Fulfilling the Promise Chap. 3+4

First of all, my favorite idea from chapter 3 was first year teacher's Esme Codell: "In the morning....I say good morning real chipper to every single child and make sure they say good morning back....then i collect "troubles" in a "troubles" basket..." i think this is and excellent idea and way to start the day. First of all she is recognizing that each child is there at school and stating of on a good attitude and making conversation with each of them. This can make a student feel very special. Next she collects troubles in a basket...this is a great way to let the students know you care about what they have to say, that you'll read them and it is less likely for them to come in and blurt out something that might have been better left confidential and discussed between only the two of you. It is also a good way to eliminate some of the tattling they may come in with.

I also enjoyed Reading about the five ways a teacher responds to students needs: Invitation, opportunity, investment, persistence and reflection. These send messages to the student and let them know that we are there for the good of their learning and will respond in the ways needed.

Environment is a huge quality that can make or break the students quest for affirmation, contribution, power, purpose, and challenge. If a student is not comfortable in their surrounding the only thing that will happen is they will shut down and shut out any strategy you try to get them to learn. The physical and affective attribute must be present the first time the student enters the classroom. I think the environment and your attitude about the environment and the students are most important in how the students feel at school, and in the classroom. "It will often be the first messenger of how learning will be in this place."(pg. 37)

In scenario 2 : Mr. Atcheson: I enjoyed his "One on One" strategy : because he did it pretty often I think it is good to get continual feedback from your students and also to keep learning about you students throughout the year, as opposed to a student survey at the beginning of the year, this would bring up new things throughout the year. I think it is a great idea.

File of Inventories/Pre-Assessments

One survey that served for the most potential would be the Content Specific Survey, In my first semesters field, I was able to become familiar with a KWL form of pre-assessment, so this survey came in as being similar to that method. I would use this survey possibly a few days before or the first day of a content unit. It would give me a clear understanding of what the students wanted to know, and test them to see if they actually knew the basics of the unit. This would give me a good idea of where to start my instruction. I would also know which students needed the extra help on the content and how I can help them, through differentiation. I really enjoy these methods of differentiation and assessment.

Fulfilling the Promise pgs. 100-103

I enjoyed this reading assignment, even though it was brief, it was enjoyable but relaxing. It left some time for me to reflect on the subject of student surveys. This strategy of giving your students an interest strategy would work very well in helping you to group your students according to their individual learning style. This information would also seem to work well in helping you gain their comfort and trust by making connections with their interests inside and outside the classroom. This information can be used to shape you lessons and units around so that children are interactive and they will be able to learn about one anothers' interests.
After reading these two types of inventories I figured, i liked the questions that asked where the student has found success in school. This question would help me to notice that subject or concept they did well in. Then, I would ask questions about the areas they would like extra help in or that they knew they were not confident in. After receiving this information, I would then group students according to their weaknesses and work with those groups in that subject area.

Reflecting on Comments

Thank you for your questions, Nancy! I am enjoying this blogging process and I am comfortable and feel it is helpful to get my thoughts about class and the readings out. Your comments help remind me to include a broader thought on the subject differentiation, and not just certain points that interested me.
So Far, and from what I've learned in class, differentiation in a classroom would be The teachers strife to meet the variety of needs, by the use of teaching strategies, that are introduced to him/her through her students and classroom community. I know that is very broad and doesn't include some of the terms introduced today in class. There is so much more entailed in the process of differentiation. From here, I guess I would study the diagram that was introduced and create a personal definition that would include more of the ideas that fit into differentiation. Today's lesson helped very much to define differentiation for me a little more. I enjoyed it!

Fulfilling the Promise, Chap. 1-2

As I began reading this weeks assignments, I seemed to have forgotten all the stress that arose from last Weeks reading, of the challenges I would face at trying to differentiate my classroom to meet the individual needs that would promote success in my students. As I started reading the section about the two students, Dushawn and Biancas specific, individual needs. This type of circumstance seemed like a huge trial to connect with.
The next section, I really enjoyed, spoke about class snapshots as opposed to individual portraits. I can see how it could be very easy and pleasing to look at your class, doing well, and assume your plans must be working. This is a class snapshot, when you really aren't taking into account your students individually. This makes it important to connect with your students, get to know their interests and learning profiles. This will make it easier and you'll be more successful at monitoring and assessing each student on their own level.
I enjoyed the text that read, "...at some points, virtually every learner is a Dushawn, needing to be seen, understood and responded to as an individual." This made me realize that, when differentiating you classroom, there is not just a list of students with special learning needs, the list will include each one of your students. No student should be left out of your list and be excluded form your connections and careful thought. they will likely all need some sort of differentiation throughout the year.

Differentiation in Practice And Morning Meetings

I actually really enjoyed this weeks reading assignments. I found it interesting to read about morning meetings and the many benefits that come from them. I see them as being a very valuable experience to a classroom community. I also enjoyed learning about the strategies for showing the benefits of these meetings to parents. I enjoyed the idea of inviting the parents out to a morning meeting or holding one at back to school night. I would rather invite parents to sit through a Morning meeting during back to school night, because the children would be more likely to show their real self as if they were in your classroom, and not have to "act" in from of their parents or another adult.
Another idea I found interesting in the section about Responsive Classroom Approach, The "Hopes and Dreams" concept. I liked that the parents had the opportunity to participate and decide what gaols would be worked on for their student, over the course of the year. Me being a parent would love to take part in the goals my child works on at school. I would love to have any part of participation and inclusion in my child's classroom. I feel that if a teacher would go as far as to include me in my child's success, they will work even harder to help the students gain success throughout the year.

In the book, Differentiation in Practice, I did begin to get the feeling that the process of differentiation was too hard and a very arduous process to begin and follow through with. I do however believe that it can make or break your success as as a teacher and the success of your students. I know it is something that must be done. The best ways I saw, in Part 1, of tackling or helping the process would be, To pay attention to the ways to be a responsive teacher.(Who, what, where, when or how to teach) I would begin the year out by keeping a list of traits that I discover about each student including: gender, culture, personal interests, ability, experience, and intelligence preferences. I would use morning meetings and grouping methods to decide on individual needs of each student.

I really enjoyed this reading and am now more excited about this class and the many more ideas and strategies I will learn about.