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.
"It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives."
In my own life there's so much going on that I'm spread pretty thin. I feel like the only thing I can do is put my best foot forward where ever I am. If I'm at home I need to concentrate on what's going on at home; when I'm at school I need to truly concentrate on school; and when I'm in my classroom I'll need to concentrate and work my hardest to care in my classroom. Otherwise, it's too 'hard to care'.
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 find myself connecting with London's metaphor, not for bread though. (I'm a horrible, terrible cook.) I love that something I'm so bad at (baking) someone else is so passionate about. I hope, that my passion for teaching, most especially special educational teaching will reach others that haven't found their own 'calling' in life. To some it seems a simple task, but to myself I feel that as my students grow, we all evolve and we become our own classroom community; an entity unlike anything in the world, unable to be cloned or remade ever again.
C: 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.
Crystal, I completely agree! There are so many things that will make teaching hard, but having students like those you describe will absolutely be towards the top of that list. The fact that you acknowledge that in this post proves that you've got that heart to care and you're ready to make the efforts. You're going to be an incredible teacher to those beautiful second graders, hard to love or not.
Tuesday, May 31, 2011
Post #7
If your approach to reading our text is anything like my first one was, you probably didn't take time to read all of the parts of Mr. Johnson's Unit on Buoyancy. When I finally did read it, strategies for "Important, Focused & Engaging Curriculum & Instruction" came alive for me! What helped was that I read it with eyes that finally understood how all of the hallmarks could really be "visible" in one unit of instruction! For Blog #7, carefully read Figure 6.1 on page 70, Figure 6.2 on pages 75- 78, Figure 6.3 on p. 79, and Figure 6.4 on page 80. Really looking at this unit makes Carol's words on the surrounding pages inspiring and engaging. So, after you have read the unit in the pages listed above, 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?
We've discussed this a few times in class, but it fits me once again: Sometimes I think, (for only just a moment) I understand differentiation... All too soon do I realize that I don't fully understand it and there's so much more to it. I enjoy Mr. Johnson's lesson plan, it's so creative and innovative. Everything is scaffolded to fit a particular group of students, yet no matter which one the students end up doing they're doing something fun. I also love the self-evaluation sheet for students to honestly determine if they've contributed to the group work. The three subheadings that really stuck out to me as I read the chapter were: "Aim High"; Its a great reminder for me to remember that no matter what our students are always smart in one way or another. There are so many ways we can reach them, but it requires differentiation to reach them all at once. "Use a Variety of Rubrics to Guide Quality"; I realize that there are different types of rubrics, however this was a good reminder that it's important that I think clearly when I decide which type to use with different students/assignments. This way, everyone will get what they are supposed to out of each rubric. "Try ThinkDots"; These seem to be just another way to differentiate, but they're so versatile and can fit in all kinds of situations. They're so easy to use, I feel like if a teacher truly understood the importance of differentiation and wanted a quick way to put it in his/her classroom immediately ThinkDots would be an easy way to do it. In my own second grade classroom I could create a lesson similar to this in social studies to discover the wonders of community. Community in the classroom, city, state, nation, and as a world.
We've discussed this a few times in class, but it fits me once again: Sometimes I think, (for only just a moment) I understand differentiation... All too soon do I realize that I don't fully understand it and there's so much more to it. I enjoy Mr. Johnson's lesson plan, it's so creative and innovative. Everything is scaffolded to fit a particular group of students, yet no matter which one the students end up doing they're doing something fun. I also love the self-evaluation sheet for students to honestly determine if they've contributed to the group work. The three subheadings that really stuck out to me as I read the chapter were: "Aim High"; Its a great reminder for me to remember that no matter what our students are always smart in one way or another. There are so many ways we can reach them, but it requires differentiation to reach them all at once. "Use a Variety of Rubrics to Guide Quality"; I realize that there are different types of rubrics, however this was a good reminder that it's important that I think clearly when I decide which type to use with different students/assignments. This way, everyone will get what they are supposed to out of each rubric. "Try ThinkDots"; These seem to be just another way to differentiate, but they're so versatile and can fit in all kinds of situations. They're so easy to use, I feel like if a teacher truly understood the importance of differentiation and wanted a quick way to put it in his/her classroom immediately ThinkDots would be an easy way to do it. In my own second grade classroom I could create a lesson similar to this in social studies to discover the wonders of community. Community in the classroom, city, state, nation, and as a world.
Saturday, May 21, 2011
Post #6
4.1) At the beginning of chapter 4, Carol includes a discussion between Charlie and his teacher, from a book called The Perks of Being a Wallflower. I’ve read the book, and it’s gut wrenching, edgy, and sometimes over the top – definitely meant for mature audiences who are not especially sensitive to harsh language and difficult lifestyles. But… this discussion moves me every time I read it. Have you ever had this type of a discussion with a teacher? Please tell me about it.
Third grade was a long time ago... But I'll never forget the relationship I had with Mrs. Kisby. I can't say what it was exactly, but for some reason I was having a hard time that year with my social skills. I wasn't getting along with many of the other students in my class and was, at a very young age, feeling unaccepted. Through this tough time my teacher was my greatest friend. She was the kind of lady that was young and "cool". She knew my wants and fulfilled my needs in the best ways she could. All too often she gave up her break and allowed me to stay in for recess. I remember playing games with her while the other kids played tag outside. When march came around, I got the most special job of all... For St. Patrick's Day, she asked me to sneak back to the classroom while the rest of the students were in the library. I was then asked to mess up the classroom. I threw books around, tipped over pencil holders, knocked over entire desks, turned chairs upside down, and made quite the mess. Then, just as I was told, I quietly went back to the library and kept looking at books. I never told my class that I was the 'leprechaun' but still to this day do I feel a deep respect for the teacher that gave me the attention I was in need of.
5.2) Tell me, in your own words, what Carol teaches us in the right-hand column of page 58, about curriculum that is important. Have you ever had to endure curriculum that was not “important” in the way she describes? Explain the circumstances and how you felt (without names, please).
I believe that Carol is telling me that in order for students to actually learn the information it needs to be meaningful. I love the analogy she touches on, and in my own mind I took it just slightly further: Teachers can teach the entire surface of the earth, but students will only remember a few of the major cities. Rather, if the teacher would simply focus on but one country and get the depth needed, students will forever remember all they learned about it.
Growing up, through secondary and some of college, I have had a hard time with math. Not because I don't understand the concepts, (I'm usually pretty good at it) but because I'm always that annoying student that doesn't understand the reasons why I have to learn it. I've known since I was in Jr. High that I want to be a special education teacher, and therefore had a hard time recognizing why it was important for me to know the ins and outs of algebra. At one point my dad sat me down and flat out told me that in order to receive my teaching certificate I was going to have to pass these math classes, not because I would be teaching them to students, but simply because it was in the requirements to get the diploma. Because he told me this I recognized it and passed my math classes, but today I would have to do a lot of studying before I would be able to get a good grade on a math quiz.
Third grade was a long time ago... But I'll never forget the relationship I had with Mrs. Kisby. I can't say what it was exactly, but for some reason I was having a hard time that year with my social skills. I wasn't getting along with many of the other students in my class and was, at a very young age, feeling unaccepted. Through this tough time my teacher was my greatest friend. She was the kind of lady that was young and "cool". She knew my wants and fulfilled my needs in the best ways she could. All too often she gave up her break and allowed me to stay in for recess. I remember playing games with her while the other kids played tag outside. When march came around, I got the most special job of all... For St. Patrick's Day, she asked me to sneak back to the classroom while the rest of the students were in the library. I was then asked to mess up the classroom. I threw books around, tipped over pencil holders, knocked over entire desks, turned chairs upside down, and made quite the mess. Then, just as I was told, I quietly went back to the library and kept looking at books. I never told my class that I was the 'leprechaun' but still to this day do I feel a deep respect for the teacher that gave me the attention I was in need of.
5.2) Tell me, in your own words, what Carol teaches us in the right-hand column of page 58, about curriculum that is important. Have you ever had to endure curriculum that was not “important” in the way she describes? Explain the circumstances and how you felt (without names, please).
I believe that Carol is telling me that in order for students to actually learn the information it needs to be meaningful. I love the analogy she touches on, and in my own mind I took it just slightly further: Teachers can teach the entire surface of the earth, but students will only remember a few of the major cities. Rather, if the teacher would simply focus on but one country and get the depth needed, students will forever remember all they learned about it.
Growing up, through secondary and some of college, I have had a hard time with math. Not because I don't understand the concepts, (I'm usually pretty good at it) but because I'm always that annoying student that doesn't understand the reasons why I have to learn it. I've known since I was in Jr. High that I want to be a special education teacher, and therefore had a hard time recognizing why it was important for me to know the ins and outs of algebra. At one point my dad sat me down and flat out told me that in order to receive my teaching certificate I was going to have to pass these math classes, not because I would be teaching them to students, but simply because it was in the requirements to get the diploma. Because he told me this I recognized it and passed my math classes, but today I would have to do a lot of studying before I would be able to get a good grade on a math quiz.
Post #5
Bah! I'm so sorry I fell behind on my Blogs!
Sometimes life sneaks up behind me and bites me in the butt! Now's the time to catch up though.
For this blog, 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. (Please do not use the quotes printed right underneath the chapter titles).
Chapter 2, top of page 19, regarding challenging your students, Carol writes:
"When life works as it should, we dream dreams, make plans, aspire to be more tomorrow than we were yesterday. We are invigorated by challenge, strengthened by working toward it, and ennobled by attaining it."..."Challenge is highly personal. It is rare when a single classroom task will invite each learner equally to risk uncertainty, persist in the face of doubt, and attain the goal that seemed for a while out of reach."... "Challenge in the classroom gives roots and wings to young dreams. It prepares learners with the substance, habits, and confidence necessary to move toward their dreams."
This part of the chapter inspires me to differentiate. It forces me to realize that without challenging my students they will feel no success in my classroom, however not everyone will reach that success without my differentiation as their teacher. No two students will accept any challenges the same, and thus, I must make sure that each is challenged most appropriately. Now, how to do this? That's what I need to figure out...
In chapter three, towards the middle of page 27 Carol writes:
"They (the five things student's need from a teacher) are not ancillary to teaching but are at the core of effective teaching. They are not separate from the learner's needs. And... they are not apart from curriculum and instruction, but they breathe life into it."
Again, Carol inspires me to be the kind of teacher I wanted to be when I decided teaching was the best job in the world. I love that through the rest of the chapter she gives us as many tools as possible to become the type of teacher that I want to be. Now, after going through the program, I realize how often it is that student's needs get pushed aside and school seems to focus on shoving the information into the brains of those children. I love this quote because it's Carol telling me: yes, give them the information, but do it effectively in a way that they will actually learn it by reaching the five needs talked about in chapter two.
Sometimes life sneaks up behind me and bites me in the butt! Now's the time to catch up though.
For this blog, 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. (Please do not use the quotes printed right underneath the chapter titles).
Chapter 2, top of page 19, regarding challenging your students, Carol writes:
"When life works as it should, we dream dreams, make plans, aspire to be more tomorrow than we were yesterday. We are invigorated by challenge, strengthened by working toward it, and ennobled by attaining it."..."Challenge is highly personal. It is rare when a single classroom task will invite each learner equally to risk uncertainty, persist in the face of doubt, and attain the goal that seemed for a while out of reach."... "Challenge in the classroom gives roots and wings to young dreams. It prepares learners with the substance, habits, and confidence necessary to move toward their dreams."
This part of the chapter inspires me to differentiate. It forces me to realize that without challenging my students they will feel no success in my classroom, however not everyone will reach that success without my differentiation as their teacher. No two students will accept any challenges the same, and thus, I must make sure that each is challenged most appropriately. Now, how to do this? That's what I need to figure out...
In chapter three, towards the middle of page 27 Carol writes:
"They (the five things student's need from a teacher) are not ancillary to teaching but are at the core of effective teaching. They are not separate from the learner's needs. And... they are not apart from curriculum and instruction, but they breathe life into it."
Again, Carol inspires me to be the kind of teacher I wanted to be when I decided teaching was the best job in the world. I love that through the rest of the chapter she gives us as many tools as possible to become the type of teacher that I want to be. Now, after going through the program, I realize how often it is that student's needs get pushed aside and school seems to focus on shoving the information into the brains of those children. I love this quote because it's Carol telling me: yes, give them the information, but do it effectively in a way that they will actually learn it by reaching the five needs talked about in chapter two.
Friday, May 13, 2011
Post #4
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.
I learned all kinds of things from Silvia Allan's presentation on Wed. I took a page and a half of notes, TYPED! A few of my favorite points she made included:
--Every Child Every Day
--Not working harder, working smarter!
--(pertaining to morning meetings)
--This is NOT a prep time, you are sitting in the morning meeting.
--You are NOT in charge of morning meeting, the students are.
--This is NOT a therapy session for you or the students.
--Don't send Mommy projects home. Homework is fine--not a project for mom.
--"Humor is the lubricant of life"
--"There are some people that spend their whole life dream stopping"
--When meeting with my team go in with the attitudes of:
-First job: I'm an intern and I'm here to learn.
-Second job: I just got out of UVU and this is what I just learned.
-Third idea: faculty rooms are doomsville. The minute your mouth opens to join in the negative as an intern the moment the whole faculty looks at you as 'negative nancy'. And anytime you choose to be flat out negative something horrible happens. every time. so watch out.
I agreed with each of these in my own way, and can't wait to apply them to my career. Each will be helpful in one way or another, I'm sure. If I can teach the way Silvia Allan taught me, there's no way I can make it out of the classroom without having an impact on the student's lives.
I learned all kinds of things from Silvia Allan's presentation on Wed. I took a page and a half of notes, TYPED! A few of my favorite points she made included:
--Every Child Every Day
--Not working harder, working smarter!
--(pertaining to morning meetings)
--This is NOT a prep time, you are sitting in the morning meeting.
--You are NOT in charge of morning meeting, the students are.
--This is NOT a therapy session for you or the students.
--Don't send Mommy projects home. Homework is fine--not a project for mom.
--"Humor is the lubricant of life"
--"There are some people that spend their whole life dream stopping"
--When meeting with my team go in with the attitudes of:
-First job: I'm an intern and I'm here to learn.
-Second job: I just got out of UVU and this is what I just learned.
-Third idea: faculty rooms are doomsville. The minute your mouth opens to join in the negative as an intern the moment the whole faculty looks at you as 'negative nancy'. And anytime you choose to be flat out negative something horrible happens. every time. so watch out.
I agreed with each of these in my own way, and can't wait to apply them to my career. Each will be helpful in one way or another, I'm sure. If I can teach the way Silvia Allan taught me, there's no way I can make it out of the classroom without having an impact on the student's lives.
Thursday, May 12, 2011
Post #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.
Early in Fulfilling the Promise, the authors explain that, "The goal of a differentiated classroom is to plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum." Given this idea, I took a look at the syllabus you've given us this semester, especially focusing on the assignments. In someway every single assignment can be looked at from a differentiation view. Each assignment, both individual and group have clearly outlined explanations. Before giving us each assignment you've made sure that all the student traits are implemented, you've also made sure that all four classroom elements are consistently there. I'm loving this Blog assignment, and now realize just how differentiated it is. I can write knowing that you actually care about what I have to say. You don't compare my writing to the work of others in the class, you simply grade it for what it truly is. This, in my mind, is it's own simple and important type of differentiation. Thanks.
Early in Fulfilling the Promise, the authors explain that, "The goal of a differentiated classroom is to plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum." Given this idea, I took a look at the syllabus you've given us this semester, especially focusing on the assignments. In someway every single assignment can be looked at from a differentiation view. Each assignment, both individual and group have clearly outlined explanations. Before giving us each assignment you've made sure that all the student traits are implemented, you've also made sure that all four classroom elements are consistently there. I'm loving this Blog assignment, and now realize just how differentiated it is. I can write knowing that you actually care about what I have to say. You don't compare my writing to the work of others in the class, you simply grade it for what it truly is. This, in my mind, is it's own simple and important type of differentiation. Thanks.
Monday, May 9, 2011
Post #2
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.
Melissa Correa-Connolly believes that Morning Meetings have, "immense power because it meets the emotional needs of children. It acknowledges everyone and makes them feel significant. It does away with the feeling that many children have of being a piece of furniture in the classroom."
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 student traits are: Readiness, Interest, Learning Profile, and Tomlinson added Affect. In her book Tomlinson explains what each of these are, and explains that affect is how students "feel about themselves, their work, and the classroom as a whole." I think she may have added this trait because it makes the teacher realize that not every student sees every activity in the same ways.
The curricular elements are: Content, Process, Product, and Tomlinson added Learning Environment. Again in the book, Tomlinson writes about each of the elements writing about leaning environment that it, "has to do with both the operation and the tone of the classroom." She added this element because it is a key ingredient in the learning environment to sent the mood of the classroom.
The student traits are: Readiness, Interest, Learning Profile, and Tomlinson added Affect. In her book Tomlinson explains what each of these are, and explains that affect is how students "feel about themselves, their work, and the classroom as a whole." I think she may have added this trait because it makes the teacher realize that not every student sees every activity in the same ways.
The curricular elements are: Content, Process, Product, and Tomlinson added Learning Environment. Again in the book, Tomlinson writes about each of the elements writing about leaning environment that it, "has to do with both the operation and the tone of the classroom." She added this element because it is a key ingredient in the learning environment to sent the mood of the classroom.
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.)
I do believe that friendly is as important as predictable and orderly. When students have a friendly environment, predictable schedule, and an orderly classroom they are in the perfect situation to learn. Without the friendliness, students can become preoccupied, becoming anxious, unruly, and out of control, and therefore, as Kriete explains, "the learning that occurs is seldom what we intend."
I do believe that friendly is as important as predictable and orderly. When students have a friendly environment, predictable schedule, and an orderly classroom they are in the perfect situation to learn. Without the friendliness, students can become preoccupied, becoming anxious, unruly, and out of control, and therefore, as Kriete explains, "the learning that occurs is seldom what we intend."
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