Fulfilling The Promise Chapter 3 & 4

First and foremost, after today's readings I decided that I would absolutely keep this book. Last week as I looked at the student interest surveys, I didn't realize that the toolbox was so loaded with resources and information. As I read Chapter 4, I found myself going back and forth between the reading and the toolbox.
Differentiation stills seems as big a job as ever. Just as teachers should make every effort to ensure that students should become all that they should be (response of opportunity), I believe that somewhere in the cogs should be a place for teacher's opportunity to become all that they should be-and maybe this only applies to "future" teachers. I read these chapters and try to understand the principles and then see how people have used them in their classrooms and I am chomping at the bit to get out and try for myself. Successful or not, the opportunity to try these things out will solidify all that I try to take in from the readings. I suppose I should adhere to the statement "Failure is not an option." Just try and try again.
I liked the idea that the classroom "belongs to us" rather than "belonging to me." Students need a sense of ownership and that they are needed. This not only builds pride in the classroom but it promotes the idea that each student is "in charge" of their own learning.
I also liked the thought "There is no finish line in learning." There is a lot of merit in that statement and we as teachers have the responsibility to take the initiative and be living examples of lifelong learning.

File of Inventories/Pre-Assessments

I could see myself using many of the pre-assessment forms. The multiple intelligence information would probably be beneficial but I don't see myself using it-it seems too exhaustive for students. I liked the questions on the interest survey but prefer the ones in the "Fulfilling the Promise" book, they were the right length.
Probably what I really liked the best were the focus questions for anecdotal notes in different subjects. I imagine it will take a while as a new teacher to be comfortable knowing what to look for in students and then being able to determine where their needs are and how I can best help them. These focus questions will help me get a ton of information about the individual students and where they may be lacking.

Fulfilling the Promise pp. 100-103

The information provided in the Student Profile/Interest Surveys will definitely give me an advantage in meeting the needs of my students. First and foremost, I will be able to feel like I know them a little more. With a class full of students, not much time will be able to be spent speaking individually to students about personal preferences and feelings. Several of these questions may even be harder to answer in a one on one setting, so answering on paper is less awkward or threatening. Secondly, the information about how students learn will allow me to consciously make adjustments to the ways I teach. Not only will I know how students learn best, but what areas they want to improve on or learn about. Student strengths and weaknesses may also help me group students so that they compliment each other. Lastly, I believe the answers to these surveys will give me an idea about the self confidence of each student. I will be able to make an added effort to ensure that these students taste success and are empowered with new found confidence.
I like the length of both of these surveys-they are not too daunting. At this point, I don't think I would change or add anything.

I am not certain I understand what you are asking. Chapter 2 seems to be all about the student needs being the moving force for differentiation. A responsive teacher knows her student's needs and makes sure they are being met through challenge, affirmation, contribution, power and purpose. I'm not sure what other idea makes differentiation more specific. Reading these chapters has not added anything to my desire to be responsive, because I already believe a teacher shouldn't be any other way. That is why I want to teach-to influence INDIVIDUAL lives. I am a product of a one size fits all education. These chapters are just showing me what it looks like in the classroom-a task which seems too overwhelming to have a grasp of. That is why I liked the quote so much from the reading that I shared previously. I would love for you to share examples of what you are looking for.

Fulfilling The Promise Chapters 1 & 2

Over and over again, as I read these chapters, I was reminded of the saying "People don't care how much you know until they know how much you care." I have sat in classrooms where I have felt ruled over, not affirmed or powerful. Though I could recognize that what was being taught was essential, I gave it no merit and simply did what was required to get through the class. Very little was learned or even remembered. From my experience, I know that students can sit in classrooms and "appear" engaged because I am certain some of my teachers have made group conclusions not knowing that I really wasn't there.
What an incredible task we have as teachers. I loved this quote: "The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying." I can imagine the first few years are trying. However, I hope to make every effort to get better and better at seeing and connecting with children individually.

As I read the opening pages of our reading, I thought of my children and how extremely different each one of them is. As each new child was born, I realized that what I did with my first didn't work with my second and then what I did with my second didn't work with my third, etc. I have had to learn to adjust the way I parent with each one. Despite this knowledge, I continue to push the "fair" and "equal" issue and too often to my frustration. It has only been the last few years that I have begun to realize that treating my kids all equal is not fair to them. Their needs have to be met individually. I totally "get" differentiation. It is the application of it that worries me. I appreciated the chart on 12-13 with examples of differentiation in the classroom. Being able to see how it looks like in the classroom made it look doable to me.
I loved the quote on page 10 "Learning has to happen in students, not to them." Differentiation enables learning to happen in students.