pp 120-162
These pages were rather interesting to review. Meaning, they had some fun knowledge ideas that could be used in the classroom. I particularly liked learning about Tiering. We talked about it a week or so again and it has been on my mind ever since. So, I enjoyed reading more about it and seeing how I could apply it into my own classroom. First, I like know that tiering takes all students, no matter their level, and helps them achieve what they can within the level that they are, preparing them to progress and become better. Second,I liked seeing how it looks in action by reading the lessons that they showed in the book. It helped a lot to see that because sometimes I don't have a lot of imagination with it all and I forget to see beyond what is really happening. But they did this by letting me see all of it working together. And to see that it is about taking the child from their level and teaching them there. Thus it ends up helping all the students.
Chapter 7
"(The teacher) is able to take each student on his or her own merits, to convey, not a generic hope, not a one-size-fits-all confidence, but the specific version which can only come from the student's own facts and from knowing each child well." Sizer & Sizer, 1999, p 114.
This explains so well the way I have been feeling lately about teaching. It is overwhelming looking at teaching as a complete picture. Knowing that students are in your classroom and that you are responsible for their success. One false move could change the rest of their life. Well, anything said like that could look overwhelming and difficult, but the quote that I used earlier says it all. It is just taking time to get to know the kids and to see who they are individually. Although, it takes more that just knowing, it is a great head start to everything else. In line with that, the book also says that living the simplest truths is seldom easy. They then continue by saying or rather encouraging us to not worry about it. I think that when we worry we overlook the simple joy that comes from just living and learning. We forget to see the small moments of success and then we choose to see the failure and hard times that do become overwhelming. So I am choosing right now not to be this way. But to stand tall, be confident, and to move forward without worrying. And to apply the above quote. To know the children and see all opportunities as a an opportunity to grow and learn. I just need an action plan, but I am in the process of putting that together. Wish me luck.
This explains so well the way I have been feeling lately about teaching. It is overwhelming looking at teaching as a complete picture. Knowing that students are in your classroom and that you are responsible for their success. One false move could change the rest of their life. Well, anything said like that could look overwhelming and difficult, but the quote that I used earlier says it all. It is just taking time to get to know the kids and to see who they are individually. Although, it takes more that just knowing, it is a great head start to everything else. In line with that, the book also says that living the simplest truths is seldom easy. They then continue by saying or rather encouraging us to not worry about it. I think that when we worry we overlook the simple joy that comes from just living and learning. We forget to see the small moments of success and then we choose to see the failure and hard times that do become overwhelming. So I am choosing right now not to be this way. But to stand tall, be confident, and to move forward without worrying. And to apply the above quote. To know the children and see all opportunities as a an opportunity to grow and learn. I just need an action plan, but I am in the process of putting that together. Wish me luck.
Chapters 5 & 6
On the go again. And trying to become a better teacher once more. These chapters I found interesting because I never thought that curriculum and instruction did much more than what they mean. Meaning, for the most part I feel that we march through material hoping, or not hoping, that those who you are teaching are understanding and comprehending what you are teaching. But these two chapters helped me see how to use both curriculum and instruction to address student needs and how to respond to student needs in order for them to put in all in practice.
And this is where I stop and talk. Almost vent, really. I am finding myself in a state of confusion from all the readings, observations, and applications that I have been able to experience in the past 26 years. Yes, I have included years prior to the education program, but focus more on what the education program is teaching me. It would tell me to put all students ahead of myself. To take time for the individual and to dedicate my efforts in helping them achieve their full potential. Then the application that I have learned in order to accomplish this has ranged from morning meetings, to one on one time, to bringing others in for help, etc. The list goes on and on and the conclusion that all of them reach to is the fact that students and their learning should come first. That they might become all that they can become and this because you as a teacher is taking time to believe in them and to show them that you care. This is the practice that we are in. It is the practice that we believe in. However, if this be the case, why is it that you see very few teachers apply it into their own teaching. Where does the caring begin and if it ever begins where does it end? Why is it that when you're in High School you're not taken care of unless you have a disability? College? Same thing. Unless I have a disability, who cares if I fail or pass? So really, where does the caring end or even begin? Do people really believe that others can become? Or is it hot air and a great idea that makes them look good? I am really confused. Is this what I have to look forward to, not truly caring? Or can I change that and hopefully influence others? Help. I am lost. And I find that although all my readings, etc have been great, are they applied and internalized? Those are my thoughts and concerns. Sorry to put it all on you, but you are the best person for me to just vent to. You don't have to respond, I just needed to get out what it is that I am thinking. So thanks for just reading.
And this is where I stop and talk. Almost vent, really. I am finding myself in a state of confusion from all the readings, observations, and applications that I have been able to experience in the past 26 years. Yes, I have included years prior to the education program, but focus more on what the education program is teaching me. It would tell me to put all students ahead of myself. To take time for the individual and to dedicate my efforts in helping them achieve their full potential. Then the application that I have learned in order to accomplish this has ranged from morning meetings, to one on one time, to bringing others in for help, etc. The list goes on and on and the conclusion that all of them reach to is the fact that students and their learning should come first. That they might become all that they can become and this because you as a teacher is taking time to believe in them and to show them that you care. This is the practice that we are in. It is the practice that we believe in. However, if this be the case, why is it that you see very few teachers apply it into their own teaching. Where does the caring begin and if it ever begins where does it end? Why is it that when you're in High School you're not taken care of unless you have a disability? College? Same thing. Unless I have a disability, who cares if I fail or pass? So really, where does the caring end or even begin? Do people really believe that others can become? Or is it hot air and a great idea that makes them look good? I am really confused. Is this what I have to look forward to, not truly caring? Or can I change that and hopefully influence others? Help. I am lost. And I find that although all my readings, etc have been great, are they applied and internalized? Those are my thoughts and concerns. Sorry to put it all on you, but you are the best person for me to just vent to. You don't have to respond, I just needed to get out what it is that I am thinking. So thanks for just reading.
Chapters 3 and 4
I actually want to start off with part of the quote that I read at the beginning on chapter 3. "The good teacher communicates a deep regard for students' lives, a regard infused with unblinking attention, respect, even awe. An engaged teacher begins with the belief that each student is unique, each the one and only who will ever trod the earth, each worthy of a certain reverence... Love for students just as they are- without any drive or advance toward a future- is false love, enervating and disabling."
At first, when I read this, I got so excited because the first part explained in such a clear way the type of teacher that I would like to be. Then as I read the last part about love, it made me wonder. Is the love that I have for student learning, growth, and becoming based on them being what it is I imagine them to be without that drive for them to truly become. Or is it based on what they believe they can become, with a driven force that would allow them to progress? Sadly enough, I would have to say the first. I think that I have the passion for the students, but on an individual basis I lack the drive and motivation to help them achieve whatever it is that they choose to achieve. This is surprising to me. I think we all have good intentions, but few of us really choose to follow through with those intentions. So, solution... few came through the book, while I will have to find others along the way and through the experience of teaching. For now I will state 3 that I found where I could improve my personal self to really help the students individually.
First. Response to student needs. This part gave five ways in which a teacher could respond to the students' needs. They are affirmation, contribution, power, purpose,and challenge. I like what they said is that these responses are outcroppings of the students' needs and not just for curriculum and instruction, but "they breathe life into it." That is what I want. To breathe life into the students' questions and concerns and to help them see beyond the normality of life.
Second. Make room for all kinds of learners. This will help me to keep my mind and eyes open for ideas on teaching and helping individuals grow. My classroom has to resemble my passion. It should provide a learning environment where the students know that they can achieve and that I believe in their personal achievement.
Third. Enhancing classroom operation. I think that this will play a huge role in individual success. This would include using their time wisely and not doing things that in the end don't matter.
SO, now it is up to me to move forward and to put into action what I have deemed to be helpful ideas to put my passion into action. I just hope that I will be able to do see, to remember it in my class, and to help each individual to achieve success.
At first, when I read this, I got so excited because the first part explained in such a clear way the type of teacher that I would like to be. Then as I read the last part about love, it made me wonder. Is the love that I have for student learning, growth, and becoming based on them being what it is I imagine them to be without that drive for them to truly become. Or is it based on what they believe they can become, with a driven force that would allow them to progress? Sadly enough, I would have to say the first. I think that I have the passion for the students, but on an individual basis I lack the drive and motivation to help them achieve whatever it is that they choose to achieve. This is surprising to me. I think we all have good intentions, but few of us really choose to follow through with those intentions. So, solution... few came through the book, while I will have to find others along the way and through the experience of teaching. For now I will state 3 that I found where I could improve my personal self to really help the students individually.
First. Response to student needs. This part gave five ways in which a teacher could respond to the students' needs. They are affirmation, contribution, power, purpose,and challenge. I like what they said is that these responses are outcroppings of the students' needs and not just for curriculum and instruction, but "they breathe life into it." That is what I want. To breathe life into the students' questions and concerns and to help them see beyond the normality of life.
Second. Make room for all kinds of learners. This will help me to keep my mind and eyes open for ideas on teaching and helping individuals grow. My classroom has to resemble my passion. It should provide a learning environment where the students know that they can achieve and that I believe in their personal achievement.
Third. Enhancing classroom operation. I think that this will play a huge role in individual success. This would include using their time wisely and not doing things that in the end don't matter.
SO, now it is up to me to move forward and to put into action what I have deemed to be helpful ideas to put my passion into action. I just hope that I will be able to do see, to remember it in my class, and to help each individual to achieve success.
Pre-Assessment
I really enjoyed looking at the different ideas for pre-assessment because it went beyond the early stages of learning and it gave more ideas for the older students. Which I think would be useful to have so that way I will be able to see what they should be comfortable with knowing also, to see if there are any differences with interests from the early stages to the later. The thing that I thought about while reviewing the assessments is how I hope that they answer truthfully rather than answering what it is that they think I want to hear. Last year when I was in field I administered one of the early assessments to see if the student enjoyed reading. Since I was sitting next to her and reading the questions with her, I noticed that her responses changed from what I noticed about her to match what she wanted me to think of her. Although that provided me with helpful information about her, I still didn't know if she truly liked reading or if she was just trying to please me. I would have to say both, but it almost defeated the purpose of the assessment. I want students to feel that they can like and dislike things that I might not like or dislike. By the students feeling comfortable in my class I hope to understand who they are as individuals and help them to become who they dream of becoming. So, those assessments helped me in multiple ways by letting me think about what assessment would give me the most information to help them and to have my classroom a place where they can feel free to be themselves.
Chapter 1 and 2
Reading through these chapters helped me to understand differentiation as a complete whole and what it has to do with my future classroom. First off, it talked about common sense and how it plays a huge role in the classroom and adapting the classroom to meet individual needs. Sometimes, however, I feel that I don't have to greatest common sense in the world. I become so focused on the what that I forget the means of achieving the what. This prevents me from seeing other ways to help the students. So, that has become a new goal for me for this semester- having common sense. Secondly, was the statement I found in chapter 1, "What we bring to school as learners matters in how we learn." This got me to think a lot about the students and what they are bringing to the classroom. I need to meet them at their personal levels and then bring them up to where they can achieve their personal greatness.
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