Chapter+2.+What+Really+Matters+in+Teaching+(The+Students)

Previous Chapter Home Next Chapter

1. **How do the lives of Elisa, Jason, Yana, and Noah shape their school experiences? Use Figure 2.1 and the vignettes about these real students to develop your explanation.**

Discussion: This chapter just reminds me so much of what I have learned from Sue as an educator. You must develop a relationship with each student and make them feel valued as individuals if you ever want them to buy into what you are trying to teach them. It really works. When you get to know a student and his/her interests, it is so much easier to get them excited about learning! If you let the kid know that you believe in him/her...they start believing in themselves. -Lori

At the risk of showing my "soft underbelly" I have latched onto a quote posted on Bill Cowhers (Head coach of the Steelers) office door. It says this "In order for them to care what you know, they have to know that you care". Coincides with what you are doing in 5th grade. Steele

I have seen countless examples of how personal experiences affect classroom learning and attentativeness in the classroom. e.g. The student is having trouble focusing in class and then you learn of a divorce in the family. Showing students that you care can make such a difference but sometime they have a shell is pretty hard to crack. Gin

Since I come from the "touchy, feely" world of learning, this only confirms everything I believe about education. Getting to know the student and truly empathizing with the "baggage" they carry with them into the classroom is ESSENTIAL and Crucial. True learning can't happen until that takes place in my opinion. I think it could be a real eye opening experience for all of us, if we all visited each student's home and tried walking a mile in their shoes. Bonnie

I think it would be a HUGE eye opener to go and visit each student's home to get just a small peek of their life. We have so many children who are coming to us with this "baggage" that can not be ignored. Bonnie is right when she says learning can not happen until we get to know these children and the baggage that tags along with them. We can't have Grinch hearts:) We may be the only ones who pay attention to them, love them, and understand them that day. Amy

I know that as a student or a player on a sports team that I responded so much better if the teacher or coach accepted and valued me as an individual. You would be surprised at how much you can get from students if they feel safe and valued. There are more and more differences between students and I feel like it is our job to make them feel successful. Julie 2. **Think about several students in your school or class whose biology, degree of privilege, positioning for learning, and or preferences shape experiences with school. Describe some of the specific factors in their lives that you feel cause them to embrace school as it now exists or cause them to have difficulty with it.**

Discussion: One student I think of in particular admitted to struggling with depression. She was ready to try running for a district office position when feeling good but when the depression hit, just gave up the idea completely saying "It doesn't matter. I just don't care." We tried to give her some help but family issues got in the way and she still struggles. Hopefully this next year there can be some better answers for her. Gin

Since working with at-risk students is what I do for a living, I feel I see the gament. ( ADHD, Bi-polar, depression, Learning disabilities, poverty, divorce, low IQ, etc. just to name a few). I see all of these factors impacting their learning. I think the expectations and demands of our educational system nowadays, leaves very little tolerance and latitude for these students. Teachers have very little time in their day to visit and hear about the student's trials and tribulations outside the school day. With the demands placed upon teachers I see them having less and less time to devote to "getting to know the student" while I see the students coming in needing more and more nuturing and time from the teacher. This "paradox" is creating a wider and wider gap which is only going to make learning more challenging. Bonnie

For example, students that have parents who are in education seem to understand the need and are able and want to give it their all. In parent-teacher conferences I can tell why some students are having trouble or have a bad attitude because their parents have had bad experiences in school and didn't feel like they had any success in school so they don't value it. I feel that the "degree of privilege" is an important factor in school. Julie

3. **Based on your experience and ideas in this chapter, what arguments would you propose to support the idea that effective teaching responds to factors in students' lives. Explain and illustrate your thinking.**

Discussion:

To me this is only common sense. Once someone shows they care about you as a person then the "pleasing" mode kicks in. Showing you care can be accomplished by acknowleging one's efforts, asking about one's interests, and truly empathizing with one's comments. Once that is present, natural motivation takes place and the student will work hard to please. The difficult thing to remember is that you can't change the things you don't have control over. In the school there are many things we can't change, so we have to focus on the things we can. Bonnie

4. **This chapter suggests ten approaches to teaching or patterns of instruction that should be helping in developing a classroom that is more responsive to a broad range of learners.** > a. **Which of the patterns seems useful in your setting? To what sorts of students would they be useful in promoting success?** > Finding ways to get to know my students is very important. This past school year I tried to be much better at greeting my students outside the classroom door every morning. I think it made a difference when they saw me smiling and saying hello. I like the idea of using dialogue journals. This idea would be great for those children who are not as comfortable with face to face conversations. > I have found the small group teaching very useful. Small groups is vital if you are trying to teach to the different levels. Using this method allows me to help those who are really struggling or may just need a little refresher. I tend to use small groups in reading and math the most. It takes the kids a few weeks to understand what the classroom will be like during these times, but then everything runs pretty smoothly. > Teaching to the high end is another important pattern. This is one that I need the most help with. I don't want to assign extra work just to keep them busy. What do some of you do with these children that need the challenge? > Regularly using informal assessments was another useful strategy. I like the idea of using an index card for students to answer key questions about the lesson. It would be a quick way to know who mastered the concept and who did not. > Teaching in multiple ways, working alone or with peers, and the use of good rubrics were also good strategies to use. This chapter was very interesting and useful. > Amy > I also liked the "exit card for informal assessment" idea. It would be very easy to implement and very useful. I also appreciated the statement, "It's not necessary to implement all of these possibilities to begin being a more responsive teacher." Just taking a few steps at a tiome feels more workable. > Gin > > I thought all ten teaching patterns were great. I really liked the ideas of offering more than one way to express learning and also using INFORMAL assessments to monitor understanding, the most interesting. I think some teachers get hung up on grading every single assignment instead of gaining insight into the needs of the student. I also liked the rubic idea. > Bonnie > > I agree with Bonnie that all ten teaching patterns wre great. I think that incorporating small-group teaching into daily or weekly teaching routines is very important. The hardest thing about this is: keeping the rest of the group working and not just doing "busy work". This is where an aide is very helpful. Also, I liked the idea of offering more thatn one way to express learning. I use informal assessments alot, but Bonnie is right and getting hung up on grading every assignment. I know that I struggle a little in this area. Julie > > //Learn to teach to the high end.// This struck me since I've sometimes been told that I am trying to teach at too high a level and I assumed that differentiating instruction probably involve some "dumbing down". This pattern reverses my expectation, asking me to shoot high and "build up" the weaker students. > Dave > > > Discussion: > b. **Which of the patterns seem less likely to be effective in your setting? Why would they not benefit students?** > Discussion: > I did not feel that there was a pattern that would not be effective in my classroom. Maybe not every student would benefit from each one of the patterns, but all it takes is one child to have success for it to be beneficial. > Amy Not that it is any less helpful, but I felt that I may need the most help with the reading strategy suggestion. Gin

I ditto Amy's remarks. I am not in the classroom but I see students who could benefit from each of the patterns. Bonnie

I also, agree with Amy's remarks. Julie 5. **The chapter concludes with 7 questions. What might change in our teaching if we persistently planned and taught with these questions in the forefront of our thinking?**

Discussion: It would surely make us more effective teachers! Gin

Previous Chapter Home Next Chapter