Blog #8

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.
My reason that it is hard to care is for the one who stares with blank eyes. This is hard for me as a teacher because I know what work I put into my lessons, the desire and excitement I have more my students, and I understand how important it is for them to learn. When they have no expression in their eyes and show no interest in what I am putting before them it makes me think why bother? what is the point? It makes me want to give up on them.

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 connect more with the London Metaphor. I strongly believe that, If we allow ourselves to fall in love with what we do, we will be reborn countless times, always in a form stronger and more fully human than the one that preceded it. Life is a classroom, and in order for me to become a better teacher I need to take every moment of it in and grow and become stronger from it and apply it to make me a better teacher. 




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.




My Dear Heather Feather,

As I read your concerns about being able to teach your students on an individual level it kind of made me laugh.Not in a mocking you way but in an are you kidding me way. In my opinion that is one thing that you will not struggle with at all. One of your MANY AMAZING talents is to get to know someone on a personal level. You will be able to get to know all of you students and know everything that they will need. You are going to be an amazing teacher!!





Mckenzie,

You said in your post you are concerned about student's in your class who may have a difficult personality. I know that will be a hard experience but you are the right person to have that student. You are so kind to everyone and always make everyone around you feel loved and included. Though it make a little time to when over the student I know you will do it. You are going to make a great teacher!

Blog #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?

I better understood the aim high subheading from re-reading figure 6.4. Setting up a detailed rubric like that and showing it to students helps to set the bar high for assignments and understanding. If we expect more from our students they will give us more. My ideas are similar to Mr. Johnson's because I will always have set expectations for each assignments that my students will have to aim high to achieve.

I better understood the Additional Strategies for Demanding and Supported Curriculum and Instruction subheading from re-reading figure 6.3. I think by have students consistently monitor their work through out the day and through out different projects it will help to minimize confusion on assignments as well as keep the students focused and engaged on what they are supposed to be doing. It helps them to become more self reliant.

I better understood the Use Tiered Approaches subheading from re-reading figure 6.1 and 6.2. Mr. Johnson provided good examples of tiering activities in away that effectively engages and encourages both groups. It is important to reach a wide range of students but have them completing the same activity. This makes them feel as equals.

Blog #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.

I have never had a conversation like this with a teacher; however, I have had one like this with my brother. He has a lot going on his life right now and for some reason he has never seen anything that he has done in his life as significant or worth it. He constantly compares himself to my husband (unfortunately). He says that he isn't smart enough to do anything and isn't capable of going to school. The reason that this bothers me so much is because he is the Head Core Man in the Navy, and has done so much in his life and has so much potential. He and I have similar discussions like Charlie and his teacher, and that is why it made me think of my brother. When I talk with my brother I tell him what I see in him, and tell him that he needs to find value in himself and what he is done, and know that he is capable of anything. Now relating this to my teaching....my brother has had an incredibly hard life due to choices he has made. As teachers we don't know the lives our students have lived before they come into our classroom, and we are only their to help them for a short time and then they move on to another teacher. The year that we do have them we need to set aside whatever they may think of themselves and try to build them up and teach them so they can have a real future and  have self worth and know that they are capable and though their work may be different from someone else, it is still amazing. I think that this is a big part of differentiation because it comes down to being the teacher that will give them what they need, and sometimes it is positive reinforcement and a push in the right direction. 

5.1)  On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.”  I felt this from Carol when she was my teacher.  It was a powerful experience that really did change me as a teacher.  Is there a teacher in your past who seemed to have this “contract” with you?  Please tell about it.

I had this type of "contract" with my 6th grade teacher. She believed in me know matter what. One instance that I often reflect on, was one day she noticed I was not being myself and she asked if I would like to talk privately wither her. I told her that I would. When we were talking I explained to her I did not feel like I was fitting in with my friends for various reasons. And something she said to me has always stuck with me. She told me that there will be times through out my entire life when I don't feel like I fit in, or someone doesn't like me. The only important thing was that I was always kind to whoever it was and I that I was always myself. I have tried to live by the advice she gave me when I was only eleven years old. My teacher didn't have to take time out of her lunch hour to talk with me, but she saw that I was in need and unyieldingly cared about me, so she did. I hope to be that in tune to my own students needs and develop that "contract" with them. 

Blog #5

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).


Pg 19
"In fact, because students do differ-so greatly, the premise of differentiation is that while students have the same basic needs, those needs will manifest themselves in different ways, depending on the students gender, culture, general life experiences, talents, interests, learning preferences, affective development, cognitive development, & support systems. Thus, the philosophy of differentiation suggests the same classroom often affects different learners in different ways.




This quote from Carol's book really spoke to me because of our multi-cultural understanding course we took last semester. It made me reflect on how many differences I may have in my classroom. Some teachers may look at is as a struggle to differentiate and know the different needs of their students. However, this is not the case for me. I look at the differences of my students as opportunities to learn something new and different from me. I look at it as my own learning experience. I also appreciate the phrase "those needs will manifest themselves in different ways" This spoke to me because I hope to provide a classroom that will allow my students to"blend out". Meaning that their differences will be present and they can discover who they are and know what they need.


Pg. 33 

"The nature of schools is such that teachers must continually address critical problems, serving largely as an expert "team of one". Wise teachers expand their team in a variety of ways--forming partnerships with their students, establishing relationships with like-minded peers who serve as "critical friends," drawing on the expertise of specialists in the building, and actively pursuing advanced professional knowledge through universities, books, and high-quality staff development.

This really spoke to me because I am a firm believer in the importance of team work and collaborative thinking.  I know that my idea may be a good one, but someone might have a better one. It is important to work well with the team in your school and the other members of the faculty as well as keep in touch with contacts you make through out your life because you never know when you will need to collaborate with them to help one of your students. 

Blog #4

The previous blog (#3) was a fairly difficult question, so this one will be quick and easy. Well, at least easy. AND, you get a choice! Choose ONE of the following items to answer and discuss in your blog entry #4:

Choice A) One of you found a "controversial" section of one of the readings for Blog #2. Read the 2nd paragraph on page 25 of The First Six Weeks of School and tell me what you think about that. Does it seem congruent with a "friendly" classroom, and a child-centered environment? Why or why not?

OR...

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 LOVED LOVED LOVED, did I mention LOVED Sylvia's presentation. It is so hard for me to choose one thing that she said that "struck a chord" in me, simply because there were so many it would sound more like a symphony rather than a single chord. But because I have to choose....The thing that stood out most of all was her story at the end about the special feeling that was in her classroom the last day of school. It is because of that feeling she described I chose to become a teacher. I hope to create an environment in my own classroom like she described. I want my students to cry when they have to miss school because we make it so much fun. Hearing her describe how much her students loved morning meeting sold me on it even more. I know that the type of community you create in the classroom makes or breaks the year. 

Blog #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. 


Not to suck up or anything, but Dr. Peterson you really are the best professor I have ever had. That reason being is because you understand that  their are traits you must recognize to ensure learning. Those are the traits explained in Fulfilling the Promise, readiness, interest, learning profile, and affect. I recognized this as I listen to you in class as well as, when I read through the assignment descriptions in the syllabus. Especially when I heard/read that you give us a choice for our final project. I believe that allowing us to choose our final project is the product of differentiated instruction. You understand as a teacher that we have to be interested in what we are working on to understand the material at the level you expect. You know that because we are interested in something, we will work hard and really learn the material rather than begrudgingly finishing assignment simply for the grades. 

Blog #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.

I really enjoyed the article Bell to Bell Teaching, by Kathleen Stumpf Jongsma. Kathleen believes that every moment of the school day is valuable and can be used to encourage learning. She believes in using activities that help students to think on their feet as well as solidify information the students have learned in class. All of the activities she suggested can be used during morning meetings and closing time. The article is a great reference sheet to use when planning my own morning meetings.

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 original 3 student traits or characteristics teachers can respond to are readiness, interest, and learning profile. Later Tomlinson added the Affect.. The original 3 curricular elements teachers can adjust are content, product, and process. Tomlinson later added learning environment. I believe that she added learning environment because they are key factors of differentiation. Students respond differently to aspects of a classroom and it is important to provide your students with a place that they all feel comfortable learning. I believe that she added affect to remind teachers to be aware each student feels differently about each subject and that when students are excited about what they are learning they are more likely to be engaged in the lesson.

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 believe that establishing a friendly classroom is just as important of prerequisite for children's academic achievement as establishing a predictable, and orderly classroom. Being organized and being predictable are important; however, in order for the behavior of the students to be predictable and organized you need to have the students participate in activities that build trust between peer to peer as well as between student to teacher.  If students have developed a relationship with one another as well as with the teacher they will want to make the classroom a nice place and will follow the expectations, schedules the teacher has put in place.