Chapters 3 and 4

1a. How is “living what [you] believe” (Fulfilling the Promise,page 26, middle of right-hand column) both difficult and easy for teachers?

Knowing what we want and should be doing, and actually being able to do it each and every day are two entirely different things. Sometimes we let our feelings of fear and inadequacy take over and dictate our actions - or more accurately, our re-actions toward children. This can make living what you believe tricky, in that you will often simply revert back to the way you were treated as a child. But, if you can honestly make what you believe become who you are, you will respond to each child and every situation exactly as you would want to.

1b. How can (might, should) differentiation affect “living what you believe”? I truly believe that each child is important, and I very much desire to treat them as such, this is where differentiation comes in to play. If I can differentiate my classroom, then I will be able to create for each child their own personal learning environment, one that is best suited for their own personal needs. Everyone's strengths will be recognized and built upon,and everyone's learning styles will be acknowledged.

1c. From chapter 4, explain what Tomlinson mean when she suggests that a teacher, early and often, should say to students, “Let’s figure this out together. Let’s make this our class.”

The children have to spend all day, every day in your classroom. That can be difficult coming from a place that is THEIR home. But, if we can create OUR classroom, then they will have ownership of everything in the class, and everything that happens in the class. This can fulfill their needs for power, contribution, and purpose and affirmation in that they will feel that they personally are creating a place where they and those around them will be able to learn and grow. If we can work together and create a classroom environment which reflects each of our personalities and insights, we will all be able to feel comfortable and safe.

The students will thrive in an environment in which they can decide the rules and the consequences for breaking the rules. They can recognize the tasks that need to be done, and decide how to best accomplish them. They can be responsible for keeping track of everything important that happens during the day, and ensure that everyone is up to date and ready to move forward. They can determine how much time is needed to complete assignments and give themselves deadlines and test dates.

Reflecting on Sylvia Allan's Visit

Reflect on what you learned about creating community in your classroom from our visitor, Sylvia Allan.

Sylvia Allan said that every time you speak you are creating the culture of your classroom. I had never thought about this before, but it is absolutely true. The way I look at the students, respond to the crazy things they say, laugh with them and never at them, and so forth - make up the feeling of community in my room. I really liked her ideas about how to teach things like memorizing and then making it meaningful in their lives in and out of the classroom. Categorizing problems like storms while learning "Good Timber" is absolutely genius. I'm working on it at home with my own kids.

I am definatly sold on the idea of Morning Meetings and I look forward to making them viable in my future classroom. If I can create an atmosphere of safety, calm, respect and support, my students will be able to do anything!

The things I noticed most in the text this time were - one teacher had a basket she would hold as the students walked into her class each day. The basket was meant to hold their worries - anything they brought with them that was troubling to them they would pantomime putting in the basket. I loved that idea! Being able to physically separate our outside life from our learning time at school would be extremely beneficial.

Another teacher had the students help schedule tests and time for upcoming projects and the like.

One way to assess students' understanding was presented that I adored - windshields. After presenting info, before sending them off to work, one teacher would ask the students how their windshields were looking - clear, some bugs, muddy, whatever. This way the students have a fun, positive way of telling the teacher "I don't get it" with out having to use that awful phrase. Also, the students learned to use the terms often to assess their own understanding and express it clearly.

Chapter 2 The role of students needs

What does the following phrase mean, and what you think about it? “…emotions trump learning.”

This means to me that there is no way we can learn anything if we are having feelings that distract us. Children bring their whole world to the classroom - if they ate today, the neighbor next door, the dead mouse on the front porch, whatever - and if they can't sort through it all, and come out on top, there is no way you can help them to understand subtraction. We must teach them coping skills, ways to understand the world around them, and how to feel comfortable in it. Emotions will always win the fight if put up against learning.

Sept. 2 chapter 2

So I was so proud of myself for coming home from class and reading the text book assignment and then going to respond to the blog question about it, and there wasn't one yet. So, here is what I thought about the reading - chapter 2 - I know very much how it feels to not have your needs met in a classroom, and I so want to ensure that my future students do not know the feeling. The idea of being challenged is the one that rang true to me. Even the gifted child who can accomplish each given task needs to feel challenged and not simply praised. I also really liked the parts about contribution - the idea that each child needs to know that they are an important part of the classroom community, and that they make a difference because they are unique and powerful. This was a fantastic reading!

Chapter 1 August 30

1c. On page 12 of this reading assignment, Tomlinson says, “… the most effective teaching does not seek transmission of knowledge isolated from human need, but rather attempts to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them.” What does this mean to you?

We will never, as educators, be able to teach children EVERYTHING they will need to know to succeed in life. What we must strive to help them learn, is how to learn and why learning is important. Each child comes with their own interests, skills, abilities and goals for the future; our job is to show them how to become their very best selves through the acquisition of knowledge. If we can teach them how to learn, they will be able to learn everything they desire to learn.

Success in school is not simply knowing the dates of events in history, it is knowing how to make your mark on history. Let's help them to change the world.

Kids and Flowers

Each child is uniquely themselves! That is why they are so beautiful. Some are covered in petals, so pretty and soft, others are a stem with leaves just waiting to learn how to bloom. Some will be covered with thorns, or tangled in weeds, but if you look closely, their amazingly beautiful face will smile up at you!

Each will blossom in their own way and in their own time. They also might wilt if not cared for properly. I think sugar water does the trick!