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"There is no recipe for a differentiational class."

page 54

This really lifted my spirits! I often worry that I’m not differentiating effectively, or that I’m not doing it the right way. This quote serves as a great reminder that differentiation can take many forms in each classroom. It reassures me that it’s perfectly normal for approaches to vary, as every student has unique needs and learning styles

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Chapter 4: "Know that highly effective teachers teach students first, then content. Students have to know that their teachers see them...Most students need to feel cared about before they will care about academics." This is really the heart and soul of why I am a teacher. I don't ever want a child to feel like they are unloved or unseen in my classroom. We love because God loves us; they should know that we are disciples because of our love. This is the whole reason that we are here - and the mission of a teacher at CCS.

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Chapter 5

"Remember that everyone's next step will not be identical, and that every student needs scaffolding in order to stretch."

When I am planning my lessons I keep in mind that my students are working on different levels and at a different pace. Knowing that they all work at their own pace and that certain content is a challenge for them, scaffolding is crucial for success in the classroom. I want to make sure my students always feel confident and are never embarrassed (only encouraged by me and their peers) It is so important to keep students engaged and motivated. Pushing those learners (the independent learners that don't require as much individual support) to do more and to always extend their knowledge is equally important. I have found this book study extremely beneficial for my class this year. I am applying so many practices, strategies and knowledge I have gained so far in these 6 chapters.

Elizabeth Schneegold

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Chapter 4 "Know that highly effective teachers teach students first, then content. Students have to know that their teachers see them, value them and are active supporters of their success.

This goes on to speak to the relationships that we know as CCS teachers are essential. Learning can only begin when students are safe and have their needs met. Students, especially in the 6th grade arena, will mask weaknesses and when they trust you, they will reveal them That is when the work can begin.

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Chapter 5-"As all people do, teachers have good days and ones they'd rather not duplicate. While none of us will ever do everything in the way of building a positive classroom environment exactly like we'd have chosen to do it if we could have scripted events, we can get better and better at modeling what we want students to learn-joy in work, appreciation of one another, patience, kindness, and generous hearts. Those things help students contribute to classroom community and construct sturdier and more rewarding lives now and at any age. Working toward those attributes helps the teacher become a wiser person and better professional as well."

I don't know about you all but these last several weeks have been SO hard! It has definitely been an unorthodox start to the school year. I feel like I'm constantly looking for an opportunity to get caught up, let alone focus on differentiating instruction. However, remembering the importance of leading my students to Christ, modeling the Fruits of the Spirit and instilling God's truth in my students' hearts and minds is so much more important to their success in the long run. I'm thankful for the good days, even more thankful for God's grace on the more difficult ones.

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Quote: Chapter 6: "Teachers construct differentiated classrooms in varying ways depending on their own personalities, the nature of the subjects and grade levels they teach, and the learning needs of their students. Teachers who differentiate instruction have at least two things in common, however: a conviction that students differ as learners, and a belief that classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are passive recipients of information" (page 54).

Explanation: This quote stood out to me because it highlights the importance of understanding that students learn in different ways. It shows that good teaching isn't the same for everyone and that teachers need to be flexible based on their students' needs. Students should feel empowered to take charge of their learning. Classrooms should have a variety of instructional strategies—such as collaborative projects, choice boards, and personalized learning paths—to cater to different learning preferences. By fostering active engagement, teachers can create a classroom where students are not just recipients of information, but are actively involved in problem-solving and decision-making processes. This approach not only enhances student motivation but also supports deeper understanding and retention of knowledge.

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1. Quote: Chapter 5, p.43

"Everyone feels welcome and contributes to everyone else feeling welcome...Peers who acknowledge their classmates in positive ways is a foundational expectation. A time in the day...when students can talk about the day...builds bridges."

2. Explanation - This year I have the students give compliments at the end of the day. They compliment one another for helping them on a question, being a good partner, playing with them at recess, etc.

The students' faces light up when they hear their name. It truly has helped to build a family atmosphere in our classroom. Students are more loving and kind towards one another. It really is their favorite time of the day, and they hurry to pack up, so we have time to say compliments.

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Chapter 4: "Students have to know that their teachers see them, value them, and are active supporters of their success. Most students need to feel cared about before they will care about academics." I underlined and starred this one. This is so important to me. Balancing strong academics and finding time to make each student feel special is crucial. I find during Bible and prayer times my students will open up and share. Allowing them an opportunity to free write and share part of their lives helps me know them better. They get to see that I care and am actively listening.

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Chapter 5- "The teacher teaches for success. Sometimes school is characterized by a sort of "gotcha" teaching, in which the game seems to be seeing if the teacher can ask a question or design a test item that will trip up students" (pg. 45). This quote resonated with me because it highlights the difference between teaching for understanding and growth, rather than catching students off guard. It emphasizes the importance of learning environments where students feel encouraged to engage rather than fearing to fail. I think it's essential to have an encouraging approach and safe environment where students feel confident in themselves to learn.

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Chapter 4: "The teacher sets the tone.... we can get better and better at modeling what we want students to learn- joy in work, appreciation of one another, patience, kindness, and generous hearts." This is so exciting to me and also such a great responsibility to think about! We are modeling, not just academically but at all times, what we want our students to learn for their future lives. This is something I do not take lightly. Although we work in a Christian school, we know that does not mean that every child is experiencing the love of Christ outside of these walls. What a great reminder that we are to be Jesus to ANY student, regardless of where they are in their academic achievements. "Those things help students contribute to classroom community and construct sturdier and more rewarding lives now and at any age."

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1. Select a quote: Chapter 4: "The director of the orchestra guides, supports, and brings out the performance, but it's the musicians, not the director, who really make the music." p. 38

2. Explanation: I selected this passage because it made me think about my role in the classroom. I am no longer the keeper of all the knowledge. With the invention of the internet, students have access to information at the tap of a few keys. This has changed the role of a teacher. The students should be exhausted at the end of the because of all the brain power they used. THEY are responsible for their learning and it is my job to present what they need to learn and help them reach the goal using various methods and strategies. I attached Figure 4.1 because it triggered my role and how it relates to our evaluation rubric.

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Chapter 4 When we begin to see the wide array of assessment opportunities in the classroom, we open our eyes to new ways to learn about learners. Too often, assessment is something that happens at the end of a unit as a way to find out who "got it" and who didn't. Yet, we're seeing that assessment that comes at the outset of the unit or a various points along the way in a unit, will reveal new routes to student success. In the hopes of being more "fruitful" and providing success for each student, there are often many ways to assess and extend learning rather than merely measuring it. I believe creating activities that challenge the creativity of each child and to offer opportunities for conversation related to the topics and subjects being taught is crucial for inclusion of every student. I believe students need to see excitement and genuine love for the subjects being taught. in their teachers. I also believe that they need to feel that we as teachers are on their side in this learning process.

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Chapter 5- "Students feel safe in the classroom. Safety means that when I try a new skill, expend effort, or take a risk with creative idea, I won't be thought of as foolish or odd. Safety happens when you feel accepted as you are and valued enough that people want to help you become even better" (pg. 44). As an educator, I feel that it is of utmost importance that students feel comfortable to take risks. Taking risks can be as easy as asking a question in class about information that is confusing or more in depth as a student expressing new ideas in a group project. After asking a question, a student can feel safe when students and the teacher genuinely answer the question without snickering or having the student feeling less of a student. Also, students can feel safe when their ideas are heard first and fully discussed with the group with collaboration or an explanation on why the idea cannot be used. A safe classroom can lead to an effective classroom.

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Chapter 5 "The tone of any classroom greatly affects those who inhabit it and the learning that takes place there. In a setting that strives for differentiation, the classroom environment is, if anything, even more of a factor in shaping student success" (pg. 43). This really spoke to me, as the environment of learning really is incredibly important. This is the foundation of student growth and learning, allowing for them to feel safe/welcome to not only thrive, but also struggle at times. This chapter also talks about how "mutual respect is a non-negotiable...respect is cultivated, it requires effort," which I could not agree with more. It's important to model and set high expectations of this for all students each and every day.

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Chapter 4- "Differentiation calls on a teacher to realize that classrooms must be places where teachers pursue understanding of compelling teaching and learning every day and to remember that no practice is truly best practice unless it works for a particular learner." I love that knowing each relationship I build with each individual student allows me the freedoms to expand on that students needs. I feel more relaxed and I'm able to organically create differentiation within our classroom system, which intern allows students to be free to learn and grow as individuals. I like to take the pressure off of students where they are not measuring them selves against each others progress but instead they measure up to their own growth steps.

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Ch. 5 - "All growth is worthy of note" (p.44). As an educator, this reminds me that each student is unique, and their progress will vary. Embracing these differences allows us to celebrate the individual growth of every child. I can certainly apply this to all of my interactions with students, specifically, I am thinking about small group interactions where I can tailor instruction to meet each student's specific needs. In small group settings, I have the opportunity to focus on their strengths and areas for growth, ensuring that each student is supported on their learning journey.