Chapter+4.+What+Really+Matters+in+Planning+for+Student+Success

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 * 1. This chapter proposes nine attitudes and skills that are likely reflected in the practice of teachers who help a broad range of learners succeed academically. Examine the nine one by one and discuss what role each of them plays in supporting student growth and success. (Look at how each indicator would affect specific “categories” of learners—for example: students for whom English is not a first language, students who have difficulty attending in class, students who need to move when they learn, students who are academically advanced, students who struggle cognitively, etc.)**

Discussion: This chapter represents what I know is the "perfect" teacher...meeting all kids needs both emotionally and academically...it is what we all should strive for. I think it was in chapter 3 that said that as teachers we want to see it in action so that we know what it looks like and sounds like..I think we all do components of this chapter well, but obviously with the changing student base, we're going to have to do even more, better than ever before........Sue Unruh

I am guilty to giving struggling learners less do do than other students....this is one of my modifications. Oops. Lori

I agree with Sue that we all do some or a lot of these components in this chapter, but all of us probably need more ..work on some of them. Julie

I do believe teachers have all 9 attitudes in mind or else they wouldn't last long in this profession. However, the difference I see lies in the Extent each teachers displays each ot these attitudes. Bonnie

//Make sure no student or group of students either dominate the class or recede from participation// is the one with which I struggle the most. It's really hard to stop someone who understands and is excited to share and turn to someone who is unsure of themself and uncomfortable sharing. I'd welcome anybody's suggestions! Dave


 * Quickly re-read the classroom scenarios in Chapter 4. Jot down general characteristics the scenario classrooms have in common. Discuss how they are like and different from classrooms in which differentiated or responsive teaching is** //not// **a priority for the teacher.**

Discussion: In a classroom where differentiated/responsive teaching is not a priority, the teacher does what is best for them, not the students..........Sue

I thought one of the characteristics of the differentiated classroom was the teacher persistence in working towards full student learning. Maybe one attempt did not work but the teacher would try another way. Also there was continual movement toward student acceptance of his/her key role in learning. It was not just the teacher hand feeding the student. It was also involvement on the part of the student to accept responsibility for learning. Gin

I ditto Gin's response. She saw what I saw in the scenarios. What I stuggled with in the scenarios were the expectations verses the grade level. I do not see how the expectations explained can work as well in the lower classes due to the fact they are not yet independent learners. I don't see them mature enough to be responsible for their own learning.

The idea behind differentiated teaching is awesome but to be frank, I found it all overwhelming. In reality I just don't see how all of this can take place with all the outcomes teachers are expected to teach. I found this chapter "fantasy like" because unless teachers see it being demonstated in a regular classroom, it will seem unobtainable in their classroom. The scenarios didn't even help me. I am such a visual learner that I need to see it in action. I also think it would be benefical if we had a team of experts that help implement what these authors are saying is possible. Unless teachers have regular guidance and coaching on how to implement the strategies listed, teachers will resort to what they know and feel comfortable with. I often hear teachers say, I wish someone could just show me what I need to do to help. I for one would like to visit a classroom that says they are doing "true" differentiated instruction maybe then it would make more real to me. When it talked about children not having the same book, or not having the same time frame to complete the work, or allowing children to say whether the work was too hard or too easy; was too mind boggling to absorb. I don't see teachers feeling like they will have a sense of control when 18-24 students are doing their own thing. Bonnie


 * 3. Chapter 4 poses three final questions. Do we have the will and skill to accept responsibility for the diverse individuals we teach? Do we have a vision of the power of high-quality learning to help young people build lives? Are we willing to do the work of building bridges of possibility between what we teach and the diverse individuals we teach? How would you answer those questions? Use the bullet points accompanying each question to help you elaborate on your answers.**

Discussion: I think that we all have the will and the skill, but not necessarily the time. Anyone who has been in an elementary classroom realizes that not one day is the same as the day before. There are so many things that pull our time during the course of a school day.....and yet, this chapter is what we should strive to have our classroom look and sound like if we are to truely do the best job that we can......Sue

I agree with Sue that we have the will when it comes to the diverse students in our classrooms. However, I don't think I have all the skills needed to properly educate the diversity of studetns that I find in my classroom. This is why it is important to find those teachers with the skill I lack and learn from them so that I too can better the lives of my students. This chapter allowed me to see what areas I need to work on to have a high quality learning environment. Amy

For me, the essence of expert teaching was quite an intimidating list. I agree that we have the will. Having the skills and the time and the ability is the challenge. Gin

I think that we all have the will and skill but maybe to differing degrees. I think one of the hardest things as a teacher to do is to always be at your best. There are outside issues that can alter your will on any given day. Also, time is always a challenge. It's hard to balance school and home and give them your best at all times.... julie

I think what Amy said about learning from one another is key. When we only have ourselves to critque and grow from; then growth is very minimal. Implementing "coaching teams" that can offer suggestions and ideas on how to meet the challenges of the students would be awesome to me. From 3rd grade on we are becoming a district that is departmentalized. We really don't have someone to bounce ideas off or to challenge our teaching methods. To grow and better our skills I feel this is an essential element. Teachers are learners but there has to be someone willing to teach them the new skills needed to implement all the ideas of differentiated instruction. Is the district going to have someone come in work with our teachers to answer questions and demonstrate this model? Just like the book stated, we all learn in differ ways, and learning only by reading this book is not according to my learning style. I need to see this in action to get a true feel for how it is done. Bonnie

I think the question that hit home to me the most was: Am I willing to do the work of building bridges of possibility between what I teach and the diverse learners I teach? I must say, that I REALLY need improvement in this area. I try to seek out students' strengths and work with their deficiencies, but I do not feel that I create enough learning options for varied needs. I rely on my para too much, or just modify modify modify. I also do not monitor individual goals as I now realize I should. Lori

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