Quote:
To issue the invitation (for a response), the teacher's demeanor, words, and actions need to communicate the following:
(1) I respect who you are as well as who you can become.
(2) I want to know you.
(3) You are unique and valuable.
(4) I believe in you.
(5) I have time for you.
(6) I learn when I listen to you.
(7) This place is yours too.
(8) We need you here.
(Fulfilling the Promise, page 27, top/middle of the right column)
Response:
This is extremely meaningful to me, because I'm going to have a class of 30 or so students and each of them are seeking the acceptance from me, the teacher. By being completely conscience of my demeanor, words, and actions I can help all of my students feel welcome in my classroom. Each student needs to feel like they are an asset to the classroom. If I, as the teacher, set the mood that everyone is accepted it will help my classroom community grow as the students learn through my example. Simply said, every student needs to feel appreciated. In this particular scenario of having students respond to the teacher it is important to remember that students will only answer if they feel comfortable. By having a demeanor that shows I care for my students, they will be more willing to take the risk of trying something new. This is only because they know that I will still accept them for who they are.
Thursday, September 23, 2010
Chapters 3&4: Quote #2 - Class Environment. Important?
Quote:
From the first day of class until the last, environment will quietly but potently form a line of communication from teacher to student, student to student, and student to teacher... Environment also will speak to the presence or absence of invitation and opportunity to each child individually and, ultimately, to the class as a whole. It will often be the first messenger of how learning will be in this place.
(Fulfilling the Promise, page 37, middle of the right column)
Response:
Environment matters! The students are going to be in my classroom for a good 5 hours everyday, and if a student were to not feel comfortable in that environment they would most likely be unable to concentrate and learn. I love how this quote mentions the lines of communication, and how there are more than one line. Communication in the classroom is not just teacher to student. By having a comfortable environment the students will be able to converse with one another, and their understanding and learning will be greater. Also by having that line of communication from student to teacher, there will be a tighter bond within the classroom where students feel comfortable asking questions and giving their opinions. I do believe that the environment needs to be warm and welcoming, but not a joke. This is a place where students are going to learn, and that needs to be known. However, this does not mean that the classroom should be dull or bare. Keep the students in mind and create a classroom that showcases material that is applicable to the students.
From the first day of class until the last, environment will quietly but potently form a line of communication from teacher to student, student to student, and student to teacher... Environment also will speak to the presence or absence of invitation and opportunity to each child individually and, ultimately, to the class as a whole. It will often be the first messenger of how learning will be in this place.
(Fulfilling the Promise, page 37, middle of the right column)
Response:
Environment matters! The students are going to be in my classroom for a good 5 hours everyday, and if a student were to not feel comfortable in that environment they would most likely be unable to concentrate and learn. I love how this quote mentions the lines of communication, and how there are more than one line. Communication in the classroom is not just teacher to student. By having a comfortable environment the students will be able to converse with one another, and their understanding and learning will be greater. Also by having that line of communication from student to teacher, there will be a tighter bond within the classroom where students feel comfortable asking questions and giving their opinions. I do believe that the environment needs to be warm and welcoming, but not a joke. This is a place where students are going to learn, and that needs to be known. However, this does not mean that the classroom should be dull or bare. Keep the students in mind and create a classroom that showcases material that is applicable to the students.
Wednesday, September 22, 2010
Chapters 3&4: Quote #3 - Who is in charge of the classroom?
Quote:
The teacher in a classroom is the professional. By definition and law, ultimate responsibility for what happens in the classroom rests with the teacher. Nonetheless, a wise teacher understands that virtually everything in the classroom will work better if it "belongs to us" rather than "belonging to me."
(Fulfilling the Promise, page 53, bottom of the left column)
Response:
One of my goals as becoming a teacher, is to figure out a way to have each student involved and feeling like they are needed within my classroom. As a student feels like there is some sort of responsibility placed on them they will do their best to accomplish the tasks they are given. I want my students to know that when they are gone this leaves a whole that can not be filled by any other student. By having a classroom community where everyone feels comfortable, the students will be more willing to take on the tasks they are given. I hope that my students will feel like they are part of something that is bigger than just them. The classroom really does need to belong to "us", instead of just "me" or "the teacher". Also a teacher does not have enough time to take care of all the responsibilities within their classroom. By having tasks or responsibilities for the students it will help sink in the idea of a united classroom, where everyone needs to work together.
The teacher in a classroom is the professional. By definition and law, ultimate responsibility for what happens in the classroom rests with the teacher. Nonetheless, a wise teacher understands that virtually everything in the classroom will work better if it "belongs to us" rather than "belonging to me."
(Fulfilling the Promise, page 53, bottom of the left column)
Response:
One of my goals as becoming a teacher, is to figure out a way to have each student involved and feeling like they are needed within my classroom. As a student feels like there is some sort of responsibility placed on them they will do their best to accomplish the tasks they are given. I want my students to know that when they are gone this leaves a whole that can not be filled by any other student. By having a classroom community where everyone feels comfortable, the students will be more willing to take on the tasks they are given. I hope that my students will feel like they are part of something that is bigger than just them. The classroom really does need to belong to "us", instead of just "me" or "the teacher". Also a teacher does not have enough time to take care of all the responsibilities within their classroom. By having tasks or responsibilities for the students it will help sink in the idea of a united classroom, where everyone needs to work together.
Wednesday, September 15, 2010
Morning Meeting=Classroom Community
After Sylvia Allan's presentation about morning meetings, and their importance in building a classroom community, I walked away with a million different emotions. From her experiences I was both excited and scared to death about becoming a teacher. She told stories that made me almost cry, both for good and for bad. She also told stories that gave me goose bumps, and this was all because her classroom was a community and could rely on one another.
I always thought that school mornings were going to start with a book that had the date at the top so the students would know what page they were to be working on. That is how it has been in my field work, and that is also how it was when I was in elementary. As I choose to become a teacher I was almost excited for that time when my students would be working on that daily work sheet, and I would be able to take role and finish up a few things before the day actually begins. My thoughts have completely changed since Sylvia Allan's presentation. I knew that it was important to build relationships with my students, and to encourage everyone within the class to get along. But with this knowledge I had never really thought of how that was going to be achieved. With morning meetings that is a time for each of the students to feel validated and also build those strong ties that will hold my class together. I now see that morning meetings are more than just a sharing time. The students are able to talk and share what they know, when the time is appropriate, but this is more importantly a time where the classroom grows together. Morning meetings are so useful to discuss important announcements, and it is a time for learning, but this learning occurs in such a relaxed atmosphere that the students do not feel pressured in any way.
Building a classroom community is so important! After Sylvia's presentation I was wondering if this is the right career path for me. Some of the stories she shared made me second guess my choices, and I had to ask myself if I was ready for the responsibility of becoming a teacher. By simply having 25-35 minutes each morning I will be able to better understand what each of my students are dealing with. This time will be educational, but it will also help each student feel as if they are part of something bigger than themselves. By having a class community the students will know that they have some where to turn if they have questions. When there is a community in the classroom it allows the students to see that the classroom is a safe place, a place to take risks and not be made fun of.
I can't wait to build my class community!! This is not something that will magically happen over night, but with morning meetings my classroom can slowly learn and grow together!
I always thought that school mornings were going to start with a book that had the date at the top so the students would know what page they were to be working on. That is how it has been in my field work, and that is also how it was when I was in elementary. As I choose to become a teacher I was almost excited for that time when my students would be working on that daily work sheet, and I would be able to take role and finish up a few things before the day actually begins. My thoughts have completely changed since Sylvia Allan's presentation. I knew that it was important to build relationships with my students, and to encourage everyone within the class to get along. But with this knowledge I had never really thought of how that was going to be achieved. With morning meetings that is a time for each of the students to feel validated and also build those strong ties that will hold my class together. I now see that morning meetings are more than just a sharing time. The students are able to talk and share what they know, when the time is appropriate, but this is more importantly a time where the classroom grows together. Morning meetings are so useful to discuss important announcements, and it is a time for learning, but this learning occurs in such a relaxed atmosphere that the students do not feel pressured in any way.
Building a classroom community is so important! After Sylvia's presentation I was wondering if this is the right career path for me. Some of the stories she shared made me second guess my choices, and I had to ask myself if I was ready for the responsibility of becoming a teacher. By simply having 25-35 minutes each morning I will be able to better understand what each of my students are dealing with. This time will be educational, but it will also help each student feel as if they are part of something bigger than themselves. By having a class community the students will know that they have some where to turn if they have questions. When there is a community in the classroom it allows the students to see that the classroom is a safe place, a place to take risks and not be made fun of.
I can't wait to build my class community!! This is not something that will magically happen over night, but with morning meetings my classroom can slowly learn and grow together!
Wednesday, September 8, 2010
Chapter 2: Seize the Opportunity to Shape Lives
2d. On page 22, Tomlinson says, “The truth is, we will never really do all each child needs us to do.” Later on this page she says, “The point is not to entertain guilt. 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.”
I love this quote!! Ever since I decided that I wanted to be an elementary teacher I have been extremely nervous about making mistakes and not knowing all the information that my students will need to learn. This quote has eased a lot of those fears. From this quote it states very plainly that a teacher can be human and make mistakes. It also says that there is no way to teach all that our students need to know. I think I already knew this, but it was very nice to read that I don't have to be super women and teach everything perfectly. What I do teach my students, though, needs to be constructed in a way that they can understand what is being taught and I need to do my best with what I am able to achieve. The constant process of reflecting on how I'm teaching, and how my students are learning will help me better my teaching practices. This will be key to reaching my students and knowing their needs. Once that is achieved I can reflect and become a better teacher one day at a time, to then be a better teacher year after year.
I love this quote!! Ever since I decided that I wanted to be an elementary teacher I have been extremely nervous about making mistakes and not knowing all the information that my students will need to learn. This quote has eased a lot of those fears. From this quote it states very plainly that a teacher can be human and make mistakes. It also says that there is no way to teach all that our students need to know. I think I already knew this, but it was very nice to read that I don't have to be super women and teach everything perfectly. What I do teach my students, though, needs to be constructed in a way that they can understand what is being taught and I need to do my best with what I am able to achieve. The constant process of reflecting on how I'm teaching, and how my students are learning will help me better my teaching practices. This will be key to reaching my students and knowing their needs. Once that is achieved I can reflect and become a better teacher one day at a time, to then be a better teacher year after year.
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