Fulfilling the Promise, p 120-162

This chunk of the book is full of great resources.  Of course I won't have time, nor would you want to read what I think concerning each and every one, so I will choose some of the aspects that I found interesting or useful and share those instead.  

On page 136 it discusses the idea of tiering.  It describes exactly what it is.  I like the idea of tiering it is going to be of huge importance as I implement differentiation into my classroom. I know for field and student teaching I am assigned to come up with specific lesson plans that implement differentiation.  One of the most productive ways of doing this is through tiering student learning.  Along with page the basic description of tiering pages, 138-140 give a few examples of tiered lessons.  

On page 141 it talked about complex instruction.  This is a second way of implementing differentiation into the classroom learning environment. The focus of complex instruction is to focus on the focus on and utilize the skills of individual students.  It allows them to work in group setting where their specific skills are not only utilized, but also needed.  Of course I also enjoyed the examples of complex instruction that were given in the following pages.  

It is always nice to have extra resources available in my toolbox.  I really like the fact that these "extras" are directly related to differentiation.  It is kinda neat too, because the textbook for our English as a 2nd Language class repeats some of the ideas that were given in the back of the Fulfilling the Promise text.  Good stuff!

Fulfilling the Promise, 7

Chapter 7

This closing chapter sums up the book by stating that "teachers accept responsibility for students about whom they genuinely care."  This is something that I have always believed, but that brings up the question of how do I develop genuine caring for all of my students? 

In previous posts I have mentioned that since becoming a mother I have an innate interest and love in all children.  But, over the last week I have struggled with the notion of "genuine care." Is my innate love for children and the potential I see within them enough.   Will they know that I genuinely care?  How do I develop true, sincere, caring and interest for each of my students year after year?  But, then the Epiphany hit.  

We serve those we love and we love those we serve.

As a teacher, day after day, I will be serving my students.  I will be working for them and with them.  By serving them, genuine caring will have no choice but to evolve.  Through my sincerity and service my students will learn that I care for them.  They will know that I hold myself responsible for their experience in my classroom.  

I fear that all teachers do not genuinely care for their students.  Thinking back to my last three field experiences I have been lucky to be paired with teachers who care for their students, not just in general, but on an individual basis.  I fear, that I have experienced the exception to the rule.  I have this deep sadness that all teachers do not genuinely care for their students.  That is such a scary thought.  How can students learn when they are in an environment where they are not seen as individuals that matter?  I wish that teachers who do not want to teach, who do not love to teach, who do not value these precious children they are entrusted with would quit the profession.  I hope with all my heart, that as I create my own classroom and work year after year with new students that I do not lose my focus or my drive.  I owe the children in my classroom my full attention and devotion.  If I begin to falter, I must immediately realign myself. My decisions and actions in the classroom greatly affect others.  This is something I will have to keep foremost in my thoughts as I go to work every day.  

This chapter forced home the knowledge that teaching effectively is hard.  Then again, everything in life I have encountered that is worthwhile tends to be hard in one way or another. Life when worthwhile, is all too often hard.  I am not jaded, I know what I am getting myself into.  I know I will have moments of frustration, anger, fear, and sadness.  I know I will come home many days exhausted, and wonder why I take time away from my children to spend hours with others.  I also know, that somehow whether I like it or not I am drawn into this profession, this so called life choice.  This is not a path that I originally chose to take, rather it is a path that over the last few years has chosen me.  Sometimes, I falter and wish that I were heading towards a different career, but then the drive and pull returns and I realize that for some reason I am meant to teach.  I feel strongly that I am doing the right thing at the right time, and others will be greatly affected by my choices.  I must make sure that they are affected in a positive manner.  

Okay I totally just got shivers.  (I have been writing this post, while I have been reading the chapter.  I read and respond, read and respond.)  I just continued reading on page 92.  Let me quote "He came upon making bread not as a job but as a calling."  That is what I feel.  That is what I was writing about in the prior paragraph. This just reinforces the fact that I am doing what I was meant to do at this point in my life.  

Back to the topic...

I liked this chapter.  I liked this whole book.  I had no idea that this differentiation class, this text, would help me to think through my choice to become a teacher.  I have been inspired to think about my future students and my future classroom.  At last I have been able to meld the functional skills I have been learning with the thoughts and ideas I have floating around in my head.  I have no idea why this class/text has inspired me to think, but it has.  I haven't always enjoyed taking the time to blog my responses, but I am so extremely grateful that I have.  At last, I feel I have come to my own true philosophy of education.  My passion has developed and matured. I not only understand why I am going to teach, but I know how I want to do it. Through the contemplation of differentiation I have become dedicated to the art of teaching.  I have so much to learn, it seems overwhelming, but I will do it one task at a time.  I am going to be a teacher and in turn I will become an eternal student.  I can make a difference in this world. 

Teaching is going to be so hard in so many ways, but it will be okay.  Because, as I will tell my students on a daily basis, struggle is good and we can do hard things!

Fulfilling The Promise, 5 & 6

Chapter 5

Chapter 5 begins by stressing the point that the main goal of a teacher is to teach, more specifically to teach individual students.  Teachers are enlisted to "ensure that students develop the knowledge, understanding, and skill necessary to be fulfilled and productive members of society."  The catch being that in order to successfully teach a curriculum, a teacher must teach "human beings" as well.  A teacher must teach to a class as a whole, yet pay heed to make sure challenge is individual.  

There are five main characteristics of effective curriculum and instruction.  They are that the work is important, focused, engaging, demanding, and scaffolded.  They go hand in hand with a students need for affirmation, contribution, power, purpose, and challenge.  

I love the notion that it is a teachers job to study the curriculum and narrow down what is critical for his or her students to know.  It allows the teacher to implement differentiation by choosing what aspects of various topics are best suited to the needs of the individual students.  

Through the past few semesters I have been told time and again that "Know, Understand, and Do" are critical aspects of a lesson plan.  Chapter 5 stated that "In a focused curriculum, teachers specify precisely what students should know, understand, and be able to do as a the result of a unit of study.  This becomes the rudder to steer each segment of teaching and learning that follows."  I love this.  It is completely in line with the learning I have encountered in the past year.  I believe that the teacher as well as the student must know where they are headed, understand the intended path to get there, and be capable of successfully reaching that destination.  

When I was first married I learned a valuable lesson...

"You can never expect your husband to buy you flowers, unless you have specifically told him to buy you flowers."

This lesson is completely applicable to so many aspects of life, including the classroom.  I cannot expect my students to learn, if I have not told them what they will be learning, how they will be learning it, and further explained the reason behind learning it in the first place. Students are not just children, they are people, and individuals, and as such they deserve innate respect. 

The remainder of chapter 5 focuses on: Curriculum and Instruction That Are Engaging, Curriculum and Instruction That Are Demanding, Curriculum and Instruction That Are Scaffolded, and Curriculum and Instruction in the Face of Student Diversity.   

It would create a long and lengthy post if I were to touch on all of these remaining topics, so I will try and wrap it up in an efficient manner.  

Curriculum and Instruction are powerful tools.  When utilized in an appropriate manner and engaging situation "teacher and students are poised on the brink of great possibility." Furthermore, "expect great things of the learner" and great things are bound to occur!

Chapter 6

Chapter 6 continues where chapter 5 left off.  It is broken down into two different sections.  The first section is "Strategies for Important, Focused, Engaging Curriculum and Instruction."  And, the second section is "Strategies for Demanding and Supported Curriculum and Instruction." Both sections start with an example and then move on to provide additional ideas and strategies.  Some of the ideas and strategies that jumped out at me were: "Share Your Experiences and Invite Students to Do the Same, Take a No Excuses Stance, and Help Students Realize That Success is the Result of Effort."

I like the idea of sharing my experiences and inviting students to do the same.  In a differentiated classroom it is important to know one another.  When you care about others and they care about you, sharing yourself with them is natural tendency.  I want my students to respect me as an adult, but also view me as an individual.  I want them to trust me and I believe that one way to build trust is through personal disclosure.  Granted, I know that first and foremost I am the teacher, my role is not to become best friends with my students.  That would be inappropriate and in many ways disrespectful, rather I would like to become their mentor and guide.  I would like my students to view me as human. In some scenarios it may be beneficial for my students to know that I also have likes and dislikes, and strengths and weaknesses.  If I am prudent in sharing these they can become a powerful tool in my teaching arsenal.  

Taking a No Excuses Stance is something I feel strongly about.  (Keeping in mind that on occasion life does provide a valid excuse or two.)  As I have mentioned before I want my students to know that "they can do hard things!"  "No excuses" lines up perfectly with that belief.  I will help my students learn to do hard things.  Life is full of hard things, whether we like it or not, we are bound to encounter hard things, hard times, and hard situations.  In order to be a successful individual in a school setting, and otherwise, my students will need to look hard things straight in the eye, and yet stay true to their path.  It is okay to be nervous, or scared, it is okay to taste the fear of failure, but it is not okay to make excuses or side step an assignment or situation because it makes us uncomfortable, or requires hard work.  "A great classroom conveys to all students, This is hard, but you can do hard things, and I am not willing to let you settle for less."  It is so important that young individuals build self-confidence.  Self-confidence provides students with the ability to envision their future.  They must learn to do hard things or else they are severely limiting their ability to grow.  

Anything worth doing, is worth doing well; and when you do something well, more often than not it takes effort. Success is the result of effort. Students must realize that "persistent effort is [directly] linked to success."  Many adults I know have yet to master this concept, how beneficial it may have been for them to have been taught this at a young age.   Students must be challenged, and their goals must be set "slightly above their reach."  This way when they accomplish their goal they will be led to the reality and realization that success often takes effort!

Now that my children are fighting over the lone Mr. Potato Head I had better put my homework aside and move from the role of student to mother.  See you in class!