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.