Take a Break- Morning Meeting and Writers notebook

     Most of you have called this blog up on you're computers expecting the next post of my breakdown and take on Carol Ann Tomlinson's book Fulfilling the Promise of the Differentiated Classroom.  My intent was to give you just that, but you will have to wait.  I planned on going over to the UVU food court immediately after Differentiation class and finish reading chapter six while I ate my Costa Vida burrito.  Guess what?  It ain't happening, at least not before I clear my head.  I tried to read chapter six, but it was not fair to the book as my head was still back in class listening to the information on Morning Meetings.  I could not stop thinking about the presentation by Principal Allan on how Morning Meetings change lives and make a huge difference.  I need to get my thoughts down on print before they disappear.  I can not guarantee that this post will make any sense, nor that it will not ramble.  I do not know if it counts as a post for my side dish assignment.  I think I can justify it by saying I think Morning Meetings apply to differentiation in the classroom.  You can not provide differentiated instruction to your students until you know your students.  I can not think of a way that lets you know your students any deeper or in a faster way than having Morning Meetings to start your day.  If my justification is not enough to count these posts I am using two of the decision makers favorite things, Morning Meetings and Writers Notebook.  You may be wondering what does writers notebook have to do with differentiation or Morning Meetings.  Well, this post is something that belongs in my writers notebook.  Never have I felt like I must write something down before I lose the thoughts and feelings I have.  Few times have I felt compelled to get something out of my brain and permanently onto a storage device for later review.  I feel this way right now.

     I have always liked the ideas of having a Morning Meeting in my class, but I thought it was just something that would be nice to have.  I figured I would do them if my school or my grade level team was doing them.  I wanted to do them, but did not figure them to be a necessity.  When I found out that I would be interning in 6th grade I figured I would not be doing Morning Meetings as my kids were going to be way to old for that feel good stuff.  I was shocked when Dr. Peterson announced that Principal Allan was a 5th grade teacher and the Morning Meetings took place in a 5th grade class.  I was excited to know they can be used and were effective in the upper grades.  Remember all of the videos and information I had on Morning Meetings were from the lower grades.

    Morning Meetings seem like they justify why I wanted to be a teacher.  I wanted to make a difference in students lives and, probably out of selfishness, I wanted to be a key person in their lives.  A little background, I always knew someday I would get into teaching, but I was sure it would be at the Secondary level.  I figured I could teach and coach in order to have an impact on young people.  When I was talked into Elementary education I thought "well" give me the older grades and I will be okay, but I will move on to Secondary once I get the foot in the door.  From m first field experience I have known I liked Elementary.  I still prefer the older grades, but I figure I could do the younger grades as well.  So how does all this tie into Morning Meetings?  I can not think of a better place to touch lives and provide a positive impression on young students than in a Elementary class and especially one that incorporates morning meetings.  I believe that high school, junior high, and even college professors can effect students lives for the good, but you can get so much more "bang for your buck" at the elementary level.  I think you start to deliver that "bang" when you learn about your students in a personal, but appropriate way through Morning Meetings.  Not only can I learn about them, but I can have them learn so many life lessons while we are sitting in that circle as a community of learners. 

    As mentioned above, I had questions about Morning Meetings.  Questions about what grade level morning meetings stop being effective.  I now believe they do not lose effectiveness.  I hung around after class as I wanted to ask Principal Allan how you could squeeze morning meetings in if your school does not do them or your grade level team is against them.  I never asked the question, because I answered it myself after class.  I do not care who believes in them and who does not, because I will find a way to get them done. 

I think I have cleared my head.  We will now return to the regularly scheduled program.  On to chapter 6 of Fulfilling the Promise.

Characteristics of Curiculum and Instruction

     The book Fulfilling the Promise uses the metaphor of the Clockwork of Three Cogs.  Previously, I have discussed the first two, what students seek and teachers response.  Todays blog will cover the characteristics of the third cog, curriculum and instruction.  The last post served as an introduction to curriculum and instruction while this post will break down the characteristics effective curriculum and instruction.  The text covers five characteristics, they are: Curriculum that is important, focused, engaging, demanding, and scaffolded.

Curriculum that is important
     There is so many subjects out there and so many demands placed on teachers to teach it all and teach it effectively that the task can seem overwhelming.  It is the charge of the teacher to find what information in each subject is critical and teach that information.  Teachers are often caught up in we need to cover this fast so we can get to the next subject, which we will try and cover fast.  Reasearch, pointed out in the text, shows that students who gain a deapth of knowledge versus a width of knowledge are much better off.  So how do teachers transfer the deapth of knowledge in the short amount of time they have on each subject.  Teachers must ensure that students are learning the skills needed to solve the problems presented.  We will not be able to cover every problem, but if skills abilities, and knowledge are learned by the students they can apply them to solve a multitude of problems.

Curriculum and Instruction that are focused
     Focuses curriculum acknowledges that student's time is valuable and in order to assist each student in becoming the best they can we must make the mist of every learning opportunity.  Focused curriculum leads us to let every student know what is expected up front.  Teachers should make it clear as to what the student will know, understand, and be able to do after every block of instruction.  For teachers to be able to transfer this information to the student we must have it clear in our minds before we begin.  Our goals for learning must be precise and at the end of instruction students need to be able to demonstrate what they have learned.

Curriculum and Instruction that are engaging
     My favorite saying during this section from the text was "every lesson plan should be, at its heart, a motivational plan."(p.62)  This makes sense to me.  If we can develop instructional method that gets our students engaged in the lesson they become much more likely to learn the material at a deeper level.  The lessons that are engaging allow students to see the meaning of the material, find it interesting, see the value, and can make connections to them and the world they live in.  We must find the magic to deliver curriculum in a way that is irresistible to our students.

Curriculum and Instruction that are Demanding 
     Students want to challenged.  They want to be challenged and then overcome that challenge and feel that success of completing a demanding task or project.  It is the teachers mission to come up with lessons and materials that demand students put in effort, hard work, and perseverance to stay with it until completed.  To give tough assignments is one thing, but we must ensure that their is a way for each student to meet a standard.  I said "a standard" as each students standard may be different depending on their starting point.  It is important that each student reaps the rewards of their hard work and newly acquired skills or they will give up and have negative feelings toward the lesson, subject, matter, or the teacher.  In short we would not be meeting their needs.  As teachers, we must set the standard and then provide multiple pathways to get to the standard.  The reason that we have demanding curriculum is so that all students will be able to reach a new personal best and will have grown from their individual starting points.

Curriculum and Instruction that are Scaffolded
     High quality teaching is demanding as mentioned above and it sets goals that are just out of reach of the students current ability level, but then it ensures that every student has a way to extend or increase the current ability level or knowledge to meet the goal.  After one has the knowledge, acquired the skill, or has proven the ability we set a new goal that is just higher.  We must teach our students how to grow by requiring growth and then provide a support system to help them grow. The support system is referred to as scaffolding.  Scaffolding is simply providing to pathway to reach a point that was at one time impossible for the student to reach alone.  In order to provide quality scaffolding we must know each of our students and where they need the support at.

     In conclusion we must provide quality curriculum that will build our students into better students and people and we must remember that all students are different and the starting points of knowledge, skills, and abilities are not the same.  Even though, students are the same age they are different and we must teach taking that into account.  It is not enough for us to teach to the best of our abilities, but we must get to know our students and teach to how they learn best.  
   

Curriculum and Instruction-The Delivery

A just society is one in which men and women, rich and poor, the gifted and the handicapped, have an equal opportunity to use and increase all their abilities, each according to her or his talents. (Tomlinson, C., 2003, p.56)

     All right, all right.  I admit it.  After reading the the title of chapter 5 in Fulfilling the Promise I was not that excited to dig in to the chapter, especially after reading my favorite chapter, chapter 4.  While chapter 5, Curriculum and Instruction as the Vehicle for Addressing Student Needs, may not have passed chapter 4 as my favorite, it is very good and I enjoyed reading it. 

    The teachers response to student needs by bringing persistence, invitation, investment, opportunity,and reflection are very important and set the tone for what we do as teachers. Yet, it is only one of the things were paid to do.  While those things are noble and we would struggle without commitment to them, we are paid to ensure that our students are learners.   The text refers to curriculum and instruction as the tools of our trade.  These tools are what allow us to deliver the skills necessary to prepare our students to become valuable citizens of our community, not just the classroom community, but the larger community of our towns, states, and nation.  
     
    We have all had teachers that know the subject matter and are passionate about it, but we do not enjoy the class.  We have had teachers who taught a subject we did not love, but because of that teacher we developed a passion for the subject.  We must know our material. We are and must be the experts in our classroom when it comes to curriculum, but do not forget that it is not enough to be a good teacher, we must ensure learning.  The book tells stories of teachers who deliver the material, but do not pay attention if it is learned.  The only way we learn if our students are getting what they need is by knowing our students.  One size does not fit all and we must teach to individual students not to entire classes.

    How do we make sure that we are delivering the required knowledge, skills, and ability to each student?  The five elements of the Curriculum and Instruction cog will help us deliver them.  What are these five key elements you ask?  Wait for the next post and you will find out.

Teacher Response-Put It In Play Part 2

 

     In part one of Teacher Response-put it in play I discussed how three items in which teachers are able to meet student needs in the classroom.  The three elements were classroom environment, communication in the classroom, and guidelines for classroom operations.  All critical elements to assist teachers in giving students what they seek.  The three characteristics covered in this post are just as critical to delivering the goods to the students.  The three items I will cover in this post are classroom routines, support systems, and hared responsibility in the classroom.

     Classroom routines can often be the difference between a highly organized classroom and a classroom bordering on chaos.  Also, routines teach critical skills that students must learn in order to obtain that which the seek.  Classroom that have solid routines run much smoother, because students know what is coming and how to react when it does come.  Classroom that have routines let students develop autonomy.  Autonomy is important to helping students feel a sense of power and purpose, challenged and contribution, and affirmation.  The text shares very strong feelings on autonomy.  It says "Failure to ensure that students become progressively more independent learners constitutes educational malpractice.  I concur, responsibility for movement and actions in the classroom should be taught at every grade level with students becoming more and more independent as the age.  With independence comes responsibility and accountability. A classroom that gives students ownership promotes a much better environment to learn in as well as giving the students the elements they are seeking.  Just like any skill, we should model, scaffold, and eventually let the students operate independently.

     Support Systems are a must in the classroom if we want students to learn.  You would not decide one day that you wanted to walk a tight rope and the next day walk that tight rope a crossed the Grand Canyon.  You can learn how to walk that tight rope, but it would take time and training.  You would begin by walking on a thick rope close to the ground, then move to a smaller rope with a net under you, and finally once the skill is mastered and you feel confident you could take on higher risks and bigger pay-off challenges.  Students entering the classroom want to walk that tight rope.  In all skills, knowledge, and abilities that we hope to teach we must give them challenges that are just outside of their reach and then give them the supports to reach that goal that at one time was unreachable.  We must never give students challenges that are impossible to reach for if we do we destroy all that we were working to give them.

     The sixth of the six elements of delivering the elements of what students are seeking is shares responsibility in the classroom.  This is a characteristic that I firmly believe in.  In my writing of this blog I became aware that I was saying "my classroom".  The last several posts I have worked to say "our classroom.  Students spend almost as much time in it as I do and it becomes a home away from home.  I have referred to pride in ownership a couple of times in this blog and I think that it is important. When any of us feel ownership in something we treat it better and try to improve it, because it becomes a reflection of us.  This classroom community will only reach full potential if everyone buys in to making it better.  This can be all students pitching in to complete assigned classroom roles and responsibilities as well as they can.  Students need to have a voice in the classroom where they can express their concern and feelings.  I, as the teacher, am ultimately responsible for the classroom, but all will feel more welcome when they can say this is our classroom.

Teacher Response-Put It In Play Part 1

     Chapter 4 of Fulfilling The Promise is my new favorite chapter of the book.  That is a little strange as it started off by using a word that I am not very comfortable with when it is used to describe teacher student relationships, the word is friend.  Now my little opening rant has little to do with the information in the book (I will get to that), but has to do with the implications of the word friend.  One of the loyal followers of this blog and I have had conversations about being friends with students.  Being a friend implies that we are going to hang out after school, go to the movies, or go to the water park together in the summer.  The use of it by this book got me thinking for a new word to replace friend and I was having a tough time coming up with one that I liked better.  I decided that I would have to use the word friend, but just with some clarification.  As I continued to read the chapter the book gave me a better word, and that word is colleague.   The definition for colleague given by the book was just right as it made me think of people working together who supported and built each other up in order to reach a common goal.  Trust and kindness all fit when describing good colleagues.  Okay, enough of my personal thoughts and onto chapter 4.

     Chapter 4 is all about how we respond to student needs in the classroom.  Six topics are covered that all help teachers meet student needs.  The first three topics are the classroom environment, communication in the classroom, and guidelines for classroom Operations. These three topics will be covered in this post while the last three of classroom routines, support systems, and shared responsibilities will be covered in the next post, part 2.  As I said, chapter 4 is my favorite chapter so far because not only is the information very good, but the examples of how each subject can be used and applied is very helpful.  Often times we get information on how to make are classrooms better, but no instruction on how to apply the information.  Chapter 4 shows ways it can be applied to the classroom.

     The first subject covered in chapter 4 is The Classroom Environment.  It may be just a guy thing, but I have always wondered why it was important to have the classroom "decorated".  I have received instruction on what and why we need "stuff" on our walls and in the classroom, but to be honest I do not think I ever bought in completely.  The information provided in this text made sense to me.  It made sense to me why it was important to have items in my class and on the walls that welcome and excite students.  The text also points out that included in the classroom environment is the attitude or atmosphere of the classroom.  The pages of the text make it very clear how both physical and affective characteristics can be combined to create a positive learning environment.  Teachers must place items on the wall and in the classroom along with getting to know their students to create the correct atmosphere.  If teachers get to know the individual student's backgrounds and cultures along with handing out sincere praise the classroom will become very dynamic.

  Secondly, the book covers Communication in the Classroom.  Communication is key to building a sense of community.  Effective communication will allow for the students can get to know each other and the students and teacher to build connections.  A classroom that communicates well will be able to come up with sayings or, as the book calls them "shorthand" for communicating praise and motivation very quickly to each other.  Communication can be be verbal, written, or even make use of signals.  The book mentions the communication can be digital, for this medium I have an example.  At one of the elementary schools that I am familiar with 5th and 6th graders are each given IPODS.  One teacher 6th grade teacher has loaded an application on each of these devices that allows for the students to input a message each morning about their wellbeing that day.  I think this is a great communication tool that allows students to be open and honest while allowing the teacher to get to know her students better.

     The last subject for this mornings post is Guidelines for Classroom Operation.  Guidelines, or rules, are critical to making the class operate and maximum efficiency and effectiveness.  Rules that are made up by and enforced by the teacher are less likely to be followed than rules created and agreed upon by all members of the class.  By students having input into the rules governing the class they are given ownership of the class and how it operates.  The book talks about four simple rules that I thing are solid.  Respect each other, work hard, keep trying, and accept responsibility.  These rules are simple, but if followed a classroom will run much more effectively.  In my classroom I may add one more rule, be positive, but other than that I like what the text suggests.

     Make sure and stay tuned for Part 2 of Teacher Response-Put It In Play where the last three subjects of chapter 4 will be covered.

Teacher Responses-The Big 5

     In order to make the most out of my classroom and respond to my students needs of affirmation, contribution, power, purpose, and challenge.  The teacher cog consists of five key ways to respond to the student needs.  The big five elements of teacher response are: Invitation, opportunity, investment, persistence, and reflection.  

INVITATION

     When students walk into my classroom for the first time and every time after that they must instantly feel like the belong.  I used the phrase "my classroom" above, but when the student enters the room they must know that it is no longer my classroom, but "our classroom".  My job as the teacher is to make each student feel welcomed and valued.  Students are very good at picking up on people faking it, so I must let them know that I am sincerely happy that they are in the class and that they are valued for who they are and what they can bring.

OPPORTUNITY

     Each student who enters into the classroom is full of potential.  The teacher's goal is to turn that potential into skills, abilities, and knowledge.  In order to make this transformation teachers need to provide opportunity for growth, and growth is challenging. Every student needs to know that the lessons they are being taught are important and are applicable to making them better.  The things that teachers ask them to do will not be easy, but will help them discover new things about themselves.  Opportunity and challenge can never stop as students change potential to ability and skill new potential is born in them that must be reached.

INVESTMENT

     Investment seems to be the simplest response to demonstrate, but it is also the easiest for students to see and feel when it is not present.  Investment simply means time, not just time but quality time spent by the teacher making sure that student needs are met.  Investment is a teacher making time to get to know each student and making the classroom work for them.  Investment is finding new ways to help each student.  Investment will be demonstrated by lessons that challenge each student know matter their skill level.  When teachers are fully invested it is evident by the level care they have for each student as anything we put our hearts and souls into mean more to us. The level of investment can be seen instantly by walking into a classroom or by watching student interact with the teacher.   

PERSISTENCE

     Very simply persistence means that I will not give up on you.  Working together we can overcome any obstacle and find success.  Once success is reached we will find new challenges and work together to over come them.  Student learning is a never ending process, but I will be by your side the entire time.  If the first method I try does not work I will continually work to try new ways to make the student success.  Hallmark number 5 of a "Way Up" and never a "Way Out" is applicable.  We will not accept excuses on not meeting our goals, but we will find other paths that lead to our goals.  

REFLECTION

     The text makes reference to the film Apollo 13 movie in which the statement "Failure is not an option" is made.  When we are working with students failure can not be an option as students are much too important to allow failure to happen.  As a teacher it is my duty to ensure that I am always improving my lessons and skills.  This will require me to seek additional training, input from experts, and discussion with my team.  It will incorporate the responses mentioned above of persistence and and investment as it will take time and I must continually find ways to better myself.  If improving my classroom and the lives of my students are always on my mind we will not fail as I will find ways to improve myself and help students reach higher goals.

Why Teach and What I must Bring

   
     Chapter three of Fulfilling the Promise is all about how the teacher responds to the student needs.  As discussed previously we know that the teacher responds with investment, persistence, invitation, reflection, and opportunity.  All of these items will be discussed in my next blog, but now, in this post, we discuss why we wanted to get into teaching and the facts of life concerning differentiated instruction.  I touched on it in my last post that, differentiated instruction is easy on paper, but is difficult to execute effectively.

     The text mentions that is is no small thing to become fox tamers.  As we know, I do not like that word, tamers, so I will once again refer to it as relationships.  Relationships are sometimes hard, require risk, and require much more time.  In order for us to justify the effort we must remember why we got into teaching in the first place.  For me, and I hope that does not change, it is because I believe that I can have a positive impact on students.  The book talks about the naiveness of new teachers and what their dreams of the classroom are.  It talks about not loosing that naiveness, or as it mentions find out what your dreams are, know them, and live up to them.  I agree with this concept.  Keep your vision alive no matter how many times you are beaten down or told you do not have time for that in class.  I must remember why I wanted to do this, to make students better, no matter what the risk or time commitment.  What takes the time?  Relationships, at all levels, are work and in order for me to develop individual relationships of trust with my students I must spend the time and take the risk.  
     
     How can I respond to what my students need if I do not know my students.  How can I make my curriculum challenging to each student if I do not know what there starting line is?  One can only provide for someone when they know what that someone needs.  I will commit to finding out the needs of my students through establishing a positive relationship with each and  everyone.  I make this commitment without full understanding of the detractors that will be placed in my way, but as the book says I must push through the excuses.  
     
     We have established what the student needs, but have yet to breakdown my response to these needs.  That will be done in the next post, stay tuned.