Week 4: Impactful Quotes

1a. How is “living what [you] believe” (Fulfilling the Promise, page 26, middle of right-hand column) both difficult and easy for teachers?

Teachers have this awesome ability to think big. We all know we have the ability to change the world, but when it comes to really doing it, really stepping up and differentiating for all of our students and all of their needs our inadequacies sweep in and we realize that it's near impossible to meet every need of ever student. I think this is why it's both easy and difficult. We dream big, but sometimes can't act big enough. There aren't enough hours in the day or enough funds in the budget. I think the quote from the text, "when they do, however, [lose their sight of the vision of teaching] they understand that they have lost their compass, and they hunt for 'North' until they find their way again." This is the rejuvinating part of teaching, there is somthing about it that provides you with a determinaiton to start everyday new. To look at the new challenges of not only teaching but changing lives for the better and face those struggles head on.

1b. How can (might, should) differentiation affect “living what you believe”?

I believe that like anything, differentiation can only have an affect on any teacher's life if it's allowed to. I'd like to think that it has affected my view of teaching and my personal methodology as I teach. In leiu with that I don't believe that differentiation should affect teaching, but rather that teachers dedicated to student success drives teachers to make accomodations/differentiate to help their students attain their personal level of succes.

1c. From chapter 4, explain what Tomlinson mean when she suggests that a teacher, early and often, should say to students, “Let’s figure this out together. Let’s make this our class.”

To me this phrase means several things. The first part would help students realize that teachers aren't the ultimate source of information, but that the students and others are experts on various things and that the general and classroom body of knowledge can be added to. The second part would imply a classroom community which is comprised of a lot of personalites, backgrounds and expertise. Together I think Tomlinson means that together as a teacher-student(s) team that they can attain the solution to the problem, issue or question together. This reminds me of when Sylvia Allan was in class and talked about vegetables solving 80 or 90% of her management problems. That only works if there is a system of trust an safety within the classroom. The same trust and safety that allows both teacher and students to make mistakes.

Week 3: Sylvia Allen

When I was told Mrs. Allan was coming I was excited, but I had no idea all of the beneficial material she would be sharing with us. I found myself being drawn into her presentation with ease and thought that the things she shared were very real life and applicable and possible to do in our classrooms. As she shared various stories about her students and the positive community this created it became clear to me that not only are morning meetings positive tools in our classroom to teach academics but it also provides and creates an emotional community that can't be created through typical teaching. My goal as a teacher is to create an environment where true learning (not only academic) can be fostered and experienced by all.

Week 2

"The truth is, we will never really do all each child needs us to do... The point is not to entertain guilt. The point is to relentlessly seize the remarkable opportunity of a teacher to shape lives – to do the best we can to ensure that we are better at reaching children today than yesterday, better at it this year than last.”

When I initially read this was was very disheartened and hoped for a retraction statement, however it didn't come. I was pleased to see the explanation behind it. As I think about the responsibility of a teacher I think of all that goes into a teacher's typical day: lesson plans, management implementations, reward systems, special needs, etc. It's because of these things and really so much more (the above and beyond things we do: spend time before/after school helping students, being a listening ear/confidant/safe haven, caring about their successes and assisting when possible during failures). It's these things that help to shape student's lives.

I strongly believe that providing students with content is huge! But if we as teachers can't providing them with additional love and support than I think in reality we've failed. I've often heard/seen the phrase, "to teach is to touch hearts forever." My job as a teacher will be to teach content, but my goal as a teacher will be to make a positive lasting impression on my students.

Week 1: Establishing Ties

"teachers who are willing to establish ties with students discover new depths of truth each day...” - Tomlinson

As I thought about this I have come to the conclusion that as we really get to know our students; not just their ZPD, classroom habits, and favorite recess game but as we know them more deeply (while still staying within our appropriate boundaries) we'll be able to better know our students. The truths we'll come to know will aid us in teaching to the needs of our class as a whole but also the individual needs of each student.

In my future classrooms I anticipate being able to develop relationships with my students both educationally and as a friend/confident (as needed). As this relationship will need to be developed and fostered on an inividual basis I'm not sure how I'll execute this ideal.