Fulfilling the Promise, Chapters 3 & 4

Although I enjoyed both chapters assigned this week, my favorite would have to be chapter 3.  I liked how it delved into a starting point for differentiation.  There are so many excuses that I, as a teacher, can make in regards to differentiation in the classroom. "There are too many students.  The time is too short.  There is only one level of textbook in the class, only one set of standards for all.  The room is too small.  materials are lacking.  Kids don't come to us knowing how to be independent learners.  We were not trained or hired to be social workers or psychologists.  We don't know how to think about cultures different from our own.  We are already consumed by the job."  But, the reality is "sometimes we shove past those reservations and make ties with our students."  I will make ties with my students because, when it comes down to it, I truly care.  

(Time for a chapter 3 inspired tangent...)

Since I became a mother I have grown to love all children in a way that I hadn't known possible. For some reason my perceptions of children have altered.  I sincerely care about each child I encounter.  They are fragile individuals just waiting to be shaped.  They just want to be accepted and loved, to be encouraged and cared for.  They want nothing more than to learn and grow and please those around them.  They put such faith in those they encounter, it would be unthinkable to abuse their trust. Even the troubled, difficult, or hard edged child has an innate need for acceptance.  Children hold so much potential, how can I not make a true effort to connect with them?  I have to treat them as individuals, because I see them as individuals. Whether it is proper or improper, good or bad practice I will love my students, I can't help it. I want nothing more than the best for them.  I want them to become happy, confident and independent individuals.   In my classroom I vow be true to myself.  In doing so I will be honest with my students and do everything in my power to aid them in achieving success.  

(Back to the task at hand...)

The chapter discussed five main elements that a teacher must touch on when responding in an honest and sincere manner with her students.  They are invitation, opportunity, investment, persistence, and reflection.  For the sake of not writing a novel I will focus on the response of persistence.  

Persistence is something that strikes a chord within my heart.  I believe it to be the key to success not just in the classroom, but in life.  A persistent teacher understands that there are no excuses for a students lack of success.  Every student can succeed if presented with an individually appropriate scenario.  "When a student is missing the mark, the persistent teacher does not assume the student cannot learn, but rather assumes the student is not learning in the way he or she is currently being taught."  I love this statement!  Teachers must take accountability.  Our jobs take effort, if we don't put in the effort and persistence results will not be achieved and we will have failed our students.  (Note: This totally ties into not taking advantage of their trust.) My students will learn because "There [is] always a way that [will] work, if I just [keep] looking." I want to create a differentiated classroom.  I want my students to know that I do care for them and furthermore want the best for them.  It will be my goal to show them my persistence and enable their success.  "Failure is not an option," they can and will succeed.  We can all do hard things.

Chapter 4 focused on the rational practice side of responding to student needs.  I enjoyed this chapter and found it to be interesting, although felt slightly boggled at the pure amount of information it enveloped.  It focused on various facets of rational practice.  It began by talking about the classroom environment; specifically the physical and emotional environment of a classroom as they relate to differentiation.  

As the chapter discussed various examples of positive classroom environments, I began to see a parallel between a classroom and a home.  My classroom environment should celebrate my students in the same manner that my home environment celebrates my children.   In my home my children are treated as individuals, but understand their critical role in the family unit.  My students should also embrace their individuality and feel appreciated as the individuals that they are, yet they must feel and understand the important roles they play as members the class society.  

Two of the ways that the chapter suggests building a positive environment are by commending creativity and celebrating success.  I love the idea of embracing individual creativity and success.  In my home, as a family, we often acknowledge and celebrate creativity and success. (We are thrilled and celebrate when our eldest little women sounds out a new word in her beginner reading book, or when her baby sister "blows a kiss" for the first time.) In my classroom students will be encouraged to acknowledge and celebrate creativity and success. i will help them to understand and appreciate their various learning levels and will instructed them on the true definition of creativity and success and it's relativity to individual situations. I will model this behavior for them and aid them in developing caring and respectful relationships amongst themselves.  We will celebrate our individual and group achievements and creativity, which will in turn help us create a sense of interest and unity with one another.  

All five of the classroom elements; environment, communication, guidelines, routines, support and shared responsibility are critical to a differentiated classroom.  This chapter helped to reinforce my understanding of differentiation being critical in students academic success. Because I care about my students and want them to succeed, I will pay close attention to the various elements talked about in this chapter.  These elements will help me create a differentiated classroom and in turn help me to set the stage for high student achievement.