Week #4 Reflection

1a. How is “living what [you] believe” (Fulfilling the Promise, page 26, middle of right-hand column) both difficult and easy for teachers? The Core! The core seems to demand so much from us that it would appear that we cannot focus on anything else. This must be false... we must make it false. We cannot go into teaching with these ideal views and personalities fit for the job and then just turn into ditto making drones just to get the job done. The job isn't done unless it is done with the needs of our individual students and their "needs for affirmation, contribution, power, purpose, ad challenge" in mind. I love these quotes:"With educational decision making grounded squarely in the dignity of each individual, the teacher's plans and actions radiate outward..." And, of the student's needs as a individual, "... they are not apart from curriculum and instruction, but they breathe life into it." The basic lesson plans are actually the means not the end. A perfect writing lesson will only become something worth reading when it taps into something in each student as a writer. I know it can be doable to live what you believe and can become just that... just a part of living as a teacher.

1b. How can (might, should) differentiation affect “living what you believe”?
I liked the point made by the opening quote stating that differentiation does not mean expecting less or more from certain students but expecting the best and expecting that best to continue to increase:
"Love for students just as they are-without any drive or advance toward a future-is false love, enervating and disabling."
I loved that use of the word "disabling." Sometimes we think of the need to differentiate as arising from some type of disability on the part of the student... not necessarily the kind covered by laws... but just a lack on their part somehow. The only thing possibly disabling is not stretching a child to reach for their best, whether that best belongs to the most advanced student or one who struggles to do simple tasks. I think that if we focus, as teachers, not on producing 30 of the same product but 1 each of 30 different types of product (considering the varied talents and abilities in each child) then we'll feel the pressure lift and enjoy helping students try hard. Oh to not have to think about standards and "grade level" appropriate activities but "individual level" appropriate activities! Wouldn't that be the life!

1c. From chapter 4, explain what Tomlinson mean when she suggests that a teacher, early and often, should say to students, “Let’s figure this out together. Let’s make this our class.”
Our classroom management reading this week actually also addressed this. It described different types of teacher authority and the traditional one was examined as one where students do what they are told because, "I'm the teacher and I said so." Another was the beuracratic method which involved student input on their goals. I think also, that if a student (or any human being) sees another as a team member, then there is no reason to become defensive, to hide actions, to worry about judgement, etc. The "We'll do this together" mentality I think can help foster the safe place where students feel free to try new things, even if it might mean making a mistake.