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)