The best moments and there were so very many...my most favorite was Gabriel. He doesn't speak any English and never talks in class. I went in there and talked to him just like any of the other kids. The other students would say to me,"he doesn't speak English." I just love him and he knew it. The first week I was there I was working with him on a alphabet bingo. He held up a card and said "igloo" I about cried and said, yes igloo, where does it go. He proceeded to place the picture of the igloo on the letter I. He did all 12 alphabet cards and said all of the words to me in English. It was a moment I will never forget. The teacher couldn't believe it either...such a triumph!
Not too many worse moments, thank heavens. We have a little girl that gets very angry and shouts out at the teacher. She hasn't acted out for me yet, but I'm a bit nervous for the day that she maybe will. I am hopeful that I can let her feel loved by me to not need to act out. It is so hard seeing these children with issues. Breaks my heart, so that is one bad situation that makes me nervous.
Monday, November 29, 2010
My "What if" blog...since I have not blogged all of field! So sorry, I'm not usually such a slacker.
Since I am responding to this after field I have a lot to share, but will keep it brief. I was in Kindergarten for field and holy cow, the need for differentiation is great! We had many ESL students that didn't know much at all, then we had the students that could read. So hard on that teacher. She is having a hard time balancing out the two. I can't wait to implement some centers and reading groups to help out the more advanced students when I am the student teacher. I have so many ideas, I just can't wait.
There is an aid in the classroom during part of the day. When she is there, I will bring the readers back and get them reading while the other students are still working on the alphabet. They need a challenge and I am ready to give it to them!
Since I am responding to this after field I have a lot to share, but will keep it brief. I was in Kindergarten for field and holy cow, the need for differentiation is great! We had many ESL students that didn't know much at all, then we had the students that could read. So hard on that teacher. She is having a hard time balancing out the two. I can't wait to implement some centers and reading groups to help out the more advanced students when I am the student teacher. I have so many ideas, I just can't wait.
There is an aid in the classroom during part of the day. When she is there, I will bring the readers back and get them reading while the other students are still working on the alphabet. They need a challenge and I am ready to give it to them!
Monday, November 1, 2010
November 1, 2010
Which of one of the "differentiate-able" strategies shared in class this past week will you be most likely to try out, not including the one you presented? What about this strategy appeals to you? What do you understand about differentiating it rather than applying it in a general way?
I will definitely use the think-tac-toe. I like how it is used for students readiness, interest and learning profile. Students like to have a choice and being able to play tic tac toe with the activities would be appealing to the students. By using it with literature with the character, setting and theme choices, students will explore many choices about the certain book. This will help their understanding.
It is differentiated because you can put things at different levels and the students get to choose. You have the control of how many from each category they choose, but you as the teacher can write the activities to accomodate the students and which levels they are on. It is a fun way to learn for students and covers a lot of areas. I love it!
I will definitely use the think-tac-toe. I like how it is used for students readiness, interest and learning profile. Students like to have a choice and being able to play tic tac toe with the activities would be appealing to the students. By using it with literature with the character, setting and theme choices, students will explore many choices about the certain book. This will help their understanding.
It is differentiated because you can put things at different levels and the students get to choose. You have the control of how many from each category they choose, but you as the teacher can write the activities to accomodate the students and which levels they are on. It is a fun way to learn for students and covers a lot of areas. I love it!
Sunday, October 17, 2010
Blog #6
Please find someone's blog in the other class (not your class, the other one) and read their blog about the hero unit. In YOUR blog, tell me whose blog you are discussing, and then tell me what you learned or confirmed about differentiation from reading that idea for the hero unit. Don't critique the idea; just tell me what you learned or confirmed about differentiation.
I am discussing LaChelle Lewis' blog. She talked about the body biography assignment and differentiation was definitely a part of this concept. The students made a poster in the end of the unit and that allows freedom to be creative on each student's part. They can show what they learned in different ways and the teacher would be able to assess the student's learning and understanding of the unit when it is ended this way.
By placing them in groups too, the teacher can place the students in groups that will best benefit them as well as help them. When they present the posters, the teacher will be able to see how the groups worked together and each individual's understanding of the hero unit.
This was a great example of differentiation and I think it would work really well with the Hero Unit!
I am discussing LaChelle Lewis' blog. She talked about the body biography assignment and differentiation was definitely a part of this concept. The students made a poster in the end of the unit and that allows freedom to be creative on each student's part. They can show what they learned in different ways and the teacher would be able to assess the student's learning and understanding of the unit when it is ended this way.
By placing them in groups too, the teacher can place the students in groups that will best benefit them as well as help them. When they present the posters, the teacher will be able to see how the groups worked together and each individual's understanding of the hero unit.
This was a great example of differentiation and I think it would work really well with the Hero Unit!
Monday, October 11, 2010
Hero Blog
I love the brown bag seminar idea for teaching about hero's. Everyone loves a surprise so if the students are asked to bring things representing their hero, in a bag...the suspense for the other children will be great. The anticipation of what is going to be in the bag, who their hero is, is a very engaging activity. It gets me excited just writing about it.
Hero's come in all shapes and sizes, whether it be a historical character, movie star, a parent or even an animal, children all have one. When they share it using the brown bag seminar, it becomes personal to them and memorable. The other students waiting and watching to see who the hero is by the things pulled out of the bag is exciting. This type of instruction can provide many literacy options, students can go write about who the hero of the day is. It can also provide class discussions that will benefit learners of all types.
I will be student teaching Kindergarten so the idea of the students bringing a bag with surprises in it is right up my ally! So excited!!!
Hero's come in all shapes and sizes, whether it be a historical character, movie star, a parent or even an animal, children all have one. When they share it using the brown bag seminar, it becomes personal to them and memorable. The other students waiting and watching to see who the hero is by the things pulled out of the bag is exciting. This type of instruction can provide many literacy options, students can go write about who the hero of the day is. It can also provide class discussions that will benefit learners of all types.
I will be student teaching Kindergarten so the idea of the students bringing a bag with surprises in it is right up my ally! So excited!!!
Thursday, September 30, 2010
Part A (everyone address this, individually; do not work on this with anyone): Read through the 12 Hallmarks (or principles) of Differentiation (again). Choose any 2 of them you wish, and for those two, do the following:
- Re-state the # of the hallmark from your "golden ticket," and the bolded words of the hallmark.
- Create (make up) and describe a brief scenario of good instruction that does NOT specifically "adhere" to this hallmark.
Hallmark #4: Flexible use of time, space, and materials. A way to not use this hallmark would be that the teacher has one way, one set of materials for everyone in the class. The teacher does not have a variety of supplies or tasks. The class is working on a spelling test and has the whole class on the exact same spelling test so she doesn't have to manage more then one list. The students that are on a higher reading and spelling level will suffer because they are not being challenged.
A way to use this hallmark would be to have a variety of spelling activities that the students can access, such as word games and puzzles, that might challenge the students that are on different levels then the other students.
Hallmark #6 Individual growth is emphasized as central to classroom success.
A way not to use this hallmark would be to have every activity the same for every student. Not allowing the gifted students to accelerate, just keeping them back on the same level as the other students.
An example of a positive approach would be that Johnny is very bright and at the top of the class. As a teacher, have challenging math, reading and spelling for him to push him and make him feel successful. He can also help the other students if the teacher feels comfortable with it.
B-1: Consider a "fox-taming teacher" and describe yourself as you would like to be such.
I totally want to be a "fox-taming teacher"! A teacher that want to create ties with students, who wants to understand them and get to know them and a bit about their backgrounds. My daughter had a fifth grade teacher that came to her ballet. I saw her in the hall and said, who are you here watching, thinking it was a relative of hers. She said, I'm here to watch your daughter. She told me she was in the ballet tonight so me and my husband came to see her. I have never forgot that, nor will I and it still gives me goosebumps thinking about it. She took a personal interest in my daughter and to this day, my daughter considers her one of her favorite teachers.
I'm at a point in my life where I can be available to go to students events and make the time to get to know them. Whenever there is a personal connection in any thing in life, it is made better and that is the kind of teacher I want to be!
Monday, September 27, 2010
Blog # 3
Choose 2 (two) of the hallmarks of differentiation (from the golden ticket) to discuss on your blog. Be certain to choose ONE from hallmarks 1 - 6 and ONE from hallmarks 7 - 12. Explain what you now understand about differentiation because of these two hallmarks. Also explain how differentiation is different from just very, very good teaching where you might find elements of these hallmarks, but where there is no differentiation occurring.
5. Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.
I feel very strongly about this and can see where morning meetings really fit with this hallmark. When a sense of community is established, the students will feel like they have a place in the classroom and will feel like their opinions and ideas are valid and listened to. Each child is different and taking the time to get to know them during the morning meeting will help me know how to help them in their learning. I realize that it is impossible to do this for every lesson, every time, but the understanding of the individuality of each students will make me want to reach a bit and try to find a way to individualize things as I can.
If I just teach the way I think works and don't try to think outside of the box, some of the students will suffer. I need to try many different ways, instead of just sticking to just one. This way, my students will benefit and by me trying to teach them in ways they need, they will feel like they really have a good place in my classroom and they will love it!
9. Teacher's sights are high, just as students' sights are high.
I love the learn to work "smarter" as I work "harder" line. As a new teacher, I will be scrambling I'm sure to try to figure it all out. I'm glad we are learning so much about differentiated classrooms so I know (sort of) what I need to do. I need to set goals with myself and with my students. From day one, I need to love them and let them know that we are going to have fun, we are going to work hard, and we are going to learn so many new and wonderful things! I'm going to be excited and love them so that they will want to come to school everyday. They will know that they have to work hard because I am going to work hard teaching them. I want them to let me know what works and what doesn't. Woah...I'm super excited!
5. Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.
I feel very strongly about this and can see where morning meetings really fit with this hallmark. When a sense of community is established, the students will feel like they have a place in the classroom and will feel like their opinions and ideas are valid and listened to. Each child is different and taking the time to get to know them during the morning meeting will help me know how to help them in their learning. I realize that it is impossible to do this for every lesson, every time, but the understanding of the individuality of each students will make me want to reach a bit and try to find a way to individualize things as I can.
If I just teach the way I think works and don't try to think outside of the box, some of the students will suffer. I need to try many different ways, instead of just sticking to just one. This way, my students will benefit and by me trying to teach them in ways they need, they will feel like they really have a good place in my classroom and they will love it!
9. Teacher's sights are high, just as students' sights are high.
I love the learn to work "smarter" as I work "harder" line. As a new teacher, I will be scrambling I'm sure to try to figure it all out. I'm glad we are learning so much about differentiated classrooms so I know (sort of) what I need to do. I need to set goals with myself and with my students. From day one, I need to love them and let them know that we are going to have fun, we are going to work hard, and we are going to learn so many new and wonderful things! I'm going to be excited and love them so that they will want to come to school everyday. They will know that they have to work hard because I am going to work hard teaching them. I want them to let me know what works and what doesn't. Woah...I'm super excited!
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