Blog #8

A: The reason for me that may make it hard to care is when there is a child who destroys the temper of the classroom. I expect all in the class to behave in such a way that will not inhibit their learning or others who are trying to learn. When that happens, it really flusters me. I am going to have to be prepared ahead of time to look at the situation with a positive perspective. The way I handle it will hopefully keep a positive learning tone. Any advice??

B: It’s very hard to say I connect more with one metaphor presented over the other. I really loved the concept that “We learn by beginning.” That follows right along with a poster I will put in my room that says, “The expert in anything was once a beginner.”

Since I have to for this assignment, I will choose London’s “Making Bread” metaphor. I, too feel that teaching is not a job, but it is my calling. It truly has become my inner path. Why else would I choose to overlook my business degree, and return to school for a second degree in elementary education? It’s because I truly feel that a teacher is what I am meant to be. I am very excited to allow myself to be “reshaped by what I do and to become one with it.” I also like that each loaf needs individual attention and you work with it “one loaf at a time.” For me, it will be one experience at a time, and even one student at a time. Each day is closer to the reality of having my own classroom. I can’t wait!

C: Response to Karen Epling (in your 9am cohort) Karen, I truly love how you are so focused on each individual student by creating an environment where they feel safe, valued, and capable of success. You are going to be such a positive, motivating force in every child's life you are a part of! You are already a teacher at heart!

Response to Whitney Buys: I agree with everything you chose to write about for this assignment. Such as: each person's opinion matters, it is okay to make mistakes, we celebrate each success, and the definition that "Fair is ensuring everyone gets what they need." It is inspiring to see your perspective and how much you care about your future students. They will be fortunate to have the opportunity to enjoy you as their teacher! Love ya!

Blog #7

Help Students Discover How Ideas and Skills are Useful in this World.

This felt very important to me because every child who has ever gone to school has thought, "When am I ever going to use what I am learning about right now." Students will be much more engaged, and consequently learn much more if they can see the value in it. I loved how Mr. Johnson created assignments where the students were to design and submit this design for construction of a ship’s hull to a fictitious company. This was a brilliant idea to let the students get a glimpse of how the real-world businesses make decisions. I will definitely use that idea in my classroom. I can see me using it in Math, or Science just like Mr. Johnson.

Use a Variety of Rubrics to Guide Quality

I want my students to always have clear understanding of every assignment so they will never have to guess what is expected. Using a variety of rubrics will make it easy to refer to while working on assignments. There are always students who don’t pay close attention or just forget details about what is required in assignments. I plan to go over the rubric at the beginning of a project, and then give a copy as needed to students or groups of students so they can easily know what is expected in order for them to succeed. Task specific rubrics and work habit rubrics both are important for me as a teacher to grade on readiness, and even how the student feels they are doing on an assignment.

Become Computer Savvy

I always say I know enough about computers to know I don’t know everything. But I also am not afraid to learn how to use the computer to make life easier. Using a Webquest would have been a fun extension after the students had researched the buoyancy in Mr. Johnson’s classroom. They could’ve seen other diagrams which would’ve enhanced their understanding as well.

There are endless resources on the internet, and with proper guidance and supervision, students can even shape their own inquiries. Computers are only going to become more and more a part of our everyday lives, and the more I can teach my students how to benefit from them, the better off they will be in their future learning. I don't want them to be weary, or afraid of technology. It is such a powerful tool to be harnessed.

Blog #6

4.2) Chapter 4 is all about teacher responses to student needs. Throughout the chapter there are multiple bolded subheadings (scenarios, specific strategies, and ideas for classroom routines). Choose three of them that you believe you can work on or that you would like to do in your own classroom, and explain why you chose them.

Shared Responsibility in the classroom:

I love that students will learn to be self-aware and make their own decisions when working on projects. Especially in 5th grade, the students will need to learn to take ownership of their assignments and complete them without me as a teacher still telling them exactly what to do when. Of course, this will take modeling by me, and the students will need to be scaffolded; however having the skill to be aware of what needs to be done, and figuring out how much to do at a time will be a skill they can use their entire lives.

Use Graphic Organizers to Help Structure and Extend Thinking:

I have found that graphic organizers are a great extension to aid in understanding so many concepts. They can help clarify ideas when planning essays, understanding ideas or vocabulary, etc. They can be used to help students as they read, study, take notes, plan assignments, and so much more. I am excited to use these in my classroom. They can really help those students who learn visually.

Use Participation Prompts:

Question cues: Letting students know ahead of time what they will need to share with the class helps the student have some time to think through their answer before answering. I always like to formulate my questions/comments before participating in a classroom discussion.

Think Alouds are also helpful prompts in that the student can orally share their though process as they previously solved this problem and have now been asked to share their idea with the class. Watching a peer answer a problem on the board by explaining their thought process might really help someone in the class who is struggling.

Think-Pair-Share is also a great prompt where you share your ideas with a partner and then take both ideas and participate in a whole class discussion. When students have already had a chance to hear some ideas, they can continue forward confidently in the class discussions.

5.1) On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.” I felt this from Carol when she was my teacher. It was a powerful experience that really did change me as a teacher. Is there a teacher in your past who seemed to have this “contract” with you? Please tell about it.

It was in fourth grade where my teacher, Mr. W. helped me believe in my capabilities as a student and even as a person. I was very aware that I was the only girl in my class who wore glasses and only my true friends never teased me about it. There was one conversation I specifically remember having with my teacher when he gave me a note to take home and have my parents sign permission for me to go to the Alpine School District Office to take some kind of test. Only one other boy came with us and we rode with two teachers in his car. I remember asking why I was chosen over everyone else in the grade. He said something to the effect of, "You have done excellent on your assignments and I know you will represent our school well." Since that time, I was always willing to do my best in anything I set my mind to accomplish. As soon as you know someone else believes in you, it increases your own beliefs about your capabilities exponentially! I want to increase in each child their own belief in their abilities and future success. If they are willing to work hard, they can achieve greatness in all they do!

Bog #5 Differentiation

Chapter 2 and 3 meaningful quote.

p. 31

"Invested teachers act as mentors for students, as advocates, and as partners."

I agree whole-heartedly with this idea. A student should feel that they have a mentor on their side to model what they are to learn (so they learn it correctly).

Having an advocate in their corner who believes in the student and will stand up for their rights is something I have always felt important. Every kid needs an advocate. I become a Momma bear when I see any child being unkindly treated. I become their voice and stand up for their rights.

Teachers can be a partner with their students by showing their zest for always wanting to learn more. They can also be excited about the curriculum and pass that excitement along to their students. Students need to feel their teacher would never ask them to do something that the teacher wouldn't do herself in order to learn about that particular subject. They will eventually come to feel, "If it's important enough to the teacher, it's important enough for me."

p.17

"Each learner needs to come to see that he or she is a nonnegotiable part of a classroom system with interdependent parts."

Students should always feel that they are an integral part of their classroom. They area part of a classroom "family" (if you will). Each person should look out for each other, put up with some behavior and not accept others. Also, every person should be expected to participate in some way in the learning process each and every day. When they do participate, their contribution should be valued and not threatened.

When a student makes an effort to participate in the class (and their own personal) learning, they come to realize they are needed and will fulfill that role by making more contributions. I want everyone to want to learn in my classroom, and I especially want all to feel as if this is where they are meant to be.

Blog #4 - Differentiation

Tell me about any part of Principal Sylvia Allan's presentation that "struck a chord" in you, (either positively or negatively), and how you think it will affect you in your teaching.

Where do I begin? Or finish? I literally loved everything she suggested and shared during her time with our classes. No wonder you two are such good friends. You are so much alike! For this blog, I will make a small random list of just a few ideas I already agree with, or that Sylvia has helped me recognize the importance of:

-Having greeting time only on Mondays.

-Kids have to use all five senses to care about something.

-Memorizing poems and discussing as a class to understand the message is inspiring.

(Especially “The Storms of Life” and rating our own life storms and put them in a storm category.)

-Don’t send “Mommy Projects” home.

-“Classroom Hero” gets to pick a gift they would like to give the class that day. (more recess)

-Vegetables/Dessert/Medicine

-@ Parent Teacher Conference, Do NOT say anything negative about their child that is a surprise.

-Last Day of School Morning meeting: “I am a better person with you in my class because…”

Focusing on the classroom community that CARES will help me in my teaching when making decisions on how to address general problems up to gigantic ones. I have always loved being a part of a group that has a sense of respect for all other members and they actually look out for one another. I feel our 10-2a cohort had that friendship solidified so strongly and I see it happening again with our intern cohort as well. I will do all I can to make it happen in every future classroom where I am the teacher.

Blog #3

With the reading you've done so far, about differentiation, can you see any differentiation I have organized for you in this course? Look at the assignments (listed on page 3 of the full syllabus and outlined on pages 7 - 11). Which one appears to you (not your friends, or study buddies, but to YOU) as if it may be the product and process differentiated for student interest? Briefly explain why you think so, and connect it to something you read in Ch. 1 of Fulfilling the Promise.

Every part of this class shows examples of differentiation. Our blog reports allow us to report and reflect on the information you have given us to read. The Classroom Community Key Assignment wants us to report on ideas which are important to us and the possibility of us utilizing in our own classroom. And a third example is the most student interest directed assignment of all. It is the final project and presentation. We choose between four separate projects and prepare it for ourselves to be used in our classrooms. This, to me coincides with the “Cogs of Differentiation” found on pages 10-12 in Fulfilling the Promise.

The three cogs focus on:

1)What the student seeks – This final project shows a challenge but also gives a purpose.

2) What the Teacher Responds - You have invested your time and planning to invite us to participate, reflect on what we’ve learned, and opportunities to learn and grow exponentially.

3) Curriculum and Instruction are the Vehicle- The final project is focused, engaging, demanding, scaffolded and important! It fulfills every notch in that cog. Thank you for caring enough about what we need to help us in every way!

Blog #2 Differentiation

1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.

Mr. Saunders began morning meetings since the beginning of the school year. He followed the general guidelines of Greeting, Sharing, Group Activity, and Morning Message. I suspect he began the sharing part of morning meetings with everyone sharing their response to a general topic or question. After several months, Mr. Saunders sharers were asked to speak clearly on a focused topic, and have the classmates respond with on-topic questions or comments. At first, the questions were not eliciting more than a yes, or no response, so Mr. Saunders decided to help the sharers become more vibrant when presenting their topic.

First, he would check in with the sharers ahead of time. During this time, he would ask open-ended questions so the sharer could sharpen their presentation and add a little intrigue to their topic. With others, he would help the sharer tone down their presentation and stay focused and succinct.

Next, he would check-in with the sharers on the morning of their time to share and excitedly ask if they were ready. He would also give positive encouragement, such as: “You can do it” or “I can’t wait to hear you share!”

By briefing the student sharers ahead of time, Mr. Saunders helped these students elicit more detail, vividness, and even suspense in their presentations. This, in turn made the questions more interesting to all in the class.

Mr. Saunders feels very strongly about morning meetings and has taken the time to help the students increase their level of enjoyment and learning when sharing with their classmates.

2. In both part I of Differentiation in Practice and chapter 1 inFulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?

All student traits should constantly be assessed by the teacher (readiness, interest, andlearning profile) but Tomlinson also realized the most influential trait is affect. The way the student feels about themselves, their work and their classroom are aspects which are vital to the student being receptive to learning. The student’s emotions (or feelings) are deeply connected to the student’s cognition. When they feel comfortable capable, and safe they will find their potential for learning is increased.

Likewise, Tomilnson’s list of classroom elements: content, process, and product were not complete without including learning environment. The operation and tone of the classroom affects everything. A positive mood in the classroom, where seriousness about work balanced with celebration of successes increases the potential for responsive thinking. All the other elements could be found in a classroom, but if the mood is negative, this will affect the student’s emotions and subsequently close the gateway to helping each student become more fully engaged and be a successful learner.

3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.

The three components shared in the book: friendly, predictable, and orderly are all pieces of academic achievement. When you are missing one (such as friendly), then this puzzle is not complete. This idea is shared widely among educators where they have seen first-hand how friendliness is a valuable aim towards a productive learning school year.

Students must know each other’s names and need to feel they belong. They will define their commonality and differences. When students participate in group-building activities, they create a trust and bonding where friendships can thrive. Also, when students feel they are part of a bigger community, they are more likely to help other friends to progress towards a common goal. Each student in the class should be thought of as a friend. During the first six weeks, students are given examples of how friends treat each other in this classroom. Teachers may need to convey that friendly greetings and invitations to eat lunch with others are noted and appreciated. Alternatively, the students may also need a reminder that sneering responses are not tolerated or appreciated.

Predictability and Orderly are both important components in a classroom as well, but they are not more important than Friendly. When you can teach students in a positive learning environment where the mood is friendly, then each student’s academics will increase. The best case scenario will be to apply all aspects to a classroom for the benefit of the teacher and especially the students. Success in this area will provide a promise of a fantastic school year.

Differentiation Post #1 ( Hi Dr. Peterson ) smiley face

1. What grade (and in which school) will you be teaching?

As of right now it will be 5th grade. I am excited for the experience I will gain since my years of experience actually involve K-2. I do love the curriculum of US History though...

2. What is your favorite children's book? There are so many!!!

Goodnight moon was one of the first I read to my children where they would read along with me.

3. If you watch TV, what shows do you most enjoy?

I watch TV as a family so we watch: American Idol (sometimes), Amazing Race, and Undercover Boss

BRADY BUNCH @ 5:30 every weeknight on KBYU!!!

4. What movie affected you enough that you'd be willing to see it again?

I have always loved Scarlet Pimpernell with Jane Seymore.

Many family movies we watch alot. Tangled is the most recent that we liked.

5. What are you really good at?

I enjoy getting to know people. Everyone has something positive about them!! Some are overflowing! (especially many teachers I have been blessed to be a student of).

6. What is a talent you wish you had?

Finding enough time in the day to spend time with my family and still get homework done and sleep 8 hrs :)

7. Tell me your background in sports and/or athletics.

I have played sports all my life especially since I had no sisters and four brothers.

We played catch and basketball out in my yard every summer.

When I was in 9th grade, I tried out for the volleyball team and made it. I was hooked.

I still play volleyball when I can (I just played it with an unorganized group last night since I knew it would be the last night in a long time where I wouldn't have homework looming )

Learning how to be a team player and build others is one of the most valued experiences I attribute to playing sports.

I even want my classroom "THEME" to be sports. I saw a bulletin board that had lots of cut out soccer balls heading into a goal with the title: "Aiming for our 5th grade goals." I am going to use that too!!

8. Tell me your background in visual arts, dance & drama.

I took a little dance in elementary school, and really felt too self-conscious in my youth to participate in drama. I can sketch okay, but although I don't participate much in these arenas, I truly appreciate all three.

9. What is your musical background? (Lessons? Singing? Instrument? Read music? Enjoy listening to music? What kinds?)

I LOVE music. I play the piano, and all of my brothers played instruments, including trumpet, saxophone, and trombone. All my close friends are singers, and I can sing a small range in tune, but it is not a performing soloist voice.

I love listening to ALL kinds of music.

My 4 daughters and I have been listening to musical soundtracks, such as Disney's AIDA (music by Elton John), Joseph and the Amazing Technicolor Dream Coat, and Wicked.

10. What would you be doing this summer, if you were not going to be an intern?

Be with my four beautiful daughters in the day and night.

I LOVE my children and one of many reasons I have chosen this profession is so that I will be home in the summers when they are. This last year truly has been a sacrifice and I hope they will see the benefit of my time spent studying in the future.

11. What would you like me to know about you that I haven't asked?

After class today, I was very excited to learn everything! Maybe it's because I am so close to actually having my own class that I am looking at every piece of information and how I can utilize it in my future classroom.

Thanks for your positive influence!