Blog # 2

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.

I feel like I could relate to Mr. Saunders class when they the students got too comfortable and the sharing wasn't everything it could be. As I thought about my future classroom meetings I wondered what I would do if my students got bored with the sharing time. From the reading it gave examples of how to freshen up the sharing section so that it continues to be engaging for all the students. I like the strategy of prepping the students beforehand by asking thoughtful questions so that they will be prepared and organized for their time to share.

2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling 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?

I know that my mood is often controlled by the weather; for the past few years I've working in Juneau Alaska over the summers. Most days in Juneau are rainy which is good for a rain forest but for me it was a little depressing. When it was sunny in that town it was like the whole feeling in the community changed. I like how the metaphor of weather was used to help me understand that I can create a tone for my class. One way to establish a positive tone in a classroom is considering the learning environment. Just from my limited field experience I have noticed different weather in the different classes I've been to. Something as simple as the room layout effects us, I hope to create a good learning environment for my students. I just want to give them every opportunity for success.

Through her research Tomlinson found the the way a student felt about themselves or their affect is also important. As a future teacher my understanding of a student's affect will help me differentiate in my classroom. There a many elements that need to fit perfectly together to make the best learning environment but if the student doesn't have self efficacy all the other parts will not be effective. If a student can have positive associations with school then they will have more success. It is a little scary thinking about all the things that could go wrong. Much about what we are learning about I hadn't even considered so I'm glad to get a heads up now so that I will be prepared in the future.

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.

I think of a three legged milking stool, all the legs have to be equal length or your stool is not going to work. Much like the stool being friendly, having the class orderly and also have the class predictable all have their place. Our job is not to be the students best friend, if we were friends only we wouldn't push the student as hard to succeed thus robbing them of their potential. At the same time we learn that the environment effects the students. A classroom that is inviting and friendly will make the student feel comfortable and safe. When a student feels safe then learning can happen. Orderly and predictable class environments also lead to students feeling safe. When a student knows the routine and what is expected then the student will be able to work well within those boundaries.