A: In chapter 7, Carol acknowledged that it is hard to care. She gives several reasons. Which reason is most validating to you, and why? If you don't really connect to any of Carol's reasons, explain what you believe your "reason" is.
The reason that are most validating to me are:
My first two reasons are incorporated, "Its hard to care because there are too many students to connect with" and "its hard because there is barely time to survive....". I feel that if there was not so much of a demand coming from the Core then there would be time to connect with every student. Because of the demand pulling us every direction it will be hard to help students learn the essentials and have time to connect with each of them individually.
I have mentioned in previous blogs that "it is hard because people at home need so much of us to". I am so excited to put everything I have into this class that I worry I will not make time for my family and husband. I think of the movie 'Freedom Writers', she did amazing things for her students but her life at home fell apart in the process. I think I will be able to find my balance.
B: Carol offers two final metaphors, what I call the "McNurlty Metaphor" and the "London Metaphor." Which one do you connect with most, and why?
I liked the two metaphors at the end of the chapter but there is a third one that struck me most. She quote Joan Cone who relates teaching to riding a bike. She says that you don't just study about riding and then suddenly know how to ride but you get on and practice. You fall down and get back up again many times. I think no matter how much I "study" and prepare it will still be like getting on a bike for the first time.
Read one or two blog responses from two or three of your classmates. Then, please give a brief message of encouragement to one of your classmates based on your reaction to their response that you read. Leave your message of encouragement on their blog as a comment (at the end of the particular blog your are responding to). Copy your message of encouragement and paste it into YOUR blog, telling me who you are responding to.
I commented on Rebecca Carson's blog #4 (although it does not show that there is a comment there?)
Here is what I said:
"Above you said that you want to be her and I as well would love to be her. Then I got to thinking about how amazing you are as YOU! You are so full of creativity, desire and knowledge. Your students will be so blessed to have you! I know they will be able to feel how much you care for them. I already know you will be amazing with morning meetings!!"
I commented on Tahnee Gregory's blog #7
Here is what I said:
"I agree with you on the subheading you wrote above. I like what you said about aiming high and I can see you being that teacher that thinks they are ALL smart and can do anything. You bring a very happy, calming presence to the classroom. You have a positive way of accepting everyone and I admire that. Your class will adore you!!"
Thursday, May 26, 2011
Tuesday, May 24, 2011
Blog #7
Find 3 subheadings in the chapter that are very clear to you now. Compare and contrast Mr. Johnson's ideas, YOUR ideas for your own class, and the 3 subheadings that are especially meaningful in that comparison. (By "subtopics" I mean the 1- to 2-paragraph sections surrounding the Figures in chapter 6.). Is there something in what you are required to teach for which you could "plan the engagement" in similar ways?
I found many of the subheadings eye opening. One that stood out to me was "look for fresh ways to present and explore ideas". I love that Mr Johnson wrote assignments to the students as though he were a company looking for experienced builders. He got into character for the kids and made it novel and exciting! I love the ideas that the book talks about such as watching cartoons, acting out information, looking at photos, and reading children's books (at any age). A teacher can bring in guest speakers, take small field trips and much more. Teaching new curriculum does not mean we have to always do direct instruction, we can be creative. I love that the book mentions that this way of teaching may "also inevitably spark students not reached by more traditional instructional avenues".
Another subheading that I liked was "Use meaningful audiences". Students will get bored presenting the same stuff to the same class members all the time. How much does it motivate a child to know their work was going to be displayed in a local library or they were going to present their information to Grandma or another class of students. There are so many exciting possibilities when it comes to audiences that will inspire children. I didn't see many examples of this in Mr Johnsons lesson but I can see where it can be added. Students could present their boats to different classes, family members or even enter a community contest. Even presenting student work at a senior center would not only benefit the students but also bring some joy to seniors who may need a boost. I can see me taking advantage of these opportunities for my students especially with their writing.
"Use tiered approaches" is another one that I liked. Mr Johnson tiered this assignment so effectively. I am sure that none of the groups felt cheated out of a fun activity, all of the assignments were engaging. I have been talking with my team about doing rotations for math. I know rotations are slightly different than what this chapter is referring to but I believe that students need to be taught at their level. This can be done in one classroom with multiple varieties to assignments or within many classrooms where teachers cater to the needs of the students. Having demanding work is important. I remember months and sometimes even entire grade levels where I was able to walk through the work and get an A without really pushing myself. Students like work to be easy but it is so important that we teach each student at a level just beyond their comfort zone (Aim High).
I found many of the subheadings eye opening. One that stood out to me was "look for fresh ways to present and explore ideas". I love that Mr Johnson wrote assignments to the students as though he were a company looking for experienced builders. He got into character for the kids and made it novel and exciting! I love the ideas that the book talks about such as watching cartoons, acting out information, looking at photos, and reading children's books (at any age). A teacher can bring in guest speakers, take small field trips and much more. Teaching new curriculum does not mean we have to always do direct instruction, we can be creative. I love that the book mentions that this way of teaching may "also inevitably spark students not reached by more traditional instructional avenues".
Another subheading that I liked was "Use meaningful audiences". Students will get bored presenting the same stuff to the same class members all the time. How much does it motivate a child to know their work was going to be displayed in a local library or they were going to present their information to Grandma or another class of students. There are so many exciting possibilities when it comes to audiences that will inspire children. I didn't see many examples of this in Mr Johnsons lesson but I can see where it can be added. Students could present their boats to different classes, family members or even enter a community contest. Even presenting student work at a senior center would not only benefit the students but also bring some joy to seniors who may need a boost. I can see me taking advantage of these opportunities for my students especially with their writing.
"Use tiered approaches" is another one that I liked. Mr Johnson tiered this assignment so effectively. I am sure that none of the groups felt cheated out of a fun activity, all of the assignments were engaging. I have been talking with my team about doing rotations for math. I know rotations are slightly different than what this chapter is referring to but I believe that students need to be taught at their level. This can be done in one classroom with multiple varieties to assignments or within many classrooms where teachers cater to the needs of the students. Having demanding work is important. I remember months and sometimes even entire grade levels where I was able to walk through the work and get an A without really pushing myself. Students like work to be easy but it is so important that we teach each student at a level just beyond their comfort zone (Aim High).
Thursday, May 19, 2011
Blog #6
4.2) Chapter 4 is all about teacher responses to student needs. Throughout the chapter there are multiple bolded subheadings (scenarios, specific strategies, and ideas for classroom routines). Choose three of them that you believe you can work on or that you would like to do in your own classroom, and explain why you chose them.
1. I like the additional Strategies to build positive environments on pg 40. One in particular I like is 'Convey Status' because it focuses on the teacher helping the other students see someone else's contribution to the group. The teacher can bring out those students who don't stand out to others and help them see how essential they are to the group. If a person feels that he or she is not contributing or what they do doesn't matter then sooner or later they will stop trying altogether. This idea builds classroom unity and keeps everyone involved.
2. Under additional strategies to enhance classroom operation is talks about time being valuable. I agree with this. As a teacher it is so important to use time wisely. My mother, who has been a 1st grade teacher, reminds me that so much can be done in just 10-15 minutes. We often underestimate the power of time. Teachers need to learn to be on their toes and creative in using time wisely, not filling it with busy work but engaging their students in effective learning.
3. One scenario that was interesting to me, but makes sense, was how Ms. Schlim made room-arrangement charts and then made sure the students knew how to move the room around for different activities. In my recent observation at the school I noticed that desks and chairs are moved around the room often and most of the time it is chaotic and someone gets hurt or everything in the desk dumps out on the floor. This can be solved with simple procedures and charts. Some people may think that it is a waste of time but once the students understand it, time will save time in the future.
Obviously, these come from Figure 5.1 on page 59. Take a look at them, with their bulleted explanations, and list them in a prioritized order for yourself… from the easiest for you to the most difficult for you. Briefly explain your ranking.
1. Engaging
2. Important
3. Focused
4. Demanding
5. Scaffolded
Wow, this was a very hard decision to make. I am not sure I even like the order that they are currently in. I think all of these 5 are essential to positive growth. I put Engaging first simply because if a student is engaged they have a desire to learn, they are intrigued and therefore produce more quality results. I feel that I can produce creative ways to get students engaged in my classroom. I chose Important second because I don't like to teach "fluff". I learned from coordinating the after-school program that a teacher can waste a lot of time on fluff rather than teaching the essentials. To me important and focused go hand in hand. I am not as good at making things demanding especially for a range of students. Students give up when something is too hard or too easy, thus the importance of 'demanding', so we need to have a varied amount of resources and options for the students to succeed. Scaffolding is what I am working on the most. I want to have varied materials, resources, assignment options so that my students can learn at their level. This will take lots of work and time. I worry about being a 24/7 teacher and never having time for my personal life and husband. I am sure through the years I will be able to find a balance.
1. I like the additional Strategies to build positive environments on pg 40. One in particular I like is 'Convey Status' because it focuses on the teacher helping the other students see someone else's contribution to the group. The teacher can bring out those students who don't stand out to others and help them see how essential they are to the group. If a person feels that he or she is not contributing or what they do doesn't matter then sooner or later they will stop trying altogether. This idea builds classroom unity and keeps everyone involved.
2. Under additional strategies to enhance classroom operation is talks about time being valuable. I agree with this. As a teacher it is so important to use time wisely. My mother, who has been a 1st grade teacher, reminds me that so much can be done in just 10-15 minutes. We often underestimate the power of time. Teachers need to learn to be on their toes and creative in using time wisely, not filling it with busy work but engaging their students in effective learning.
3. One scenario that was interesting to me, but makes sense, was how Ms. Schlim made room-arrangement charts and then made sure the students knew how to move the room around for different activities. In my recent observation at the school I noticed that desks and chairs are moved around the room often and most of the time it is chaotic and someone gets hurt or everything in the desk dumps out on the floor. This can be solved with simple procedures and charts. Some people may think that it is a waste of time but once the students understand it, time will save time in the future.
Obviously, these come from Figure 5.1 on page 59. Take a look at them, with their bulleted explanations, and list them in a prioritized order for yourself… from the easiest for you to the most difficult for you. Briefly explain your ranking.
1. Engaging
2. Important
3. Focused
4. Demanding
5. Scaffolded
Wow, this was a very hard decision to make. I am not sure I even like the order that they are currently in. I think all of these 5 are essential to positive growth. I put Engaging first simply because if a student is engaged they have a desire to learn, they are intrigued and therefore produce more quality results. I feel that I can produce creative ways to get students engaged in my classroom. I chose Important second because I don't like to teach "fluff". I learned from coordinating the after-school program that a teacher can waste a lot of time on fluff rather than teaching the essentials. To me important and focused go hand in hand. I am not as good at making things demanding especially for a range of students. Students give up when something is too hard or too easy, thus the importance of 'demanding', so we need to have a varied amount of resources and options for the students to succeed. Scaffolding is what I am working on the most. I want to have varied materials, resources, assignment options so that my students can learn at their level. This will take lots of work and time. I worry about being a 24/7 teacher and never having time for my personal life and husband. I am sure through the years I will be able to find a balance.
Blog #5
Please find two different places where Carol makes a statement or quotes someone else, and this statement really touches you... really calls to your heart.
In your blog response, for each statement, give the page number where it is found in the book, copy the most important portion of the statement, and briefly tell why it matters to you -- why it has significant meaning for you.
I love the quote found on page 22. It is a short sentence but has powerful meaning. It says: "To deal with the details is to connect with students". Before this she is talking about DuShawn and the different culture and learning style he has. We need to be able to look at the little details of each student. We need to know their likes and dislikes, what some family traditions are. The sentence speaks for itself in that we cannot connect with our students as friends unless we take time to get to know the details. If we never pay attention we may not know why a child is struggling and how we can fix it.
My next idea is at the beginning of chapter 3, page 25 (sorry, I know you prefer it not to be at the beginning of the chapter). I want to take this quote/idea and run with it in my own classroom. It says: "Make sure we live inside our hopes, rather than admiring them from a distance" by, Barbara Kingslover. This was good quote for me in that I often had hopes and dreams but always thought those were things that only other people achieved. My hopes and dreams weren't always reality because of fear and I want to make sure that my students live IN their hopes. I am going to design a whole lesson plan for the beginning of the year to encourage this idea. I want them to realize they can achieve their dreams and with the rest of the class supporting them it will be that much easier. I need to build strong relationships with my students so that they will trust me enough to be able to share their vision with me.
In your blog response, for each statement, give the page number where it is found in the book, copy the most important portion of the statement, and briefly tell why it matters to you -- why it has significant meaning for you.
I love the quote found on page 22. It is a short sentence but has powerful meaning. It says: "To deal with the details is to connect with students". Before this she is talking about DuShawn and the different culture and learning style he has. We need to be able to look at the little details of each student. We need to know their likes and dislikes, what some family traditions are. The sentence speaks for itself in that we cannot connect with our students as friends unless we take time to get to know the details. If we never pay attention we may not know why a child is struggling and how we can fix it.
My next idea is at the beginning of chapter 3, page 25 (sorry, I know you prefer it not to be at the beginning of the chapter). I want to take this quote/idea and run with it in my own classroom. It says: "Make sure we live inside our hopes, rather than admiring them from a distance" by, Barbara Kingslover. This was good quote for me in that I often had hopes and dreams but always thought those were things that only other people achieved. My hopes and dreams weren't always reality because of fear and I want to make sure that my students live IN their hopes. I am going to design a whole lesson plan for the beginning of the year to encourage this idea. I want them to realize they can achieve their dreams and with the rest of the class supporting them it will be that much easier. I need to build strong relationships with my students so that they will trust me enough to be able to share their vision with me.
Friday, May 13, 2011
Blog #4 Choice B
Choice B) Tell me about any part of Principal Sylvia Allan's presentation that "struck a chord" in you, (either positively or negatively), and how you think it will affect you in your teaching.
You are right, she is amazing! There are so many aspects of her presentation that "struck a chord" with me. Something that I really liked that was very simple was how she would have her students raise their hand in a response to a question such as: "How many of you made your bed this morning?". Then the brilliant part was that she would have us/the students look around and see how many people had that response in common. She then encouraged them to talk about that at recess. I love the idea of celebrating commonalities in the classroom. Children want to feel loved and accepted. This idea helps them to feel loved, accepted and acknowledged. She allowed the students to have something constructive to talk about out on the playground so that they can build positive relationships.
She herself was striving to build positive relationships with the other teachers in the faculty room by having positive conversations. She is a very positive and building person.
You are right, she is amazing! There are so many aspects of her presentation that "struck a chord" with me. Something that I really liked that was very simple was how she would have her students raise their hand in a response to a question such as: "How many of you made your bed this morning?". Then the brilliant part was that she would have us/the students look around and see how many people had that response in common. She then encouraged them to talk about that at recess. I love the idea of celebrating commonalities in the classroom. Children want to feel loved and accepted. This idea helps them to feel loved, accepted and acknowledged. She allowed the students to have something constructive to talk about out on the playground so that they can build positive relationships.
She herself was striving to build positive relationships with the other teachers in the faculty room by having positive conversations. She is a very positive and building person.
Blog #3
Blog #3: With the reading you've done so far, about differentiation, can you see any differentiation I have organized for you in this course? Look at the assignments (listed on page 3 of the full syllabus and outlined on pages 7 - 11). Which one appears to you (not your friends, or study buddies, but to YOU) as if it may be the product and process differentiated for student interest? Briefly explain why you think so, and connect it to something you read in Ch. 1 of Fulfilling the Promise.
This class is full of opportunities to differentiate! I think a good example of this would be in the final project assignments. We get to make choices, which benefits all students, as to what assignment would most benefit us. This assignment meets the needs of each student and allows them to accomplish more as they find a topic of interest. Interest is one of the students traits that chapter one discusses.
Your syllabus is a good example of differentiation as it gives varied examples of what you expect of us. Students need to see many examples in order to fully comprehend something. Under the field assignments portion you have given two examples that can cater to different wants and needs. According to Chapter 1 in our book, giving choices is a positive way to differentiate.
Also, we get to complete a field assignment where we are able to analyze differentiation and apply it in our own lives. The book also discusses the importance of being varied in the way students complete assignments. In this class we are able to do some assignments in groups and some individually. The classroom community assignments gives us all the information and then allows the students to go at their own pace. They are able to complete the bulleted points as they need as long as the assignment is finished on the deadline.
This class is full of opportunities to differentiate! I think a good example of this would be in the final project assignments. We get to make choices, which benefits all students, as to what assignment would most benefit us. This assignment meets the needs of each student and allows them to accomplish more as they find a topic of interest. Interest is one of the students traits that chapter one discusses.
Your syllabus is a good example of differentiation as it gives varied examples of what you expect of us. Students need to see many examples in order to fully comprehend something. Under the field assignments portion you have given two examples that can cater to different wants and needs. According to Chapter 1 in our book, giving choices is a positive way to differentiate.
Also, we get to complete a field assignment where we are able to analyze differentiation and apply it in our own lives. The book also discusses the importance of being varied in the way students complete assignments. In this class we are able to do some assignments in groups and some individually. The classroom community assignments gives us all the information and then allows the students to go at their own pace. They are able to complete the bulleted points as they need as long as the assignment is finished on the deadline.
Tuesday, May 10, 2011
Blog #2 Morning Meetings
1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.
Mr. Saunders was a good example of not giving up and finding new strategies to make things effective. When sharing began to get tedious and comments were getting short he started doing initial check-ins the day before. Some students he helps the to organize their thoughts, other he helps generate thoughts. The day of their sharing he does one last pep talk with the student. These strategies made his Morning Meetings more effective and engaging for the students.
2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?
The book adds a 4th curricular element which is 'Learning Environment'. In the article we read online it states that Mrs. Johnson understands that the learning environment may be the single most important make-or-break element in helping her students become the best they can be. The message we send in our classroom will alter students work and learning. If the class is unorganized and the teacher getting things done late then the students work will be done in the same way. I like how he likens it to weather, it definitely affects everyone and sets a mood each day. As students see the hard work and respect that the teacher has for her classroom, the students and their work they will take more pride in what they do. I have seen the impact that organization and the lack thereof have had on the students and their abilities.
The book also adds a 4th student trait which is affect. This element has to do with individual feelings. We are not just working with students to help them learn and grow in knowledge but we are also dealing with emotional and feeling beings. We need to be conscious of how our students feel in our classroom. They need to always feel comfortable and accepted. Students can come to class with emotional baggage that can shut down the learning process. When our students feel safe and accepted they want to try and don't feel worried about making mistakes. My students will know that making mistake while we try new things is a good thing and that we should never make fun of it. The feelings and students affect are essential to the learning process.
3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.
Students need to feel accepted and wanted in the classroom. A friendly classroom allows the tension of cease and the student to relax and enjoy the day. A classroom needs to be organized and orderly so that the curriculum can be taught. Predictability is so essential as well, especially for those students with disabilities who will be impacted by sudden change. We need to build a trust with out students so that materials and be used and independent work can be done in an organized manner. Students will then be able to explore and build on interested in their own way. Warmth and friendliness help the child feel loved while organization and predictability assure the child that their are limits and boundaries to help them feel safe.
Students should be introduced to the classroom and the school. Materials should be made familiar to them and expectation should be established so that class time can begin to flow.
The teachers that I remember most were the ones that loved me and created a friendly classroom where all students were accepted and given the attention they needed.
Mr. Saunders was a good example of not giving up and finding new strategies to make things effective. When sharing began to get tedious and comments were getting short he started doing initial check-ins the day before. Some students he helps the to organize their thoughts, other he helps generate thoughts. The day of their sharing he does one last pep talk with the student. These strategies made his Morning Meetings more effective and engaging for the students.
2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?
The book adds a 4th curricular element which is 'Learning Environment'. In the article we read online it states that Mrs. Johnson understands that the learning environment may be the single most important make-or-break element in helping her students become the best they can be. The message we send in our classroom will alter students work and learning. If the class is unorganized and the teacher getting things done late then the students work will be done in the same way. I like how he likens it to weather, it definitely affects everyone and sets a mood each day. As students see the hard work and respect that the teacher has for her classroom, the students and their work they will take more pride in what they do. I have seen the impact that organization and the lack thereof have had on the students and their abilities.
The book also adds a 4th student trait which is affect. This element has to do with individual feelings. We are not just working with students to help them learn and grow in knowledge but we are also dealing with emotional and feeling beings. We need to be conscious of how our students feel in our classroom. They need to always feel comfortable and accepted. Students can come to class with emotional baggage that can shut down the learning process. When our students feel safe and accepted they want to try and don't feel worried about making mistakes. My students will know that making mistake while we try new things is a good thing and that we should never make fun of it. The feelings and students affect are essential to the learning process.
3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.
Students need to feel accepted and wanted in the classroom. A friendly classroom allows the tension of cease and the student to relax and enjoy the day. A classroom needs to be organized and orderly so that the curriculum can be taught. Predictability is so essential as well, especially for those students with disabilities who will be impacted by sudden change. We need to build a trust with out students so that materials and be used and independent work can be done in an organized manner. Students will then be able to explore and build on interested in their own way. Warmth and friendliness help the child feel loved while organization and predictability assure the child that their are limits and boundaries to help them feel safe.
Students should be introduced to the classroom and the school. Materials should be made familiar to them and expectation should be established so that class time can begin to flow.
The teachers that I remember most were the ones that loved me and created a friendly classroom where all students were accepted and given the attention they needed.
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