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.