existed.
Whichever way to spell it…. I admit that I was very reluctant to start journaling myself – I thought it was for people with lots of time and a leaning towards poetry … and American teenage girls… not me at all! It turned out that I was being too quick to judge.
You can buy yourself a beautifully bound notebook to capture your personal experiences and insights in writing, set up a WordPress blog with this intention 😉 or simply open a document on your computer to allow you to capture all the things going on in your head or to vent your frustrations.
Journaling is about taking what is in your head and heart and putting it in writing.
No matter how you choose to do it, it can be powerful and beneficial!
- Research shows that writing about stressful life experiences boosts our emotional health and also…
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TPR Storytelling is a foreign language teaching methodology that was invented by Blaine Ray of Bakersfield, California. TPR Storytelling (TPRS) teachers tell personalized stories in their foreign language or English as a Second language classrooms as their students act those stories out.
Students comprehend the stories by virtue of the live action visual aids and acquire the target vocabulary because it is repeated dozens of times within the daily story. Sentence structure, vocabulary and grammar are acquired because non-stop comprehensible input is provided by the teacher.
Blaine Ray’s TPR Storytelling is used by thousands of elementary school, middle school, high school, college and adult education English as a Second Language, English as a Foreign Language and Foreign Language teachers nationally and internationally. The long-term memory strategies, constant comprehensible input and intense personalization of this methodology are based on the pedagogy of Dr. James Asher (TPR) and Dr. Stephen Krashen (The Natural Approach). TPR Storytelling is similar to Classical TPR, except that the 3 Steps of TPRS® allow students to acquire the narrative and descriptive, rather than the imperative, modes of speech. The goal of TPRS® is to make students fluent and proficient in a second language through ample exposure to interesting, comprehensible input. TPRS® teachers direct their efforts toward their students, rather than the textbook, the grammar or the curriculum. We teach kids. As a result, we have students who are excited about foreign languages, eager to stay in our classes all the way through school…. and who are bilingual.
TPR Storytelling begins with introducing the vocabulary (step 1). Students then act out the stories as the teacher tells (or, more accurately, “asks”) re-tells and asks questions about a story that uses the vocabulary words (step 2). The oral story is then followed up with reading (step 3). Students rapidly acquire the second language just as Dr. Krashen imagined: effortlessly and involuntarily. The method relies heavily on the five hypotheses of The Natural Approach: the acquisition hypothesis, the input hypothesis, the natural order hypothesis, the affective filter hypothesis and the monitor hypothesis, which are explained in detail in Foreign Language Education The Easy Way, by Dr. Stephen Krashen, as well as lots of comprehensible input through access to books.