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!