Journal Writing is a reflective practice that when done by teachers regularly will improve the teachers’ and students’ performance according to Mauroux (2015). This reflective practice is writing what has transpired in the class. This includes the attendance, names of students who were absent, who have mastered the lesson, or who have not, those who were phrased or reprimanded, the topic discussed on that day and anything significant and necessary. A student can be tasked to write during the class but the teacher has to review the journal at the end of the day so he could write his reflection and an intervention when necessary. In this study, the author introduced Journal Writing using the template she made to her colleagues after she discovered in her survey and FGD to nine big schools in her division in 2018, that teachers seldom write important details and reflection of what has happened each day in their works. Some teachers responded and started writing in their journals from day one of school year 2019-2020 to the last day of the third quarter. Some teachers did not endure such reflective practice. It was found out that students under teachers with regular journal writing have improved attendance and greater average grades. The result assented Mauroux et al. study that regular use of journal proved useful to boost teaching performance and such contributed to their own growth and enhanced their effectiveness with students.