Chants & Music in the Classroom

Alright Dr. P I need to ask for your forgiveness! You may not remember, but a couple of weeks ago during class I said to you that singing is one of the reasons I am aiming towards one of the upper grade levels (5th or 6th). As you will recall I am not much of a singer and when you asked us to sing in front of the class my affective filter went sky high! Well, I have done some research (for another class) and have discovered that songs and chants have a huge positive impact on learning no matter your students grade level or first language spoken. I will now repent for what I said and tell you that I will use music and chants in my room no matter what grade I am hired to teach! Read on to see what has convinced me other wise.

Students learn languages in many different ways. Research shows that for most ESL students you need to lower the affective filter, or their fear of failure, by creating a relaxed, low-anxiety environment. Doing this helps build motivation, self-confidence and self-esteem, particularly within the classroom environment. Patricia A. Richard-Amato suggests (2003), “Chants, music, and poetry often produce lowered anxiety and greater ego permeability among second language learners” ( p. 210). I must admit I am one of the least musically talented future teachers. In fact, I have even held onto the belief that if I teach in an upper grade level, chants and music will not have to be a part of my curriculum. As I have researched chants and music, my eyes have been opened. I must ask for forgiveness about my attitude, especially towards music in the classroom. I now recognize that by using chants and or music in my teaching, no matter the grade level, not only will I make learning more fun, but also it will make what has been taught more effective and longer lasting. Using chants and music will also reduce anxiety and inhibition in my second language learners (Richard-Amato, 2003) as well as with my first language learners.
A chant is a rhythmic group recitation that is characterized by repetition. As the teacher, you are the creative leader and looking for opportunities to involve your listeners (Dunn 1999). Chanting has many of the same benefits of song. Chants can be performed anywhere, even if your voice is as bad as mine! Incorporating chants into lessons will build energy towards learning (Dunn, 1999). There are many benefits to using chants in the classroom. Sonja Dunn (1999) suggests that chanting uses rhythm and rhyme in a fun, enjoyable way. Chants offer opportunities for academic growth in repeated readings, which build fluency. They can serve as a writing prompt, offering students the chance to write new verses. Chants also provide patterns that can make learning easier. They provide a change of pace and mood to improve student motivation. Chants also offer opportunities for social growth. Using chants builds student’s confidence in oral language and can promote a sense of community, which is conducive to learning.
There are many reasons to sing. Patricia A. Richard-Amato (2003) suggests, “Music reduces anxiety and inhibitions in ELL students” ( p. 202). Songs also help children learn information quickly and accurately. Through songs, children store and retrieve information more quickly and they can access this information over longer periods of time (MacDonald, 2008). When a teacher chooses songs to sing with his/her class these six guidelines should be kept in mind. First, the teacher needs to make sure that the chosen songs are relevant, meaningful, and interesting to the students in the classroom. Second, the teacher needs to make sure the song tells a simple story, it is important to choose songs that have a beginning, middle, and an end, this will also help students develop an understanding of story structure. Next, the songs need to have a simple, memorable melody; you know the kind of song that gets stuck in your head. Next, the chosen song should build a base for future learning. The selected song should have some information in it that you need to teach. Next, the song should review information and practice skills. Finally, the songs need to be age appropriate (MacDonald, 2008). Music can be used to teach many different things, basic vocabulary, colors, body parts, simple actions, clothes and names of people are just a few of the concepts that can be taught through music (Richard-Amato, 2003).
Sharon MacDonald, an early childhood educator and teacher trainer, stated in Cara Bafile’s (2008) article that “There are valid conclusions that can made from what we know about songs and chants --they teach." Songs and chants are an excellent way to begin or end a lesson (Linse, 2008). Using a song or chant at the beginning of a lesson, will help the students make the transition from their native language into English as the lesson warm-up. If I were teaching a lesson about body parts, I could easily begin the class by singing “Head, Shoulders, Knees and Toes.” Then, at the end of the lesson, a good way to dismiss the students would be to sing the verse again. This could even be done while students are lining up to leave or while they are waiting at the door for the bell to ring. Chants and music if used correctly, by a creative teacher, can be effective in teaching content across the curriculum and confidence-to both ELL students and first language learners.

Who Am I As An Educator?

To Teach is to Touch the Future
I am afraid that through all of this, learning to be a teacher, I have forgotten why I ever wanted to teach. This paper has forced me to stop and think about why I am doing all of this. It has allowed me to refocus on the prize. What is the prize? It is my desire, which comes from deep within my heart to be a teacher. I do not mean one of those teachers who show up everyday and goes through the motions. I mean one of those teachers who teach! I want to make a difference! I want to be the “guardian of parents’ dreams”! (Axel Ramirez, 2007)
Teaching is an art. Some people are born teachers while others acquire the skill. I have been told that I have a gift and unique power to bring out the potential of the children with whom I work. I want to nurture my students and be the person who lifts them up. I want to show my students the beauty, power, and courage inside each of them, even if they do not always see it in themselves. I want my students to leave my class with more confidence, compassion, and enthusiasm for life and learning than when they entered.
I am passionate in my desire to make a difference and help build a better future! I did not choose teaching to gain monetary reward. Instead, while teaching I hope to gain the best reward ever – the satisfaction that I have had an impact in the education of the leaders of the world and the training of CEOs. I will play a part in shaping the destiny of the future generations, and the leaders of tomorrow.
The power of a teacher is unparalleled. When I think about the importance of the role of a teacher, on one hand I feel overwhelmed; on the other hand, I find myself dying for the chance to "get out there" and teach.

Fulfilling the Promise pgs. 120-162

These pages are full of many more "tools" to add to my "teaching tool box", and I can't wait to get out there and use them. Graphic organizers and more tiering ideas-finally some information I can use in the real world! Before becoming a student in the Education program I use to walk the halls of the education building and wonder what was going on behind the closed classroom doors. I imagined that the secrets of teaching were being shared and I couldn't wait for my turn to hear them. My first semester in the program was very satisfying, I felt that the things I was being taught were of great relavence! The secrets were being passed to me! My second semester was a bit more challenging! I was very frustrated with many of my classes, wondering how all this theory is really going to help me become the teacher I want to be. I left for the summer dissatisfied with what had happened in the second semester. Fall 2008, Differentiation entered my life! The secrets are being spilled all over the place, I just hope I am able to gather everything up, find a place to store it all, remember where I put it all, and pull it all back out when I get my first classroom! Thank you for letting me be a part of the secret sharing!
My new favorite idea is the Learning Menus. What a great way to give learners their choice of tasks, while still ensuring that each learner focuses on knowledge, understanding, and skills designated as essential. I think that when I use this idea, no matter what grade, I will call their menus "Main Courses", "Side Dishes", and "Desserts". I love allowing the students to work on their menus when other assigned tasks from the day are completed. This is a great "Fast Finisher" activity. I can't wait to have the chance to incorporate all of these ideas into my classroom.

Make a Smilebox scrapbook

Tiering

Tiering is an instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skill, but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle. When tiering you think about the readiness levels of students based on pre-assessment, ongoing assessment, and continually growing teacher knowledge of students' general skills levels. A great example of tiering is the Words Their Way program. The students are pre-assessed with the one of the spelling inventories, a way to discover the differing readiness levels in the classroom. The information obtained by the inventory is then used to identify the students' developmental stage of word knowledge or the students' instructional level. Once the students' instructional level has been identified the new information is used to group the students for instruction, the students should be placed in groups that are appropriately challenging for them as individuals. Students should be grouped with other students who are ready to study the same word features. Once the groups have been formed it is important to continue monitoring their progress over time (ongoing assessment). The advantage to Words Their Way is that these groups should be fluid, as the teacher you need to keep close watch as to what is going on in each group, understanding where each of the students' general skills levels lie. If a student is frustrated or not challenged by the activities then the group should be reorganized.
When tiering it is important to clearly establish what students should know, understand, and be able to do as a result of the activity or the product assignment. It is important to develop an activity or assignment that is interesting and engaging for students, one that requires students to work at a high level of thought. It is very important to pre-assess, to use ongoing assessments, and to continue to grow your knowledge, as the teacher, of your students' general skills levels. As the teacher you need to also develop enough versions of the task to challenge the range of learners, this means you may need to create one, two, three, four or maybe more additional versions. I like how it mentioned in the video we watched in class, to start with creating the task for the higher level students and then work your way down. I understand that this will take a lot of work on my part. However, I also understand it does not have to be done for every subject or lesson and the work will be well worth it in the end.
As I read about Think-Tac-Toe and RAFT I kept thinking why didn't we do stuff like this when I was in school. Both of the activities are amazing and a great way to get your students to use a higher level of thinking. I want to use the Novel Think-Tac-Toe for some book reports. My plan is to have a list of different types of book reports for each month, this is definitely going to be added to my list. The RAFT activity could be used in social studies, science, even for math. Wouldn't that be fun to have my 5th graders write a paper as the integer, to our class, about what it is like to be forgotten when doing math problems!
Alright! Enough already! While reading pages 149-162 I have officially decided I am not going to be selling this book on Amazon! I NEED A CLASSROOM!!!!! Learning contracts, Thinkdots, Journals, the list goes on and on! I can't wait to try all of this out on my students! I feel like I am armed and ready with so much ammunition, I hope I can remember where I have put it all! As I write this I have tears in my eyes. I want to teach!!!! I want to be that teacher that every parent wants their child to have. I want to be that teacher that will be remembered one day in a past students college class as they are talking about people who have had a major influence on their life! I have worried as to how I am going to accomplish these goals, but with the knowledge I have gained from this textbook and in your class I know I can do it! I want to do it! I will be the best I can be! Watch out, come next fall I will be implementing these things into my classroom and my students will not want to leave!

Fulfilling the Promise Chapter 6

Curriculum and Instruction as the Vehicle for Responding to Student Needs:
Rational to Practice
The job of a teacher is so important. How the teacher guides teaching and learning will inevitably sculpt the learner's sense of self-worth-and how the teacher directly and indirectly affects the student's sense of value will necessarily shape how and what the student learns. The teacher is an aid in preparing the students for life. It would be great if every student walking out of elementary school left with a sense of self-worth and knowing how they learn best. We can do it! How? Just letting each student in your classroom know that you care, that they matter, letting your students see that you will do whatever it takes to build not only their sense of worth, but also his or her sense of power as a learner.
This chapter suggests some concrete ways in which I can make sure that curriculum and instruction are important, focused, and engaging. Ways in which each student in my classroom is well served as a human being and as a learner. Some suggestions are; focus student products around significant problems and issues, use meaningful audiences, help students discover how ideas and skills are useful in the world, provide choices that ensure focus, look for fresh ways to present and explore ideas, and share your experiences and invite students to do the same. It is also important to plan your curriculum so that the work for each learner is challenging and scaffolded. The trick is to place task just a bit ahead of a learner's comfort zone, and then also provide the support necessary to help the learner gain comfort and proficiency with the tasks. Some strategies suggested for this type of demanding and supported curriculum instruction are; to use tiered approaches, incorporate complex instruction, to use a variety of rubrics to guide quality, to provide learning contracts at appropriate times, to aim high, to take a "no excuses" stance, to become computer savvy, to help students realize success is the result of their own effort, to use the new American Lecture Format (which I totally agree with), to designate a "keeper of the book", to try ThinkDots, to directly teach strategies for working successfully with text, to use think alouds (which I do everyday), to use small group instruction as a regular part of instructional cycles, to establish peer networks for learning, to promote language proficiency, to use weekend study buddies, to make peer-critique or peer-review sessions a regular feature (which will work well if you have established trust in your classroom, if there is no trust this will fail miserably!), to cue and coach student responses, and to team with resource specialist. Whew! How in the heck do I do all of this?
I must admit I read ahead. I was feeling a bit overwhelmed after these last two chapters. I want to be a differentiation teacher, I really do! But, is it possible? I feel the weight of the world on my shoulders! I want the students who walk into my classroom to have the experience of a lifetime. I want them to walk out at the end of the year realizing their self-worth and realizing they have learned things that will help them in the world. I am willing to try this, I am willing to take the risks so I can better the lives of my students. Like it says in Chapter 7 all I can do is "just begin." I am ready to begin!

Fulfilling the Promise Chapter 5

Curriculum and Instruction as the Vehicle for Addressing Student Needs
This is something that I know I am going to need to work on and remind myself of constantly. I can't fix everything. My role is to teach. I am not a counselor, parent, coach, or social worker. My job is to shape lives by equipping my students with the intellectual wherewithal necessary to make their way in the world. A world that increasingly demands academic preparation for full participation. My job is to ensure that my students develop the knowledge, understanding, and skill necessary to be productive members of society. How do I do this? What tools do I use? My tools are the curriculum and my instruction. I need to make sure my students develop the knowledge, understanding, and skill necessary to be productive members of society. The thing is that any teacher can take these tools and teacher. But in order to be a "good" teacher I need to take these tools, teach the subjects, and teach the human beings in my room.
We have all had teachers that taught the subject well, but made no connection at all to us as the student. In fact, this philosophy, of teaching the subject and no worries about who you are teaching, is evident even in my own classes here at UVU. What a shame! Teaching a classroom of future teachers, who are being taught the importance of getting to know your students, and not taking even a minute to try to learn our names. "Please invest in me." Even here at UVU a couple of our teachers have said to us, "The information is here. I'll deliver. You get it." How much learning is actually taking place in these classes? On the other hand I have had many teachers here at UVU respond to that request with a, "I care about who you are. I will learn about you and do whatever it takes to make sure you take this subject matter and use it to make you a fuller and more potent human being then you were when you walked into this program. Please be my colleague." Now these are the classes where the learning has happened! The work with these latter teachers, was and is important, focused, engaging, demanding and scaffolded. To these teachers the curriculum and instruction are the medium through which they showed us the power of knowledge, the power of self, and the inextricable links between the two. I believe that I will walk away from this program knowing what it is like to be taught in a classroom without differentiation, and what it is like to be taught in a classroom with differentiation. Knowing the consequences, first hand, of focusing only on the subject at hand, and simply delivering it, I have determined the type of teacher I will be. I am even more determined to be the type of teacher who will not only teach the subject matter, but will remember that I am teaching human beings. I am teaching people who have a need for affirmation, contribution, power, purpose, and challenge in my classroom.
Curriculum is important. Curriculum can be a vehicle to address learner needs for affirmation, contribution, power, purpose, and challenge. But there is so much to cover. I remember Axel teaching us that it is more important to teach one thing well than to teach many things poorly. I like that idea, but also realize that there is a lot that needs to be covered in order for my students to do well on the end of the year standardized tests. My concerns were put at ease when I read, "Students in schools, classrooms, and educational systems that teach less and teach it better score higher on standardized measures than students in schools that seek coverage of massive amounts of information with little emphasis on understanding. In other words, curriculum that is a mile wide but only an inch deep in ineffective in producing real learning." (National Research Council, 1999; Stigler & Hiebert, 1999) My role is to determine what is important in the curriculum for my students. I can do this by asking myself: Is what we are studying essential to the structure of the subject matter? Does it provide a road map toward expertise in the subject area? Does it build understanding in the subject area? and Does it balance knowledge, understanding and skill?
Once I have determined what I believe to be important for our class to cover, I need to specify precisely what I want my students to know, understand, and be able to do as a result of what we are studying. Pre-assessment is so important at this point. It is much more effective to have a better sense of where the students are, what they know, and what they don't know when beginning to craft lessons. At the end it is important to ask students to produce something that demonstrates what they have come to know, understand, and are able to do as a result of what had just been studied. Do I hear Axel? BACKWARDS DESIGN!!!!!
"Much of the fine art of teaching comes in figuring out how to deliver the curricular fundamentals in ways that are irresistible to young minds." I am competing with video games, movies, and television it is important to find ways to motivate my students. Through novelty, personal interest, emotional connection, personal relevance or passion, I will have the ability to create an environment where learner engagement will occur. Creating this engaging environment allows students to see that there is meaning in the work being done, the work will be found to be intriguing, they will see the value in the work and they will find themselves absorbed by the work.
It is so important to create opportunities for each student to work hard. That means for every student persistent, meaningful, guided work that draws on the skills of complex thinking as well as the skills of thinking about thinking must be ever present. This allows each student, no matter their "level", to sharpen his/her abilities as a thinker. I am preparing my students for the real world. Demanding curriculum and instruction will help each of my students to develop habits of mind and attitude necessary for success in school and in life. I keep hearing in my mind, "Remember, equity not equal!" What may be demanding for one student may be overwhelming for another and may cause that student to quit trying. That is why it is so important to pre-assess and know each of my students. It is so important that I make sure each of my students taste success at their own levels.
I need to do my job for every student. I need to scaffold the growth of each student in my classroom. I can only do this if I take the time to get to know each of my students. In order for me to "raise the ceiling" for each learner in my room I need to know where I want each student to be at the end of the lesson, where each learner stands or begins, and then I can take the action needed to ensure that each student grows. I need to place work that is a bit out of reach of each student and then ensure each of them that as they extend themselves they will succeed. Not one student in my classroom knows how to grow in a subject area, until I make it necessary for them to grow and I provide the support that guides them to grow.
Student diversity. I think this sums up differentiaiton teaching. In order for me to teach my students to activate their prior knowledge, to see the similarities between their life and the life of others, to make meaning of the subject, to grapple with thought provoking ideas, to make sound judgements, to activate learning, to work hard and to strive for quality, I must take the time to know each of my students. I must show them that I care, and I must provide the support system necessary for each of them to grow. The only way to do this is to take the time to find out what each student in my room knows and what they don't know, what they can and cannot do, and to assess this continually.
I see it in my own classes here at UVU. When we as the learners are not affirmed, when the professor cannot afford us purpose, power, challenge and contribution simply because they cannot take the time to get to know us the curriculum and instruction are impotent. On the other hand for those professors who do take the time to get to know us, they can respond effectively to each of us as individual learners with investment, persistence, opportunity, and reflection and the learning that takes place has no limits!

Fulfilling the Promise Chapter 4

Teacher Response to Student Needs:
Rationale to Practice
Yea! I will build ties with my students, show them I am willing to invest in them, and affirm each of them. I am going to make my classroom a place where everyone is working towards achieving their goal of maximum growth and maximum capacity, individually and as a group. Tomlinson has given me the steps I need to get there! She teaches that "classroom elements and attributes derive their form from when teachers respond proactively and concretely to learner needs." In this chapter she teaches the first step in meeting student's request for personal investment.
From the very first day of class, environment will support or deter my student's quest for affirmation, contribution, power, purpose, and challenge in the classroom. Environment will be the first message to my students of how learning will take place in our classroom. Furniture arrangement, walls, bulletin boards, and artifacts reveal a lot about the classroom. My attitude will also affect the climate in my room. Tomlinson suggests six strategies which can be used to help build a positive environment. They are; study students' cultures, convey status, commend creativity, make room for all kinds of learners, help students know about one another and celebrate success. It is very important that I develop a foundation which includes many ways to respond to all my student's need for affirmation, contribution, power, purpose, and challenge.
It is also important that teachers and students communicate effectively and efficiently. My classroom environment will affect communication in my room. Communication should assist in the improvement of learning and help everyone in class understand why our classroom operates as it does. The roles communication in the classroom play are; to help in building a group identity, to ensure a way for me to get to know my students better, to enable me to share my thinking about teaching, and a way for quick communication among members of our classroom community. Tomlinson also suggest to hold goal-setting conferences, use dialogue journals and incorporate teacher talk groups in lesson plans in order to foster a positive learning environment.
It is also important that the students in my classroom are clear on what the guidelines or rules are and why the exist. These guidelines should focus on helping my students understand that our classroom will be governed by "what we need to succeed." I want my classroom to be filled with people who show respect for each other, each other's ideas and each other's property. One area I will focus on is my definition of fair, I want my students to understand that fair is "ensuring all learners get what they need to succeed".
Classroom routines "ensure that students understand how the class will begin and end, how to get and put away materials, how to keep records of their work, how to move around the classroom in acceptable ways, how to use time wisely, how to figure out where they should be and what they should be doing at a given time, where to put work when they finish, how to get help when the teacher is working directly with others and so on." Clear and predictable routines are the difference between productivity and chaos. These routines should also enhance the ability of students to grow and learn.
Vygotsky introduced the ZPD or the Zone of Proximal Development, which teaches that students learn and grow when they take on work that is slightly beyond their capacity to work independently. While working in their ZPD it is much more effective if there is some type of scaffolding, usually another person who understands the new concepts and can help the learner along the way. As a teacher it is important that I make sure the work taken on by each learner in my classroom is a bit beyond his/her reach and I must ensure the presence of support systems that will guide the student to success. Tomlinson suggests a few supports that ensure challenge and success for learners with different needs; vary materials, use graphic organizers to help structure and extend thinking, provide survival packets, use participation prompts, and build language bridges.
A wise teacher understands that virtually everything in the classroom will work better if it "belongs to us" rather than "belonging to me". I am so happy that I have learned this now! I knew I was going into this pretty wise, but what a comfort knowing that I am going into this VERY wise. Allowing my students to share responsibility within our room will play a huge factor in helping them feel pride and ownership in our classroom. There are many ways to share responsibility with my students in our classroom, Tomlinson suggests; to use evaluation checklists, to involve students in scheduling decisions, to engage students in assessing their own progress, and to help students learn to set their own academic goals.
I know these elements are very potent and that their presence has the power to magnify my success in teaching and that their absence can negate my best efforts. I want my students to know that we are building a place where their contributions are significant, where they can feel a sense of power, where they realize the importance of school in their lives, and where they stretch themselves to learn and move towards their goals and dreams. I can now, confidently say that I have one of the needed "cogs" that will help me create a classroom that meets each of my students request for personal investment.

Fulfing the Promise Chapter 3

Teacher Response to Student Needs:
A Starting Point for Differentiation
I have always known that I am going to be the kind of teacher described in this book. I just never knew that it had a name. As I read each chapter in this book I feel a fire burning deep within me. I feel a real desire to get out there and teach! I feel the need to get out there and teach! The quote at the very beginning of this chapter describes exactly how I feel about becoming a teacher and the type of teacher I have always known I am going to be-
"The good teacher communicates a deep regard for students' lives, a regard infused with unblinking attention, respect, even awe. An engaged teacher begins with the belief that each student is unique, each the one and only who will ever trod the earth, each worthy of a certain reverence. Regard extends, importantly, to an insistence that students have access to the tools with which to negotiate and transform the world. Love for students just as they are..."
I know that I will be the type of teacher described in this chapter. I will get to know each of my students, I will connect personally with each of them. I will be the kind of teacher who will shape my students' lives to reflect a greater hope, confidence, and promise.
I love that this textbook gives me suggestions in how to be much more than a "dispenser of information, a sergeant of behavior, and a captain of the test prep." This chapter suggest five ways in which I can respond to my student's needs for affirmation, contribution, power, purpose and challenge. These suggestions are at the core of effective teaching, "they are not apart from curriculum and instruction, but they breathe life into it." The five key teacher responses are;
1. Invitation
2. Opportunity
3. Investment
4. Persistence
5. Reflection
The invitation to learn is very important. It must be issued as my students enter our classroom from the very beginning and reissued throughout the year. I need to communicate with each of my students that I respect who they are, that I want to know who they are, that I understand each of them is unique and valuable, that I believe in each of them, that I have time for them, that I will listen to them and learn form them, that our classroom is their place too, and that each student in our room is needed. My invitation responds directly to my student's need for affirmation and contribution. It also begins to respond to my student's needs for power, purpose, and challenge.
I need to let my stuents know that I recognize the poetential inside each of them and I will help them develop habits and practices that will bring them success. To do that I need to provide many oportunities for each of the students in my classroom. I will need to provide "materials, tasks, applicaitons and problems that are rich with meaning". I will need to ensure my students that I will do all I can to create an environment where they can each become all they should be. This can be done by clearly communicating with each student that I have important things for each of them to do each day, that the things we do in class are worthy of their time, and that I will require hard work, but it is work with a purpose.
I need to show my students that I am invested in them. That I will give what it takes to make our class work for everyone. I need to let my students know that I think about them even after they leave my classroom. I need to make sure that I make links with my students' lives outside the classroom, through home visits, attending student events, or volunteering in the community. I need to let my students see that I am personally engaged in what I am asking them to do. I need to remember that this message of investment does not come from slogans on my classroom walls, but rather from living my beliefs.
I need to become the "persistent teacher" one who "does not assume a student who is having problems cannot learn, but rather assumes the student is not learning in the way he is currently being taught." I need to help my students understand that our classroom is the place where persistence is a hallmark, when one route does not work there are others we can find, there are no excuses but rather support and that there is no finish line in learning.
I need to let my students know that I belive deeply in their individual dignity and worth. I can show this by watching and listening carefully to each student, and continually asking, "how is this partnership working?", and "how can I make this better?". I need to make sure I reflect on the details of our classroom pracitces. This practice will help me to become more intuitive and effecient in addressing each of my students' needs.
As I enter into this world of teaching I hope that I will not loose sight of my vision, my hopes and my dreams. I want to be the type of teacher who sees the possibilities more clearly than the impossibilities. I don't want to become so "consumed by the job" that I forget why I am there and who I am there for. I will live what I believe! And I believe that I will be a differentiation teacher!

Inventories/Pre-Assessments

Fulfilling the Promise pp. 100-103 & File of Inventories/Pre-Assessments
My hope is to be teaching the intermediate grades, 4th, 5th or 6th. Some of the inventories found on-line would make me seem out of touch with my older students. However, the two surveys found in the book seem to be very appropriate for older students.
I really like the two surveys found in the textbook. I also know exactly how I would incorporate both into my teaching. The second survey, the Student Interest Survey, would be fun to send out in the summer and ask my students to fill it out and return to me before school starts (some type of incentive would also be included.). I could send a self-addressed stamped envelope and hope that I would get maybe half of them back. Knowing 50% of my students before school starts would be very helpful. For those students who do not return the survey before school starts I will send another copy home with them the first day of school (include some sort of incentive for a quick return) and hope for the best. I love the questions asked in this survey. I think these questions would really help me get to know my students better and may even help my students know themselves better. The first survey, the Student Profile Survey, would be a great first day activity. I like how it is organized and very easy to read. The only thing I would change is in the directions. I would have my students place the words in the columns just like the directions explain, but for the words they don't put in either column I would ask them to circle. I think that would make it even easier for me to see and maybe allow me to encourage some students with a new way of learning.
Where do I even begin with the on-line inventories? I would like to focus on the reading inventories just because we are doing Literature this semester. The Attitudes and Interest Survey and the Thinking About My Reading, may be a bit to young for the age of students I hope to teach. But I must admit I liked some of the other inventories you included. The Monthly Reading Reflection would be a great way to help supplement my class SSR time if I am required by my school to use this program. This inventory could be kept in each student's reading folder and filled out monthly to show me and parents exactly what is being accomplished during SSR. The Thinking about My Reading survey would be great to use at the beginning of the year to help my students begin to understand what type of books they find interesting and the kind of reader they are. Some of the other reading surveys, for example, the Focus Questions for Ancedotal Notes:Reading, seem to be more questions which are answered by the teacher through her observations. I think in my classroom this type of teacher answered survey would be helpful and would give me another way to really get to know the students in my room. The Group Observation Chart is just my cup of tea, it may be geared more toward the primary grades. But, I love the organization and with just a quick glance I would be able to get all the information I need about a particular student. The Assessing Responses to Literature chart is probably a better way to assess older students and their reading. Rather than these charts being filled out by the students these are both done through and by observations made by the teacher.
The other Focus Questions for Ancedotal Notes, specifically for Math, and both Primary and Intermediate Science, I believe would be very beneficial to use for assessment in both of these subjects. I really like the Six-Trait Guide to Revision inventory. I would place this inventory in the front my student's writing journals and have my students use this as a way to self-evaluate. The cues are perfect and very easy for a student to follow and understand.
The first time I looked through all of these inventories I was not very impressed with the math pages. However, as I have spent some more time looking these two pages over I have thought about the possibility of using these as a pre-assessment. Both the What is Subtraction? and What is Multiplication? pages could be very useful in giving me some insight as to where each of my students are with these concepts. I think I would use both of these inventories no matter what grade I am hired to teach. I would start with the subtraction page. For two reasons; I would hope it would be easy for most of my students and would build their self-confidence, and that it would also make the directions easier to follow when we do the multiplication page.
If I teach a unit where differentiation will need to be based on my students’ learning profile needs, an inventory of multiple intelligences does makes sense. I do think the M.I. Inventory found on Blackboard may be to young for the intermediate grade levels. I would need to find a different inventory to use. However I will only pursue this if I have a strong need for differentiation according to my students learning profile.
I know I will use Content Specific Inventories in my classroom. It will make learning that much more fun if I allow my students to help decide what we are going to learn. Of course, this can not be done in every subject area, but when I can let my students have a say in what they are going to learn I want to give them that say.

Differentiation in Practice Part 1

A Brief Primer on Differentiation
I know I spend way to much time trying to make everyone happy. I am so glad that I have read and understand that I must accept these two truths in my teaching. Truth #1 I will never be able to do everything every child needs on a given day or in a given year. Yeh! Rather than beating myself up each day, I now have permission to be ok with just doing the best that I can. I may not have an effective teaching day every day for every student in my classroom, but that is ok. Truth #2 The more diligently I work to know my students and match my instruction to their needs, the more likely it is that the year well be successful. I now have one more tool that will help me to know my students! Differentiated teaching. Differentiated teaching is responsive teaching it is working consistently to understand the differences in learners and making plans to address the needs as flexibly and effectively as possible. Four classroom elements are involved in differentiated teaching. Each of these elements profoundly affects and is profoundly affected by the others. These elements are; to know who I teach, to know what I teach, to know where I teach and finally to know how I teach. The who element is to know the factors that define who is in my classroom. Factors such as; gender, culture, personal interest, intelligence preference, experience and ability. The what element is quite simple-I need to teach the Utah State Curriculum. However, the more fully I understand the who element, the more aware I will be of how to adapt what I teach to better serve each learner in my classroom. The where element may be the single most important element in helping students become the best they can be. This is the learning environment I create in my classroom. Finally the how element. This is where I need to be flexible in my instruction, I need to know when to do whole class instruction and when to do small groups. I need to provide multiple ways of learning so that all my students will benefit.
Effectively differentiated classrooms are guided by common principles but crafted in many ways. Tomlinson believes there are 12 Hallmarks or principles of a differentiated room. They are; a strong link between assessment and instruction, clarity about learning goals, flexible grouping of students, flexible use of time, space and materials, the students understand the nature of the classroom and it works for everyone, individual growth is central to the success of the class as a whole, all students need "respectful" work, there is always "a way up" and never "a way out", the teachers sights are set high as are the students, the teacher has developed an active partnership with specialists in the classroom, differentiation is proactive rather than reactive, and there are qualitative rather than quantitative tasks. In order to implement these principles I must carefully consider three things; the characteristics of the students in my classroom, the curricular elements (the elements I have control over) in my classroom and finally the instructional strategies I use in my classroom. The really cool part is this is all fluid. The way I implement these principles will definitely change year to year, they may even change month to month, week to week or day to day. There will never be a dull moment. To be an effective differentiation teacher I will need to constantly assess where my students are and what they need. I will need to be flexible, and proactive in my planning.
I love the quote, "Talent is what you bring. Effort is what you give." I know I will be a very talented teacher, it is what I will bring to my classroom. I also know I am ready to give all of my effort. I can't wait to be a teacher. I feel even more prepared with each chapter I read and each Morning Meeting I observe and dream about! I really can't wait!

"Like Being at the Breakfast Table"

Like the 3rd graders in this article I am convinced-"Morning Meeting is a strategy whose time has come." I am ready to implement this strategy today! All I need is my classroom! Oh, I can't wait!
I have spent years observing different teachers. I have watched some not so good teachers, some pretty good teachers and some really good teachers. (I would qualify the really good teachers as those who created a community in their classroom. ) I know I want to be one of those really good teachers. I have wondered over the years how these teachers do it, how do they create that sense of community, family, love and respect in their classroom? I figured it was because their students just knew they were loved and respected. But now I finally know the secret! Kriete (1999) describes the type of classroom I want to create, he wrote, "Morning Meeting is a microcosm of the way we wish our schools to be-communities full of learning, safe and respectful and challenging for all." I will have the ability to create this type of environment from day one! Thank you for introducing me to Morning Meeting!!!!!!!!
The structure of Morning Meeting is so simple yet so effective. The first part is the Greeting. The greeting is used to help the students gain a sense of belonging, and a chance to practice verbal and nonverbal communication skills. The second part is Sharing. Sharing gives students the chance to "develop and practice skills of listening, presenting to a group, taking turns, formulating questions and taking different perspectives." (Bondy and Ketts 2001) The third part is the Group Activity. The group activity is sometimes linked to the curriculum and/or sometimes is just for fun. The group activity, however is vital in developing cooperation and group identity. The final part is News and Announcements. This step helps provide a transition from Morning Meeting to the rest of the day and can also incorporate some of the skills the class has been studying.
While reading the rationale for Morning Meeting I kept thinking-you are singing to the choir! While watching my own children go through school I have come to understand the importance of the classroom environment. As a teacher I want to create an environment where my students have a sense of trust, respect and belonging, I want my students to become responsible citizens, to learn how to cooperate, be assertive, be responsible, develop empathy for others and self-control. I know the social environment has a huge effect on students, their attitudes, their willingness to learn and the overall academic achievement of everyone in the classroom. I have waited for 2 semesters to find out how I can accomplish creating the type of environment I want to create! I feel so empowered! I am ready to be Mrs. Johnson!

Fulfilling the Promise Chapter 2

Student Needs as the Impetus for Differentiation
Abraham Maslow taught "that until a human has basic human needs attended to, until that human feels safe, until that human feels a sense of belonging, energies cannot go to learning." (Tomlinson pg. 15) In order for a student to learn, five key needs must be meet. Affirmation. A student needs to know they are accepted, safe, listened to, cared about and believed in. Contribution. Students need to know they do make a difference in the classroom, that they bring abilities and strengths that are unique, and they are working with the rest of the class towards a common goal. Power. Students want to know that what they are learning is useful for them now, that they understand how the classroom runs and they understand what is expected of them, and that there is support for each step along the way. Purpose. That what is being done in the classroom is worthwhile and that it will make a difference in the world. Challenge. Students need to know they can accomplish things in the classroom that they did not believe were possible. If these five key needs are met learning will take place. The tricky part is that even though each student has the same needs, those needs will need to be met in different ways. To be able to deal with each student's needs we must connect with each student, each student needs to be seen, understood and responded to as an individual.
Harry Wong said, "There are four stages of teaching: Fantasy, Survival, Mastery and Impact." While reading the Looking Back....Looking Ahead section I thought I am definitely in the "Fantasy" stage. The book states, "Teaching asks us to do the impossible. It asks us to establish ties with each child-not to establish ties with all the children as though they were one student. They are not." (Tomlinson pg. 22) I don't believe that it is impossible to establish ties with each child in my room! Am I in the "Fantasy" stage? As I continued to read I realized establishing ties with each child can happen it is not impossible. How? Tomlinson continues, "If we elect to continue to develop professional expertise, however, we can get better and better first at seeing and then at connecting with children individually. We learn to listen better, to look beyond the obvious and to accept the responsibility for each child." (Tomlinson pg. 22) The "Mastery" stage. Tomlinson continues, "The truth is we will never really do all each child needs us to do....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." (Tomlinson pg. 22) The "Impact" stage.
As a new teacher I know I can make a difference. The "Fantasy" stage will help me through the first year, if I can make it through the "Survival" stage and into the "Mastery" and "Impact" stages. I will have the ability to help my students feel safe and have a sense of belonging so their enegies can go into learning.

Fulfilling the Promise, Chapter 1

What's Behind the Idea of Differentiated Classrooms?
I strongly agree with the statement, "Therefore, to teach most effectively, teachers must take into account who they are teaching as well as what they are teaching." (Carol Ann Tomlinson 2003) It is so important that teachers plan according to who is in their classroom, and not just by what they did last time they taught the same lesson plan! Each year, with each new class, a teacher must re-evaluate how she/he is going to go about teaching. As Tomlinson states, "... plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum." Each student who walks into my classroom walks in with different life experiences, different levels of readiness, each with different interest, each with different learning profiles and each with different emotions and feelings towards learning. My job is to tailor what I have to teach to fit each precious student in my classroom.
But how do you do this? As the teacher I must respond to the student traits, that are displayed by each student in my classroom. I must continually assess each of my students and modify the elements I can control to ensure maximum learning for everyone in my classroom. The four classroom elements I can modify in response to the differences in my students are; content, process, product and learning environment. Content, which should not be varied, should be made accessible to all students. This can be done by using visuals or graphic organizers, having students use manipulatives or role play, by providing tapes of what we are reading, using small group instruction, and/or providing materials in a student's native language. Process is how a student makes sense of the information that is the center of the lesson. Product is the way I assess what my students understand as a result of the learning. There are many ways to assess student learning, pencil to paper is not the only way, and probably not the most effective. Products can be student projects, exhibitions, portfolios, etc. Finally the learning environment, I believe the most important, is not only the operation but also the tone in my classroom. It affects everything in the classroom. If I tailor my classroom each year to fit the needs and traits of the students who have walked through my door I will help each of them move as far and as fast as possible.
Of the two metaphors in this chapter I enjoyed the story of the Little Prince and the fox. My goal is to have a classroom where my students will believe in me, where they will give themselves to the classroom community, to the work I ask them to do, and they will know that I believe in them! With the pressures that come with teaching-too many students, too little time each day and too many demands made by administrators, this goal may seem unreachable. However I not only believe I can do it, I know I can. These goals can be accomplished in a classroom. One tool I plan to use to help me achieve this desire is Morning Meetings.
I know each year as my students leave my classroom there will be great sadness. But after reading this chapter I now have the understanding that there will be great happiness too. I will be joined forever with my students by the memories we make together. I hope to hold steadfast to the conviciton that "we are no longer teaching if what we teach is more important that who we teach or how we teach." (Carol Ann Tomlinson 2003)

I did it!

I did it! I created my own blog! I have learned so much in college! I can make my own blog!