don
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Post by don on Nov 18, 2015 0:40:12 GMT
The obvious one is "I see you. I care. I am here for you. You can count on me." That, as well as what is stated on page 178 "Helping teachers develop an understanding of their professional responsibilities to engage every student in meaningful and powerful learning is at the core of moving toward differentiated classrooms." To me, that is a main premise of this book. Don Nash- Thanks Old Comrade for all the great memories we have had here at LHS. I think we have for the most part done everything in our power to make every student male/female, athlete/non-athlete, motivated or not motivated to feel they are a gift from God and have a real purpose in this life. We do not know what roads our students will take, they often take the road not traveled. That's o.k. but they have to know they are a blessing and they are loved and we will NEVER give up on them. God Bless you in your retirement and don't look over your shoulder because I'll be there. |
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bruce
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Post by bruce on Nov 18, 2015 3:21:55 GMT
Question 11 - Mary, there is nothing I could add to make that sound any better. Very well stated.
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bruce
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Post by bruce on Nov 18, 2015 3:28:47 GMT
Question 11 - Mark, you picked a great passage. That is the key to education with any method we decide to use.
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steve
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Post by steve on Nov 18, 2015 13:15:46 GMT
Perhaps I'm focusing on the fourth paragraph in the section because of a student's (belligerent) question: "Shouldn't science know everything by now?" Simply answer, no. Since it's launch in 1990 the Hubble Telescope took images way out in the Orion Nebula showing in detail how jets of dust and radiation emit from a central, gaseous disk giving evidence of star formations. The New Horizons space probe, launched in 2006, just passed by Pluto back in July giving us our first, color images of the errant planet. The Curiosity Rover, sent to Mars in 2011, has also given us our first color photographs of Martian landscape and even enabled us to discover flowing water on the Red Planet giving rise to the possibility of living cells, or a future colony. Science has exploded with knowledge in just the past ten years, but we've only scratched the surface. Basically, I agree with Thomas's quote, "We can take some gratification at having come a certain distance, but it should be a deeper satisfaction, even an exhilaration, to realize we still have such a distance to go" (p. 182 - The Differentiated Classroom) Scientific discovery will never finish, whether technological solutions, medical breakthroughs, or basic science because, well, why not.
Okay, I took a quote intended for education and applied it to science. So I have my biases, but I'm keeping this one. I enjoy teaching, watching the kids faces when they suddenly get a hard concept or skill, but I also enjoy the science, the controlled explosions, the pretty colors, and the Physics toys. I also enjoy the act of discovery and the knowledge that there is something more in this world to learn.
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steve
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Post by steve on Nov 18, 2015 13:30:54 GMT
Chapter 11 The quotes used in Chapter 11 are very good but I choose the following quote from Chapter 2 - p. 27 which reads "Educators should be champions of every student who enters the schoolhouse doors". I see this daily with the staff at Lidgerwood. We are all able to build special relationships with every student that enters the school daily. Students know we care about them and that we will help them to achieve in any way possible. The author's experience in the areas of elementary and middle school classrooms shows in each chapter. There are many good examples provided that might be in use currently or could be used in the future. There are also some that could be used at the high school level. It's interesting that the examples used are constructed perfectly. The videos we watched were edited in the same way. It's much better than any classroom I have observed. The author only offers a few text book type examples about instruction at the high school level, administration leadership in Chapter 10, and there is no mention about the use of technology. Basically, she doesn't have a clue. The book is very one sided as she continually slams the traditional classroom. You struck out early in the game C.A.T. Thumbs down!! It's easy to forget that part when encountering a difficult student or class. Part of being a champion is enforcing discipline, but also looking beyond the disciple to the underlying problem that may cause the difficulty. Thanks for bringing this quote up. |
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steve
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Post by steve on Nov 18, 2015 13:36:57 GMT
Answer the following questions and respond to two colleagues. 1. What is the most important passage to you in this chapter? Why? Chapter 11 The third paragraph is the most important passage to me: "The ideas presented in this book are ambitious. They also are well within the reach of teachers who seek daily to do what we ought to ask of all students: risk, stretch, and push a bit beyond our comfort zone." This book is overwhelming to me. It is information overload! I need to start slowly, but definitely. One day at a time. I will begin differentiating with one lesson. I think it will be the task I wrote about for the Chapter 6 question. It is true! Every day I am asking my students to take risks. I am asking them to do things they have never done before. I am having them jump right in without a choice. Every teacher is able to differentiate, but it needs to be at their level and their pace. Differentiating needs to be done among the teachers at LPS just as the teachers are being asked to differentiate with their students!! It's a bit like the new websites last year. We were given this brand new technology with what felt like very little time to set it up, but when I gave myself permission to do it just a bit at a time, the web pages came together. Maybe I'll try a stations approach with one class, adjust, and then try it again. But I agree that this should take some time. |
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jeff
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Post by jeff on Nov 25, 2015 15:52:53 GMT
For me it is the third paragraph, about the ideas in the book are ambitious. They are very ambitious and if you were to try to do all of it immediately would be information and brain overload. One step at a time and one day at a time. But also, reflect on what you are doing, it is quite possible that everyone is doing some under a different name and just need to tweak it a bit.
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jeff
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Post by jeff on Nov 25, 2015 15:58:27 GMT
Don Nash- Closing thoughts- The classroom is the place where we spend the better part of our lifetimes trying to make a difference. Thankfully, I have thought long and hard enough to believe that I have made a difference. How big a difference is still in the balance. The number of former students that take the time to tell me thanks for caring for them and always believing in them is priceless. I know that caring for them and doing whatever I can to help them in school and life is very important to me but it is not enough. Have I prepared them for the next forty years of their lives? Probably not but I think I have helped them to get on the right track. In the last Final thoughts its says,:Rightly understood, excellent teaching in great measure, leadership of the young. Our greatest fear is not that we are adequate in that role but that we are powerful beyond measure. I take that role very seriously as all teachers should. One former student told me the one thing she loved about me more than anything else is that I treated everyone the same. It did not matter to me what your name was, if your were an athlete or not. I treated everyone the same and I believed in all of them the same. I remember telling student a few years ago, "I have not given up on anyone yet but I'm thinking about it." This usually gets a laugh and then they smile and nod as they know I care and I will do whatever to help them. Many times a student will come home on a weekend and call and ask to help them with a paper on something. I love taking the time to research with them and to discuss things with them. I do not think they would do this if they thought I did not care. The Big picture to me is I have to use a lot more ways and means to teach! The bottom line is I have to make time to do this. For the first time I have confidence in our technology to do more projects here in Lidgerwood. I do agree with you that many time we don't realize the affect we have on students lives until much time has passed and they come back to talk to us. I don't think they realize how much we taught them, not necessarily about the subject, until much later also. |
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jeff
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Post by jeff on Nov 25, 2015 16:01:55 GMT
Perhaps I'm focusing on the fourth paragraph in the section because of a student's (belligerent) question: "Shouldn't science know everything by now?" Simply answer, no. Since it's launch in 1990 the Hubble Telescope took images way out in the Orion Nebula showing in detail how jets of dust and radiation emit from a central, gaseous disk giving evidence of star formations. The New Horizons space probe, launched in 2006, just passed by Pluto back in July giving us our first, color images of the errant planet. The Curiosity Rover, sent to Mars in 2011, has also given us our first color photographs of Martian landscape and even enabled us to discover flowing water on the Red Planet giving rise to the possibility of living cells, or a future colony. Science has exploded with knowledge in just the past ten years, but we've only scratched the surface. Basically, I agree with Thomas's quote, "We can take some gratification at having come a certain distance, but it should be a deeper satisfaction, even an exhilaration, to realize we still have such a distance to go" (p. 182 - The Differentiated Classroom) Scientific discovery will never finish, whether technological solutions, medical breakthroughs, or basic science because, well, why not. Okay, I took a quote intended for education and applied it to science. So I have my biases, but I'm keeping this one. I enjoy teaching, watching the kids faces when they suddenly get a hard concept or skill, but I also enjoy the science, the controlled explosions, the pretty colors, and the Physics toys. I also enjoy the act of discovery and the knowledge that there is something more in this world to learn. I like the fourth paragraph also. We don't know all the answers. Sometimes I use that to develop a research assignment or lab. whatever. Because we don't know what will happen or the outcome, which can bring fun and excitement to the classroom. We can learn as much from failure as from success. |
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Post by rebeccadathe on Dec 1, 2015 14:29:02 GMT
chapter 11 We spend much of our life in the classroom. The super part about teaching is no 2 days are alike. Students are vulnerable to have us as teachers help and direct them to carry out their dreams, efforts, and become successful.
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Post by rebeccadathe on Dec 1, 2015 14:40:50 GMT
Chap. 11 I like Mary's quote. I am here for you. We should always be there for all the students.
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Post by rebeccadathe on Dec 1, 2015 14:48:35 GMT
Chap. 11 I think that Steve hit the nail on the head. We as teachers need to be ambitious. We need to add excitement to learning. School can and should be fun and exciting to students.
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Post by lindsey on Dec 2, 2015 19:17:33 GMT
Chapter 11
I enjoyed the final paragraph of Chapter 11: "For me, differentiation is a manifestation of my acceptance of that power - and an unwillingness to look past the very particular needs that come into the classroom with every student every day. It is my commitment to respond to those needs - sometimes haltingly, often imperfectly - but always with the intent to say to the young person, I see you. I care. I am here for you. You can count on me."
I try really hard to make my classroom a community where we are all working together to help each other grow. I try to make all of my students feel lifted up, challenged, and motivated no matter their differences.
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Post by lindsey on Dec 2, 2015 19:20:40 GMT
"I see you. I care. I am here for you. You can count on me." There is SO much to learn that is not between the covers of books. Let's not ever forget that. Being there and caring eliminates so many day-to-day problems and teaches them skills they will use every day no matter what they choose to do. Mary - So true! Teaching isn't just about what's inside the textbooks! "They might forget what you teach them, but they never forget how you made them feel!!!!" |
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Post by lindsey on Dec 2, 2015 19:24:45 GMT
chapter 11 We spend much of our life in the classroom. The super part about teaching is no 2 days are alike. Students are vulnerable to have us as teachers help and direct them to carry out their dreams, efforts, and become successful. Becky - No two days are alike...that is what makes our job so much fun!  |
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