My everything notebook took a long time to perfect for my personal needs, but it’s something I’ve adapted for my classroom needs. The everything notebook is just that: a place to record everything. Scholar and writer @raulpacheco has written about his everything notebook here. I would say, draw from example and tailor for your needs. When I first heard of bullet journaling I thought it would be a brilliant idea to try with students but it didn’t work for me at all.
The reason my everything notebook works for me is I know I have one place to keep everything: reading journal, writing, journaling… I used to be the teacher with buckets of notebooks I mostly kept out of student hands because I didn’t like them to get beaten up in desks. Upon reflection, I think students benefit from being in charge of their own notebooks. I always provide some instruction on organizational skills: how to organize a page and how to track work inside a notebook, but ultimately the work has to belong to students and I have seen them become proud owners of what’s inside their notebooks when they are in charge.
The student version looks like this:
Personalized cover: I wanted to buy hard cover notebooks but those are EXPENSIVE! And given that most students go through a couple of notebooks in my classroom, we opted for less expensive but still personalized covers stapled over the store bought cover.
Front: the first pages are reserved for an index. Each page gets a month and each line is numbered by date. As we work through the notebook, students are asked to go back to the index and make a running record of the work we complete.
Inside cover: I printed out a copy of our reading/ writing routines and asked students to glue it here.
Colour coding: I asked students to highlight the top corner of the page: blue for French green for English. As we move through the year I have found that we don’t really need this; we divided our day instead. If it’s before lunch work is in French. After lunch: literacy work is English.
Write: write every single day! Writing is often choice work for my students. I offer a topic most days with front loaded vocabulary and sentence starters, but students are always welcome to write something else, too.
Respond: I try to respond to written work as fast as possible (my goal is 24h but that’s not always possible) and to conference with my writers while they are working and feed forward can make a difference.
Final pages: Students create TBR (to be read) and TBW (to be written) lists. This is to support them in those moments when they want to write but are just not sure what to write.
Personal dictionary: I have found a personal dictionary effective in support of writing routines. Students are expected to add new words to it and refer frequently to it. It is separate from the everything notebook for now.
The everything notebook goes into the book box, which I’ll post about later. As always, I’d love to hear other solutions for organizing in the classroom.