Differentiation Part 1: pp. 1-14 & Morning Meeting

Differentiation Part 1: pp. 1-14

Hannah Banana!  Where to start... 

It is my understanding that differentiation in the classroom is a combination/compilation of an equitable environment and responsive teaching.  Responsive teaching is characterized by four facets that often overlap, intermix, and intermingle.  Those facets are: Who is taught, What is taught, Where it is taught, and How it is taught.  Although all four facets are critical to responsive teaching, Who is taught seems most pertinent to me.  The other three facets should fall into place if the Who aspect is appropriately and sincerely addressed.  If I can understand my students on an individual basis I will be able to accurately address What, Where, and How I teach them.  (i.e. I "will teach the whole class when that makes sense-and small groups when that makes better sense." p. 6)

In a differentiated classroom high standards are held.  Students are expected to achieve maximum results based specifically on their individual potential.  It is my aim to create a classroom that can be described as differentiated.  I know a critical element in doing so will be to take my lessons and extend them beyond grade-level curriculum.  I will create opportunities for my students to extend their learning by focusing on their individual knowledge, learning levels, and needs.  All students are individuals and should be treated as such.  It is my hope that students understand they are competing against themselves.  Their goal should be to reach their "personal best."  (p. 8)

NOTE: I know you said not to quote, but there are so many awesome statements that I totally love and agree with. I can't help but quote a little.  Hope you don't mind too much....)

I want to instruct my students in their Zone of Proximal Development.  If I am faithful in doing so I will have no choice but to create a differentiated classroom.  By knowing Who my students are I will be able to teach them what they are ready to learn, on the level they are ready to learn it.  I will understand what they are interested in as well as what their talents may be.  I will make connections between various subjects, in turn I will successfully entice their interest in learning. 

I love the thought that "effort is the great equalizer." (p. 11)  All of my students will enter my classroom with innate talents.  They will leave my classroom knowing that effort not talent creates success.  In a differentiated classroom students in their learning.  I will do all that I can to validate their individuality.  I will help them to utilize what they bring to the table, and teach them how to gain what they lack.  Creating a classroom based on differentiation and responsive teaching will help my students to become confident and successful learners.  (This was a great chapter.  It reinforced my knowledge that a little bit of effort can go a long way.)

Morning Meeting

I am grateful for the readings that you posted concerning Morning Meetings.  Prior to the readings I have bits and pieces of knowledge as to what a MM was, but was lacking the big picture.  Going into the readings I had a neutral (dare I say slightly negative) opinion of MM. After gaining a more thorough understanding I am happy to say that I have altered my thoughts.  

The idea of a MM became more and more intriguing as I read the articles.  It is completely in line with so many of the thoughts and opinions I have pertaining to a differentiated and community oriented classroom.  Although a MM takes up critical time in the school day, it accomplishes much, and seems to aid in streamlining a classroom routine.  

MM are comprised of four basic components; Greeting, Sharing, Group Activity, and News and Announcements.  It is my understanding that the four components can be tweaked and altered to fit individual needs and situations.  I like the idea of strengthening classroom community.  I would like my students to become efficient self-regulators.  A huge aspect of self-regulating is respect towards oneself and others.  Student respect towards oneself and others is created and maintained by the presence of a strong classroom community.  Therefore, MM could be huge asset in my classroom.  

I want to know and like my students.  I want to enjoy spending my time with them and create a vested interest in their success.  MM will aid me in these endeavors.  In the first article pertaining to MM, the students as well as their teacher mentioned time and time again that the MM had helped to create a sense of validation and companionship amongst each other.  They felt like they belonged in their classroom community, they trusted one another, and were happy to spend time together.  

I loved when the focus teacher, of the first article, stated that MM encouraged her students to have a "can do" attitude.  When faced with difficult academic situations her  students felt empowered.  They felt as if it was "Okay," their thought was "we can do this."  I firmly believe that "we can do hard things!" (I think I have stated this at least once in every paper I have been assigned while enrolled in the education program.  Not to mention, I also vocalize this thought verbatim on a daily basis to my children, spouse, and friends!)  Students must accept the fact that they will be faced with hard things throughout their lives.  Hard things happen, but we can do hard things.  If we fail, we pick ourselves up and try again.  Just because something is hard doesn't mean we can't do it.  If a MM can help build my students confidence and encourage them to do hard things, I will be it's staunchest advocate.  

Although I specifically liked the first article, there were thoughts and ideas from each article that I found interesting and provoking.  I enjoyed the thought of helping students to set goals labeled as "Hopes and Dreams."  What a wonderful way to inspire a student to be their best.  I also loved the thought of using "Just Like Me" during the sharing portion of a MM.  It is human nature to relate to others.  "Just Like Me" allows students to feel validated while making critical connections to their peers in a timely and appropriate manner.  

Thanks for compiling to MM information.  It definitely helped to clarify the big picture for me. I still have a few questions pertaining to Greetings, and News and Announcements.  But, I am sure those will be answered in the near future.  Ta Ta for now!