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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.
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3 comments:
I appreciate the reflection, in your own words, because it helps me see that you are thinking about your future as a responsive teacher. Can you tell me more about what this book may be adding to your desire to be responsive? What I mean is, based on what you've read in chapter 2, what makes differentiation any more specific an idea than just being a responsive teacher who knows her students?
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.
I apologize... I was behind in my reading of these blogs, and I had chapter 2 confused with chapter 4, because I had read some comments on chapter 4 from another section BEFORE I read your reflections... You are, absolutely, crystal clear with making personal connections to the chapter. Passionate ones! You're already on the road to being the responsive teacher who will differentiate many situations out a natural ability to get to the heart of the matter. Thanks for your patience, Angie!
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