Week 7 Response

What I still need to know about tiering lessons for "readiness" is more in the "readiness" part of things. I'm still struggling with the concept of "readiness" and how exactly I can determine the "readiness" of all of my students for every lesson. I guess you could say I'm feeling a bit overwhelmed. And, I want my cooperating teacher to know of my want to differentiate my lessons. I'm scared I won't be able to do this correctly for the lack of knowing the students. Again, I am overwhelmed.

Week 6 Response

1.

-Teachers who create a warm and supportive classroom environment tend to be more effective with all students.

I believe that everyone learns better in a place that feels safe and calm. A supportive environment leads to confident students.

-Effective teachers carefully establish classroom routines that enable them and their students to work flexibly and efficiently.

Every time I hear or see the word routine, I think of my daughter whom I am trying to get on a nightly routine so she can fall right asleep. Like this routine I am trying to establish, routines take a little time to be effective. But, once they are set in place they work wonders.

-Effective teachers are more concerned with student understanding of meaning than memorization of facts.

Who cares if your students can memorize something, but have no idea of the meaning behind it? Memorization without content knowledge will soon be forgotten.

-Students achieve at higher rates when instruction focuses on meaningful conceptualization and builds on their knowledge of the world.

I believe the more the students can relate and find interesting the curriculum, the more motivated and successful they are at learning it.

2.

The metaphor of McNulty and his mother's gravy makes sense to me. I would however change the metaphor just a bit (I think I changed it...)

How comes it seems that when Mom makes a sandwich, or anything for that matter, it tastes a lot better than when you make it on your own? Is it because there is love behind the making. A love for being a mother and doing things for her children. The same is with a teacher and his/her students. When a teacher teaches with "love" behind it, it "tastes" more appetizing to the students.

Week 5 Response

1.
-"Student's in schools, classrooms, and educational systems that teach less and teach it better score higher on standardized measures than students in schools that seek coverage of massive amounts of information with little emphasis on understanding. In other words, curriculum that is a mile wide but only an inch deep is ineffective in producing real learning."

It is so amazing to me that even with this information, some teachers/schools/districts choose to ignore this fact. It seems so common sense to me. But, all I can do is keep in mind this information and change the ways in my own classroom. Also, doesn't it seem like the higher the grade the shallower the water?

-"...Teachers must struggle against 'coverage' and strive for 'uncoverage' of meaning..."
This part of the bullet point really stuck out to me as going hand in hand with the first bullet point I quoted. The word "struggle" particularly stuck out as it was a clear indication that it will take effort to eliminate some of the content we had planned. Yet, allowing this idea to play out in the classroom will result in our students contracting a deeper understanding of the content.

2.
"Take time to be human with your students and give them time to do likewise" (pg. 73).
This quote is when Tomlinson is talking about giving students examples of things from your (the teachers) life. I believe that doing so would put a real life meaning on the content. It also makes the students feel safer with the teacher because the teacher is willing to share, and is modeling that sharing is not threatening in his/her classroom.

"There are students whose handicaps make some tasks daunting, if not impossible. There are too many students whose home circumstances are unthinkable and impose great stress in their lives" (pg. 81).
This quote makes me sad and it makes me think. It is so true. I think about all the terrible things that we hear going on in the news and it makes me sad to think that the children of these people have to go to school with horrible things on their shoulders. Students need differentiation!

My life

Introducing to Dr. Peterson...


Little miss Zoey June Gray
5 months old and the 2nd love of my life.

Week 4 Response

Isn't it funny that when you are asked to look for quotes that stick out to you, you start to think everything said is a inspirational quote? But, I found ones that were really, really meaningful to me. I know you said to find them "across these two chapters", but my very favorites were all found in chapter 3. Chapter 4 was good, don't get me wrong. But these were MOST meaningful.

(Page 29) A first year teacher named Esme Codell is telling about how she takes time with every student and is quoted saying, "...It takes a long time to get in the door this way, but by the time we are in, I know every kid has had and given a kind greeting, has had an opportunity to learn, and has tried to leave his or her worries on the doorstep."
This quote just hit me. How many times I wished that I could leave worries behind and just focus on the tasks at hand. This teacher really captured the true meaning of creating a learner's environment. A kind greeting and a symbolic stress reliever could change anyones day for the better.

(Page 32) "Their messages come not simply from slogans on classroom walls, but from living out their beliefs." (When discussing attributes of "invested" teachers.
Often times we get caught up in the appearance of things and how things look on the outside. But, it is what is going on in the inside that truly matters. Restating this quote in my own words: You can decorate your classroom with inspirational quotes, but a teacher that teachers from the inside is to be applauded.

(Page 35) "How could we issue an invitation to the risky endeavor of learning if it is a mass-produced invitation?" This quote was especially meaningful to me because it is how I want to base my final project. I have chosen to do a parent night of some sort and in this night/flyers/etc. is the task of explaining to parents how my classroom will be differentiated. This metaphor helps me understand more what differentiation is all about. I should put it on my flyer!

Differentiation on the mind.

You don't even have to spend your time reading this post for it is just a release of my differentiation thoughts. I feel as if my head will explode if I don't get them out. I tried to tell my husband, but he did not understand my thoughts (men!).
In our math course, Dr. Tuft read a children's book about a boy who saw math "problems" everywhere after his teacher mentioned they were everywhere. That is how I feel! Differentiation is everywhere I look now and I am noticing it at every turn.
So, after leaving class today a little discouraged as to where I felt I was with being able to teach differentiation, I have now had an "ah ha" moment. Differentiation is a part of every ones everyday life. We do it without noticing. So now I feel a bit better about being a teacher who differentiates and would like to move myself from one corner of the room to another.
Is differentiation something that someone can fail at?
The question has been on my mind and I have come to a conclusion. No. I think differentiation= a case of trial and improve. It is something that is natural in nature, yet needs to be thought about for best results.
Now I can move on with my thoughts.

Week 3 Response

1. After reading through the inventories, my first thought with the Student Interest Survey was why in the middle of learning questions did they add "What's your favorite..." I thought for sure I would take that out to change the inventory. Then I began to think deeper about why they included this question and decided that maybe it could be a great teaching tool to know that information about each of your students. For example, a student is having a hard time understanding a concept. After referring back to their sheet, you see that the student likes a specific sport. You then relate the concept to the sport that they like. The concept then clicks for the student. Learning achieved! So, I would leave that question in the survey. I really thought the Student Profile Survey and the rest of the questions on the Student Interest Survey were throughly thought out. I would use the information on these inventories in SO many ways to differentiate teaching. These inventories ALONG WITH GETTING TO REALLY KNOW MY STUDENTS will allow me to adjust my style of teaching to fit every student's needs. I know that this is no easy task, but the effort will be so worth it.

2. While first looking through all of the inventories my mind was racing thinking that there is so much that I need to know about every student, for every subject, for every day so that I can make sure that no one falls behind. Then, I took a breather. Deciding what inventories I will use to assess knowledge, get to know students, etc. is differentiation in and of itself. So, my main connection between these inventories and all the things we're learning is this: Every student is different in every area. Everything I teach could use a little differentiating if I really want to meet the needs of all of my students. Differentiation is an ongoing process that will never see an end.

Week 2 Response

1) Differentiation. A word that I had little clue about until I started reading the text. My understanding thus far is minimal, but minimal is something. Differentiation in the classroom means flexibility between teachers and students. It means adaptation. It means understanding. It means realizing there is difference in all things and in all people.

2a) Model differentiation teacher; God. We are his students and he differentiations this test for all of us.

Response #1- Me

1. Favorite book for kids: any books that leave room for a child's imagination to wander

2. Favorite shows: As of 2 days ago I do not have a TV. So, I have resorted to watching the bachelor on the internet. When I had TV I loved to watch any law shows (my secret passion), mtv reality shows (trashy obsession), Oprah, 60 minutes and The Office. Oh how I miss my cable/dvr now.

3. Is it ok to justify all of my clothes as a "collection"?

4. I do have another blog (tneyandhyrum.blogspot.com). It seems that all I write about now is my baby.

5.--1. book club (I LOVE to read) 2. tutoring 3. world peace

6. I have never taken or attended an art class outside of school. My artistic talent remains undiscovered.

7. Not a musical gene in my body, or that of any member in my family.

8. I loved and attended dance classes until I was about ten years old.

9. I took a drama class my eighth grade year. Our end of the semester project was to memorize and perform a children's book. Alone. In front of the whole class. I was too shy to do it and received my first and only "C".

10. I am a new mom of a four month old, big eyed girl named Zoey. I took one semester off, and am dreading being back in school. But, I know that I need to finish now or I never will. I love chemistry and am debating whether I should have gone to school for something in that field.