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!

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. 

File of inventories/pre-assessments

Yikes!  I guess there is a reason I shouldn't leave homework until the last minute.  (Although, like it or not I often have to remind myself sometimes that is just the way life is.)  

I just tried to get onto  BlackBoard to read the inventories/pre-assessments and I had no problem pulling up the inventories, but I had an extreme problem pulling up the pre-assessments themselves.  The pre-assessments didn't come up at all.  I am not sure if it is a problem on my end or on BB.  

I did glance over the inventory and liked the ideas that I saw.  I am guessing that some would be more appropriate than others for the third grade class I will be ST in.  I did notice that towards the bottom of the list it mentioned the two surveys (from the text) that I just blogged about.  I liked those surveys and wouldn't hesitate to ask my students to fill out a slightly modified/shortened version of them.  I think it would be a quick and easy way for me to get to know/understand them and their learning styles on a deeper level.  As for the other pre-assessments I am not entirely sure as to what they are, so I will have to wait until I figure out a way to load them in order to share any further thoughts I might have.  

"Please Stay Tuned For The Next Exciting Installment of My Opinion on Pre-Assessments!"

Fulfilling The Promise, pp.100-103

The profile and interest surveys appear to be an upfront approach to discovering my students unique interests, talents, abilities, strengths and weaknesses.  This information would be extremely valuable to me as I create a differentiated classroom.  For me the key to differentiation is, and always will be, understanding my students.  I will learn about my students through observation and interaction, but I also look forward to learning about them through their own personal definitions of self.  These two surveys will allow me to view the world from my students perspective; they will also allow my students to contemplate who they are and become more familiar with the unique qualities that create their individuality.  

After rereading pp. 100-103, I cannot think of anything I would remove or add to either survey. (Granted, I am sure that during a class discussion somebody is going to mention something that they would add and I am going to think it is a genius idea and decide I should add it too.) I honestly liked the two surveys.  I was drawn to the format of the profile survey, and appreciated the questions asked in the interest survey.  I want to appreciate my students for who they are.  I look forward to understanding their various methods of learning.  I hope that I can appropriately embrace my students various learning styles and traits.  If done in the right way at the right time student surveys could prove to be an extremely valuable tool in creating a differentiated classroom.  

3 Hallmarks of a Differentiated Classroom

The first hallmark that matters most to me is...

• Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.

I inherently believe students must learn and successfully apply self-management.  The idea of shared responsibility is intrinsically shadowed with whispers of self-management.  Therefore, shared responsibility is easily one of the aspects of differentiation that matters most to me.  

The second hallmark that matters most to me is...

• Individual growth is emphasized as central to classroom success.

If the class is to be successful as a community all members within it must also be successful in their own individual right.  Students should be treated as individuals and judged accordingly.  A students competition should be their own potential.  A successful classroom is comprised of successful individuals.  

As for a third hallmark that matters most to me; I couldn't decide between these three...

• Qualitative rather than quantitative tasks.

• Respectful and engaging work for all students.

• A way up, and never a way out.

These are all crucial aspects of a differentiated classroom.  I hate busy work and feel it would be hypocritical to implement it in my teaching.  I want my students to learn it is what they do and how they do it, not how much they do that matters.  All students deserve to learn in an engaging manner.  Their work should not be to difficult nor should it be to easy.  It should apply to their individual ZPD and engage their personal interest, learning styles etc...

Learning should be a challenging, yet inspiring experience.  Equitable does not always mean fair, and fair does not always mean equitable.  That is okay.  Each child should have ample opportunity to grow in their learning environment. They deserve to be gently guided and instructed as their individual learning is scaffolded. 

Fulfilling the Promise, Chapters 1 & 2

Let me begin by saying that I am enjoying the reading for this class.  It is so refreshing to not only learn something but to enjoy the process!  

Chapter 1 began by discussing why we need to have differentiated classrooms.  It listed five main reasons.  

1. Aid learners who are behind.

2. Aid learners who are ahead.

3. Aid ESL learners.

4. Aid individual learners by addressing their unique learning preferences.

5. Aid "lost student" learners.

The author summarized the philosophy of differentiation by proposing that "what we bring to school as learners matters in how we learn."  I love this thought.  It sums up the reason for a differentiated classroom in such a precise and accurate manner.  

This chapter also focused on the Who and What of teaching. It reiterated time and time again that a differentiated teacher is a teacher that knows, responds, and plans for and to their students.  It explained that mismatched "experience and perspective between many teachers and their students may result in classrooms that are ill suited to the needs of larger groups of learners."  I appreciated the fact that Tomlinson included "bright" students among groups in need of differential treatment.  So often "bright" students are ignored.  I agree with the notion that all students should be "expected to progress at least a year's worth in an academic year."

Once again our reading focused on student traits that should be addressed and corresponding classroom elements that should be utilized in a differentiated classroom.  The four student traits are...readiness, interest, learning profile, and affect.  The four classroom elements are...content, process, product, and learning environment.  The student trait of content mentioned that teachers don't always need to vary what they are teaching but rather how students encounter the information.  That rang true for me.  I understand that often content may need to be tailered towards individual students, but appreciated the reminder that it isn't always what you teach but how you teach it that makes a difference for individual students.  

On page 6 of chapter one it linked student traits and classroom elements. I can't help but quote directly from the text. "In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect.  Teachers then use what they learn to modify content, process, product, and the learning environment..."  Yes, Yes, Yes!!!  This makes sense to me.

I could go on and on about the metaphors.  But in order to shorten this posting, let me just say that I loved the notion that school is to enable a child to become what they might be, by involving them in their own individual metamorphosis.  How cool is that.  Each child has the potential to transform themselves.  The end goal is important, but the knowledge that they can control and contribute to their transformation is equally important.  

Chapter 2 focused on students needs and the important role they play in a differentiated classroom.  It explained why and how a child needs certain basic needs met before they are capable of learning.  It focused on five critical needs that a student must have met in order to become a successful learner.  

1. Affirmation (Knowing they are worthy and worth it.)

2. Contribution (Knowing they are a necessary member of the class and their presence makes a difference.)

3. Power (Understanding how to successfully play their role in the classroom and receive the support they need.)

4. Purpose (Knowing that their are valid reasons to learn what is being taught.)

5. Challenge (Understanding that dreams can become reality and taking accountability for their success. We can do hard things!)

Of the five I was captured by the idea that students need to be challenged.  I think my new favorite quote is "We are invigorated by challenge, strengthened by working toward it, and ennobled by attaining it."   Invigorated, strengthened, ennobled.  How can I not help but to be inspired.  I cannot wait to challenge myself as well as my students! 

Towards the end of this chapter I was reminded that their is no harm in failing, the only harm is in not trying.  As a parent I have learned that as often as I succeed with my children I also fail.  What matters is not whether I fail, but whether I learn from my mistakes and consistently attempt to implement what I have learned.  Each new school day  and school year will provide me with opportunities to learn and grow.  Creating a differentiated classroom will not be a learning experience.  I have no illusion that it will be easy, but I am certain it will be worth it! 

 

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!