Chapter 4 Reflection: How would you help students move from defining "fair" as
treating everyone alike to defining it as making sure everyone
gets what he or she needs to grow and succeed? What
challenges might you face along the way? How would you
address them?
I would follow the following guidelines when instructing:
ReplyDeleteMake everyone feel welcomed and express positive feelings toward them.
Have mutual respect in the classroom.
Students must feel safe in the classroom.
There must be expectation of growth.
The teacher must teach with the expectation of success.
The teacher and student collaborate for mutual growth and success.
As for helping my students understand the true meaning of “fair”, I must first create a safe and welcoming classroom environment that releases a positive tone. I will make it clear to students in my learning community that diversity is what makes them individuals, and that respect goes both ways. They will not all learn the same way, and that is okay. I must also collaborate with my students in order to achieve mutual growth and success. Though some of my students may not fully understand this, I will remind them that working together will help their well-being and the well-being of others.
ReplyDelete-Jessica Collado
I would provide my students with many examples of the new meaning of the word “fair”. I would try to come up with as many scenarios as possible so that the meaning would really sink into their heads. I think jealously would be my biggest challenge. I would handle this potential problem by explaining over and over again the new meaning of the word “fair” to the entire class. I would also hang up inspirational posters and handmade posters that relate to everyone getting what he/she needs to grow and succeed around my room. Every opportunity I have to bring up being “fair”, I would take it and run with it. Basically, I would drill it into their heads so that they understood it and knew I meant business.
ReplyDeleteSusan Castleman
Fairness is best understood as mutual respect in the classroom context. It is vital that students are taught that from day one, through role play or simple lecture. The classroom should be a place that is comfortable, and where all students feel confident and safe. This will allow all students to potentially be able to appreciate the classroom dynamic, and adapt their learning styles to fit in with the curriculum, and like that every student will learn and be reached. Once this happens the growth of the students will be visible, and celebrated.
ReplyDelete-BLANCA GONZALEZ
How I explain “fair” to students: I let them know that we are all different and learn different and what I do for them does not work for everyone. I also help my students by introducing them to their individual learning styles. By doing this, they know when the lesson is geared towards them and their style. They also learned how to use their strengths to help their classmates. If you explain to students and show them why they are different it will help with teaching them how “fair” truly works when you are treating students “fair” based on their learning needs/styles. I personally did not face any challenges and I believe it worked in a positive manner, because I taught the students how they learned and made sure they understand how we were all different and learned differently. Now they all want to be treated “fair”!
ReplyDeleteMerrissa Bailey
Inorder to even be able to gain anyones trust you need to establish a few things;make them feel welcomed, always mutual respect and create a feel safe classroom environment. Once you have attained this you will have trust and the "fair' questions will be reduced. Challanages if any arise you handle them on a one on one. You would address any such questions with your DI and flexible planning.
ReplyDeleteEfrem Figueredo
I would explain to them that "fair" means giving everyone an equal opportunity by providing them with what they need to grow and succeed. I would further explain that everyone will be challenged just at a different level. In the end, regardless of the complexity of the assignment, or the workload, everyone is expected to work, cooperate and put forth their maximum effort in order to achieve their goals.
ReplyDeleteWe need to redefine the word "FAIR" from equal assignments and products to assignments that help each student, at their own readiness level, to grow and succeed. One of the challenges I could face would be that more advanced students would say it is unfair that others have an "easier" assignment. I would explain to the advanced students that they have already mastered these skills, having a more complex assignment is proof of all the progress they have already made, that it is easy for them now but it wasn't easy when they didn't have the knowledge, and that it is time for them to master other skills that will help them in the future.
ReplyDeleteClaudia Ocampo
The way I would help students in my classroom is to first establish or develop a sort of positive attitudes, belief and build students moral. As a teacher I would ensure that I provide equal opportunity for all students. Everyone needs to feel welcomed in a fair classroom, so no one suppose to feel left out. Some students may not feel safe to share their ideas in the classrooms; as a teacher it is our responsibility to ensure that we create that mutual respect in the classroom. Teachers need to teach for success, creating a safe learning environment is very important for the students.
ReplyDeleteI would help my students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed by:
ReplyDelete* expecting students to acknowledge the presence of their peers in positive ways
* conducting student data chats as a group and in small groups so that everyone understands that they all have some needs in common, but also have individual needs
* identify ways that students can help each other; if one student is stronger in a skill, they may offer to help a peer who is weaker in this area, in turn sharpening their own skills by reinforcing what they know
* have student group leaders who's responsibilities include voicing questions and opinions on behalf of the group so that those students who are shy to ask questions can still receive the answers that they need for clarification and understanding
The challenges I might face along the way include:
* developing mutual respect among students; especially when discussing scores and weaknesses as a group
* students purposely not performing their best on assignments and assessments in order to have the excuse that "this wasn't my best effort, I just put anything for the answers."
* students being resistant to more vigorous tasks
* students having a 'selfish' approach to group work, not wanting to share information that they have learned with the rest of the group
I would address these challenges by:
* helping my students distinguish between feelings about something someone did and the value of that person
* helping my students learn to solve problems in sconstructive ways that attend to the issue at hand
* helping my students feel safe to perform their very best on assignemnts and assessments by explaining the importance of accurate assignment and assessment results
* promote the importance of personal growth for each student, no matter how large or small
* when students give learning a really good effort, I will ensure that there is support necessary to assist students in reaching the goal that seemed a bit out of reach
* I will continually coach students to be contributing members of a group; helping students develop understanding and compassion for their classmates to help promote sharing of knowledge
• I would explain to my students that being “fair” does not always constitute having the same things at the same time. I would draw an illustration between quality and quantity. We all want to reach a high quality of education, but we do not all need the same amount of resources to reach that goal. In the classroom, treating everyone fairly would mean to give everyone an array of opportunity to reach their potential. Students may not understand the concept at first, but as you model it in class by addressing each of their needs, they will eventually understand that it is a process used in order to get to the end.
ReplyDeleteI will help students move from defining “fair” as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed by informing students that we all are different and we all have different learning styles. The students will be required to complete an interest inventory and we will have dialogue about learning style preferences. Once we determine the learning style preference,a learning profile will be placed in their student folders. The student folder will also include various activities that coincide with their personal learning style. Students will be grouped by their learning preferences and levels. I will remember to change group member based on their progression. The challenge I will be personality conflicts in the assigned groups. I will address the challenges by explaining to the students the benefits of working with different students. I will give them a scenario about working on a job and being assigned to complete a project. Inform the students that they are assigned to groups that have the same interests as them,yet their contributions will be different.Once the project is completed, they will all receive a bonus and a promotion. A Level 3 or higher on the FCAT!!!!!!!!!
ReplyDeletePatreece Perry-Pelt
Fairness has new concept meaning, as it relates to the role of teachers and students. Teachers and students form a collective team to ensure that the class routines move smoothly. The teacher as a leader develops the tone and climate.Students assist by contributing to the task involving the development of routines and other activities. Every member of the team should assume a position and a responsibility. Challenges will occur,but inorder to provide fairness teachers must intervene and identify problems that may cause conflicts. Responsibilities and roles of students should be reversed. Students may assume the role of the teacher while others are acting as students.The teacher will navigate throughout the groups while observing the students that are off task. Teacher must identify any problems and redirect the students'attention.
ReplyDeleteBarbara Harris
In a differentiated classroom, fairness means trying to make sure each student gets what she needs in order to grow and succeed. Students and teacher alike are part of a team working together to ensure the classroom works well for everyone in class. Challenges along the way, one matching students to assignments that force them to go beyond their limits but not to reach their frustration limit. Next matching students with other classmates with like interests and abilities. These problems are addressed by students test scores and teacher observations.
ReplyDeleteLarry Williams
A learning contract between the teacher and student must be developed and understood. The goal of the contract would implicate the rules and regulations of the group activities that will be presented. Each participate is there to learn and learn from others. All students need to feel as if they belong. The contract will display how each member of the team must be given the ultimate respect. No criticizing others due to their lack of understanding, only provide positive assistance when students are in need. The contract will explain how each member of the team must be given the ultimate respect while on this learning journey. Regardless of a person’s gender, culture, speed of learning, language, dress and personality, we all feel pain, joy, doubt, triumph; the human emotions.
ReplyDeleteOur lives are made better when we are treated as valuable and worthy of respect. Teachers can help students to learn to solve problems in constructive ways that attend to the issue at hand without making a person or group member feel smaller. The teacher is the catalyst for cultivating respect within the group. All participants must feel safe. There should be the absence of emotional and physical danger. Everyone must feel accepted by the group as they are and valued enough so that people want to help you become even better.
Audrey Bullock
-I will observe them to try and gauge their interests, readiness for content, readiness/willingness for group work, social skills, independence, and actual skill level. This observation will help me informally determine what different ways students need to be guided.
ReplyDelete-I would give whole class as well as small group illustrations of what it actually looks like for me to decide what help and direction they need. They will, hopefully, become more aware of themselves, and of differences and similarities to the others, in terms of learning needs.
-Students will most likely fight it, saying that it's unfair. I'd probably decide to show how using the traditional incarnations of "fair" actually turn out as not sufficient for each learner. This means that I hope to demonstrate that different teacher choices will help some, while different decisions will be appropriate for another. It helps the students get on board, and hopefully builds a sense of community.
-I would also expose the students to the different ways I can adapt content, process, and product. They'll start to see the different ways of showing mastery, and be more likely to identify what they think might work for them.
The challenges that I might encounter along the way would be trying to explain to a child exactly what it mean to be fair. To the child that believes you are being unfair is making an observation without all of the facts as to why you are doing things differently with them or vice verse to the other student that they are comparing themselves to. My responsiblity to each child is to make sure that I am causing growth to their individuality. To not move them academically according to their need and using the necessary resources to get them thier is not fair. Karen Smith
ReplyDeleteI think moving from fair=treating everyone alike, and fair= everyone gets what he needs to grow and succeed,is something that won't bring opposition since the definition is self explanatory and makes sense enough as to argue about it. The challenge of treating a student in a fair way meaning providing for his/her specific needs is facing the often inflexibility of administrators and district personnel that are looking for the teacher to be following the one suit fit all system, not leaving much space for creativity, and teaching outside of the box.
ReplyDeleteI would clarify the meaning of fair as it relates to our classroom and the students' individual abilities; meaning that any one lesson/subject may have a variety of extended activities catered to a student or specific group academic level. Some students may think that Sam's activities were easy and that there assignment was more difficult. Explain to them again that the ability level differs from student to student.
ReplyDeletePamela Robinson
Fairness may not be as easy as it appear when trying to be fair to all groups of students. When helping low level functioning students, others should realize that they require more of the teachers time. This may seem like it is favoritism to some, but it only indicates that they need more help. It is very importance to explain the reason as to why other students are getting that special attention and especially to the ones who are struggling. Students should be taught that the word “Fair” does not necessarily mean everyone is alike, but to insure that as a team, helping each other or others to get to where they need to go, and that is to grow and succeed. Students should take a look at themselves and realize that there was a time when they were strugglers, and they got what they needed in order to be where they are now. I would as a teacher will observe all my students to see who the most needs help
ReplyDeleteI Feel that there will not be any kind of challenge for me because as a teacher who have good classroom management skills, I would promote in the beginning of school that we are all her to help others to grow.
Carolyn Collins
Comp. 4/5
ReplyDeleteFrom the beginning of the year when I introduce the classroom expectations, I discuss with my students the importance of respect and collaboration, and how this influences everyone’s learning and success. I make the students feel welcomed and create a family atmosphere where everyone is responsible in contributing to the learning environment, and I give them a sense of belonging to a community of learners. Students feel better when they are treated as valuable human beings who are worthy of respect, so when any of the students display a behavior other than what is expected, I immediately address the problem or allow a peer to discuss the problem/solution with that particular student. In an ESOL classroom, newcomers enter throughout the year, so they are introduced to our classroom structure (system) by their peers and they immediately conform to the expectations through observation and discussion. Students must feel safe, not only physically, but emotionally. We celebrate the accomplishments and growth of others and make each other feel welcomed including any visitors from other classrooms. In a DI classroom, fairness is redefined: students become responsible and independent learners who watch for their well-being and for the well-being of others and collaborate for mutual growth and success.
Maria Santiago Parreno
In my years as a teacher, every student has felt vulnerable to an “unfair” experience. I think that it is important to discuss what “fair” should look like in their classroom so that they feel that they have made a meaningful contribution to the process. As people we are all the same in that we have common feelings of needing to be safe and accepted. If the students can understand that mutual respect is a cornerstone in their growth and success as lifelong learners, it will be easier to develop routines and solve problems in a constructive manner that will ensure success for all members of the group allowing for individual strengths and weaknesses. Collaboration and communication will be key in overcoming any challenges that may come along.
ReplyDeleteZina Berman
Teacher and students collaborate for mutual growth and success. Teacher must emphasize to all students to take the necessary responsibility both for their own well-being and for the well-being of others. Teachers can allow students to solve problems, help other students and keep track of their work. The teacher sets the tone for the classroom but students can play a big role in building a positive classroom environment too. Tony Casas
ReplyDeleteI would help students move by communicating classroom expectations at the very beginning of school day. I would have parents/students sign contracts that specify the school/classroom expectation. I believe in “fairness” for all students and that all students should have a level playing field and avoid the pitfalls of preferential treatment based on the learning ability of the students. The goal at the end of the year is to help all students grow and succeed academically and socially in school. I strongly believe that by providing written and oral contracts on the school/classroom expectation, all students will grow and succeed.
DeleteThe major obstacle that all stakeholders will encounter is the constant challenge of change. In order to be successful, time constraints, disobedient students, and constant interruption of class room environment must be held to a minimum. I learned that I may not be able to cover all the work according to the pacing guide, but I will make sure that the majority of the students in my class at least understand the work. For example, if the mathematic chapter has 10 sections, by Mid-Chapter Checkpoint, if more than half of my class did not pass the assessment, I will differentiate the work and present the whole class with the material. However, I will spend less time with whole group instruction and more time with teacher led instruction with differentiated material.
Creating a safe and welcoming environment will allow students to be able to collaborate more freely at different levels and encourage each other to assist each other for mutual growth and success. Fair must be well defined for every child in the class. They are expected to work as a TEAM and although everyone may have a different goals for success. DI, in my opinion provides fairness to all. Small group centers with choices, also, provides fairness to all. Students should be aware that expectations of hard work no matter the complexity of their assignments must show maximum effort to achieve their indivdual goal of success. The challenges I may face maybe the predetermined definition to fairness. It is my job as the facilitator of learning to make sure that the definition is understood my all as one and it is acceptable to all. Creating an enviornment that is safe, welcoming, and that we all have the ultimate goal to succeed.
DeleteYunyan Chen
ReplyDeleteAnswer: To be fair as treating everyone alike , I will do the following:
1. Welcome and treat all the students equally with positive and encouragement patiently.
2..Have different expectations from different students with differentiated instructions, both advanced learners and slow learners and treat them with the same respect.
3. Make the students feel comfortable and safe in the learning environment and can be freely express their opinions and thoughts.
4.. Keep praising the growth of their learning results for each group.
5. Teacher and the students should have good relationship and collaborate for mutual growth and success in differentiated instructions and benefit the students in their learning.
6. Teacher should plan with flexible skills of grouping students and design tasks for students based on the best judgment of their readiness for and interests and their learning best . So we can engage all the students to small groups and peer learning system.
Typically when students say the word “fair” they mean everyone is treated equally or 50/50. In a differentiated classroom, the term fair takes on another meaning. Teachers consider “fair” as having the same rules for behavior, social interaction, completing assignments, etc. In other words, everyone is held to a common standard: Everyone is expected to treat each other with respect; all students must complete required assignments; and all students will succeed. Yet, this definition does not capture the essence of fairness in a differentiated classroom. Tomlinson (2001) suggests that each student will be treated fairly according to their needs. It is fair to give support where needed and at the same time give wings to those who can soar beyond expectations. The key is flexibility when planning instruction. Planning for differences and individual needs yet having the expectation that all students can and will succeed, at their own rate, of course.
ReplyDeleteThe challenges that this teacher may face is the constraint of time and resources. To differentiate, teachers need a menu of choices in planning in order to meet students’ needs. One way this can be accomplished is by having knowledge of students, qualitatively and quantitatively. During the planning process, teachers can have in mind who their students are and what their typical needs are. Also, teachers can make decisions on when to differentiate; in the whole group, small group, or during independent activities.
DeleteIf we do redefine fairness in a classroom as a teacher’s "making sure (that) everyone gets what he or she needs to grow and succeed,” then I think that teachers would have to insist that their classes be smaller, much smaller. In an earlier post, I said that I think that good teachers usually try to address each student’s needs, and many teachers do employ different types of differentiated instruction. However, I cannot see how this can be done in a class of twenty five. I have tried DI in large classes (because I had to), and I have not succeeded. I have had a few classes that numbered in the mid twenties, Intensive Reading classes, and the outcome was not impressive. I have done versions of DI in smaller groups, and success was obvious.
ReplyDeleteWhen classes are large, I think the question of fairness swings in the direction of good students who actually want to do more challenging work that might require more of the teacher’s attention. These students might not be interested in group work with weaker students, and they might not want to work on their own. Some of these students are regularly placed in English Honors classes in which there will be an FCAT repeater or two. The better students might really want to read Shakespeare or Dickens and discuss these writers’ styles, ideas, or the times in which they lived and the impact those times had on their values or career. To share a class with sixteen or seventeen year old students who have failed the FACT a couple times might not be fair to them.
Lastly, I find it strange that in our readings, we never hear about the bad students, those with weak skills or those who are unmotivated, undisciplined, and a distraction to other students. Last year I had one especially bad Intensive Reading class. Within the first two weeks I had to attempt to contact parents of three of these students---unsuccessfully. One of these students left the school after three weeks, after I might add, she had already made an impact on the class. Another left after about eight weeks after she had to be told again that she does not determine when the class ends. She too had made her impression. She was transferred out of the class. The third student stayed the year, missed 36 classes, often slept in class, and often did not return to class after lunch. Not one student in this class passed the FCAT. Differentiated Instruction was attempted for a while, but these students had all made up their minds a long time ago that another failure with the FCAT was no big deal. I should point out that most of these students were also in regular English classes, some of them “Honors” English. And this was at an “A” school. What should we expect from Carol City, Norland or Homestead? I have seen no data that demonstrates real gains for all students in classes where DI is required. It might be interesting to see some hard data about DI practiced in the average Reading class.
In a differentiated classroom, “fair means trying to make sure that each student gets what he/she needs in order to grow and succeed.” It is a challenge to help students understand this abstract concept. What one student needs in terms of support, time, or assignment presentation/delivery will vary from student to student. The key to a successful “fair” strategy in the classroom is to focus on end product: Is it fair for all of us to learn and succeed? If the answer is yes, then that is fair. Helping students move away from specifics to end product will help address this concern. Build a sense of collaboration and common respect in the classroom, and celebrate attempts and small gains to alleviate this issue. Start on day one to and set the tone for what “fair” means in your classroom.
ReplyDeleteAs a SPED teacher for many years now and a "NEWBY" to what has been defined as "Differentiated Instruction" I am finding more and more that a true SPED teacher differentaites almost everything that we do.
ReplyDeleteI have differentiated so much that i am now almost at the point of burn out.
As the question was posted I never treat my students as if they were alike although there are alot of commonalities between them. I do my very best to treat each of my students as individuals with their own individual needs. I am fair in just about everything that i do in my class and I am proud to say that I feel my students recognize this in me.
The challenges that I am facing from what i do in my class is that I am very overwhelmed because I take everything personal and I go all out of my way to help my students.The way that I am going to address this issue is that I am going to back away a little from the students and focus more on my content!!!
How would you help students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed? What challenges might you face along the way? How would you address them?
ReplyDeleteThough it is really a demanding task, I just like to present how I can/ might manage it so that everyone gets what is essential for them to accomplish, no matter if you are treating them alike.
It is my modest opinion to tell that the best and most appropriate way to implement DI so that every pupil gets what they need is by working with some steps/ activities since the very beginning of the school year.
1- Set the tone/the guide: Guide them in thinking about their strength and needs, about what a classroom must be like if it is really to help each of them learn what they need as well as their roles and what they have to do and not to do.
2- Develop a classroom profile: Use pre-assessments, pre-test, inventories, etc., but always based on them.
3- Consider instructional options: The more you adapt your teaching to the students’ styles, students’ needs, students’ profiles, the better the outcome.
4- Familiarize yourself with types of small groups: Skills groups, students-choice groups, Think-tank groups, etc.
5- Use anchor activities: Free reading or journal writing can be a good option. Others like, reading about authors (timeline) key vocabulary, listening, etc. are clear and useful ones to overcome tiredness and students reluctant to learn.
6- Use tiered lesson when necessary: All students work with the same essential learning goals, but at different levels of difficulties.
7- Start small: Levels of difficulties, comfortable instruction, and flexible groupings, and going over expectations is a must.
Mr. Flores De La Paz
Chapter 4 talks about creating a learning community in the classroom. Showing student’s work on the classroom walls and talking with them about their daily life bring everybody closer. Show sincerity and care for students; make them all feel valued. Create an environment where students feel comfortable to ask questions and say, “I don’t know.” In a differentiated classroom, all students feel safe and help each other. Teacher will get excited about each student’s growth. There is a constant rising of stakes so students are always challenged at their own learning level.
ReplyDeleteTo help students change their definitions of what is “fair” you have to convince them on their own learning responsibility. If you use “classroom leaders” and “experts,” along with a variety of tasks and activities for the different levels, students should understand that their work is valued as growth and challenged and not as extra work. One of the challenges would be with those students who are advanced but lazy; they might do the minimum and not wanted to be challenged. Ideally, advanced students will find their assignments worth the effort. Special care and preparation from teacher on the tasks and assignments should minimize the problem.
Francisco Castro
I would tell them that being fair is giving everyone the same opportunity to learn and succeed. I would remind them that we are all the same, but that not all of us learn the same way. When you create a safe environment inside the classroom the students will help each other learn. When the teacher is working with a specific group, the other students will understand what is going on.
ReplyDeleteThe classroom enviro
DeleteI believe that treating students "fair" is just providing everyone with an opportunity to participate in class discussion. Some students have the tendency to just sit and not participate at all those are the students that I tend to call upon the most causing the other students to say "Ms. Malvar, that is not fair"; I take that opportunity to remind them that I am fair since I'm providing them with an opportunity to speak and express their thoughts. At times some of our students just need to know that regardless of what their answer is, I will respect it and in if they are wrong I will say, "nice try (student's name) but (another student's name) would you like to help him/her with their response". In order to be fair teachers need to take the time to get to know the students if they don't fairness will not prevail in the classroom.
ReplyDeleteChapter 4 Teacher need to change delivery of information by becoming a classroom manager. managing and changing according to individual learning as reflected within small groups. Flexibilty is a much needed quality that teachers will have to rediscover through the students' understanding of the curiculum.
ReplyDeleteIt would be important to clarify the characteristics of an effective learning community to the class participants. Thus in essence "redefining" what fairness within the classroom setting "looks like". Class discussions in reference to the definition of fairness and the differences of fairness within this particular setting and the student known definition will be addressed and the characteristics can posted within the class, as reminders of the "new and miproved" definition of fairness. It seems evident that some students may have difficulty accepting and completely understanding this "new" definition of fairness. Some examples and role playing could further student understanding of fairness within the differentiated classroom setting. When particular circumstances arise within the classroom indicating a lack of understanding of fairness, these can be addressed with discussion and possible solutions to individual circumstances.
ReplyDeleteChapter 4 Reflection: How would you help students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed? What challenges might you face along the way? How would you address them? I would address the challenges in the classroom in the following manner by having an effective learning community as follows: making everyone feel welcomed and contributing to everyone else feeling welcomed as well. Secondly, a nonnegotiable mutual respect for one another. Thirdly, expecting learning growth for all students and graph this information so the teacher and the student can visualize their progress. Fourthly, the teacher teaches for success in different ways such as a game and/or scaffolding. Fifth, fairness is that each student gets what she/he needs in order to grow and succeed. Sixth, is the teacher and her/his students collaborate for mutual growth and success, this is what the differentiated classroom is all about, like a large family. And last but not least, the teacher is constantly playing the part of a coach to make sure her/his students are productive and learning. And always remember to be flexible in order to match students and their abilities.
ReplyDeleteSo many professionals struggle with this point, we want to rely on the cliche: "life's not fair," but is that tangible for our students. I've always adapted a "fair but not equal stance." The chapter expresses it perfectly when it says, "fair means trying to make sure each student gets what she needs in order to grow and succeed." I think we need to start by having an honest conversation, in the safe environment of our classroom. That students are praised and recognized for their individual success and strengths, so that there is then in turn a place for support in their weaknesses. This may be more of a secondary approach, but I think that the nurturing and respectful tone that is needed in a classroom will help ease the challenges that may present themselves.
ReplyDeleteHow would you help students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed?
ReplyDeleteWhile I was reading this chapter and thinking about trying to make it "fair" for everyone, I realized as teachers we sometimes forget about the quiet student in the back of the room that doesn't try hard but doesn't make waves in class either. In order for the classroom to be "fair," each student would need to have their learning needs met. It would definitely take time to set up such a routine that would allow you to spend 10-15 minutes with each student getting to know and helping them with their deficiencies. Once each student realizes that you're making time for all of them, they won't feel like they are not liked or that they are not worthy of your time and energy.
What challenges might you face along the way? How would you address them?
Trying to meet the requirements of the District and State with regards to standardized tests and setting a tone of "fairness" in your classroom will definitely be a challenge. If you are able to combine the two goals by guiding yourself using the data that the Fair Assessment and other standardized assessments provide, you will be killing two birds with one stone. You'll be helping each student and focusing on their individual needs as they pertain to the FCAT or other standardized test goals.
There is no easy way to get students to trust that you do indeed have their best interest in mind and that you are giving them what they need to succeed, but it is not an impossible task.
I would help my students by not only telling them what “fair” means, but actually modeling for them what it looks like. Being fair starts with having an effective learning environment. Examples from the chapter stated that in a classroom with an effective learning environment, everyone feels welcomed and contributes to everyone else feeling welcomed. The chapter also mentioned that mutual respect is a non-negotiable, students feel safe in the classroom, there is pervasive expectation of growth, and the teacher teaches for success, just to name a few. I will also tell them that in being fair the teacher and the students must collaborate for mutual growth and success; that everyone has to take extra responsibility for their well-being and the well-being of others. The challenges that I may face along the way is students who feel like they have opportunities to be off task. I would address them by ensuring that when they are in small groups, that I make sure that my expectations are clear, and that they all know and understand what they are supposed to do.
ReplyDeleteBeing fair doesn't make it right for everyone, teaching the way your students learn is better. We need to learn how to group them, how to target the teaching to their learning style, being flexible and understanding your material to better deliver the lesson. scaffolding is a great way to try to address your obstacle because not all the students are at the same level. You will be able to teach at each group levell by creating small groups.
ReplyDeleteI begin my classes everyday with a pledge . Students pledge to be respectful to themselves and others, to be a friend and lend a hand, to lift up and not put down. This helps to set the environment for a safe place to learn. I also encourage students to learn as much as possible about their disability and how they learn ; pointing out that we all learn differently and it is my responsibility to make sure you and I know what you need to be successful in class. Students feel free to question why I would prepare one student's assignment one way and theirs another. I make it a point say this is what he/she needs in order to complete their assignment successfully. When one achieves, we all achieve.
ReplyDeleteDifferentiating assignment can be very challenging. Most of the time I have to create my own materials. I research, collaborate with other teachers, I ask for input from the students. They are my most valuable resource.
The most important thing a teacher must do in a differentiated classroom is create an environment where all learners feel a sense of worth. Each student should know that they are an important piece of the puzzle and it is not complete unless all of the pieces are in place.
ReplyDeleteI would explain to students that not everyone arrives at their destination at the same time or using the same route. Some need to be guided along the way (GPS); while as, others can use a mapquest printout or arrive on their own because they are familiar with the area. The important thing is that everyone arrives safely.
Fostering a non threatening classroom environment where students can freely express themselves helps when dealing with issues of fairness. The key is to create that culture from day one.
I would have comfortable and welcoming classroom for them I will give them a positive attention ,flexible and comfortable seating that s provides a kind of welcome as well. I would help my students to move from the bottom to the the top by giving them support from prior knowledge and skill .I will give them assistance and support in anything they will be needed through the school year .I think that my challenge would be to drag them to the next level .I will involve them in their goal setting reflection and problem solving.I will address by teach them how important it is to reach their goal and be successful in life and I also will give them tasks and directions that steer them toward to the more functional way of working
ReplyDeleteIn order for my students to move from defining the term "fair" as treating everyone alike to defining "fair" as making sure everyone gets what he or she needs in order to grow and succeed:
Delete1) I would explain to my students that the term "fair" is and always has been relative. In the Spanish Inquisition, the religious persecution and torture of scores of Christians who not only were driven from their homes, had their properties confiscated by the state, and were ultimately martyred for their heresy to the Church; yet, at the time this was viewed as "fair" not only in the ecclesiastical sense, but secular as well. At the time, precursors considered these actions essential to maintaining social order. The term "fair" is relative. In our own homeland, we have our history of heinous crimes from the Puritans' debacle with the so called witches to our blacklisting and McCarthyism to our own modern day woes. Our country has its wealth in the hands of one percent of the population. Is this fair? Is it fair for one child to wake up in Beverly Hills with a refrigerator jam-packed with healthy organic food, while countless others struggle to fall asleep because their hunger pangs don’t let them settle down? Is this fair?
2) "Fair" in the classroom is left in the hands of the teacher who must make sure that her students get what they need in order to grow and succeed. This is not "one size fits all"; it is a fluid process that continues during the course of that child's development.
3) As educators, we must keep in mind that there are moments when even our most struggling students are capable of thinking at higher levels. Likewise, there are incidents when our most advanced learners must focus on the basic recall of information.
Undoubtedly, "fair" is just an illusion. What is "fair" to one is not necessarily fair to the rest.
I think that fairness is trying to make sure that each student is able to receive what he or she needs in order to be able to be successful and to be able to grow . As a teacher, we have to understand that students and teachers need to work together and be part of a team working together that way, everyone in the class will work well together and make a positive enviroment. There will always be challenges along the way; matching students to assignments that will force them to go beyond their limits, but not to make them frustrated with the assignment. Also, pairing students with other students with the same interests and abilities will be beneficial. Flexible grouping is an important part of respecting learners and respecting individual differences, collaborating in a differentiated classroom.
ReplyDeleteA picture is worth a thousand words so I would show them an example of what fairness means, I would also model fairness, and have them recognize the difference between fairness and equality, and have them realize that we are not all equal. I would have students play on their strengths, and on their intelligences. I think one of the challenges we face as teachers is standardized testing, because they are equal but not fair. If we wanted to be fair in testing we would allow for differentiation within the testing itself. One way to overcome this is to teach the students based on their ability, not on what the tests will be, this will allow the student to feel better about themselves and be willing to strive for higher.
ReplyDeleteWe are living in a society that often appraises us according to enonomic wealth, education and even our ethnicity Should it be different in our classroom? I think it depends on the teachers to make a difference in his or her students' lives. To help a student defininng fairness . I would asssume a teacher should emulate that behavior according to the student need. For example,if a student is an avid reader and the other is not. it is up to to teacher to teach that particular student what he or she needs until he or she she could be raised to that expected level, and at the same time providing enrichment activities those who need. Teachers should instruct their students that each one is unique in all aspects of their life including in their quest for a solid education.therefore it could tend to agree that fairness is the act of providing assistance at the student education level and need.
ReplyDeleteHelping my students to understand the change in their initial understanding of "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed begins on day one and is reinforced throughout each week.
ReplyDeleteFirst, I establish a safe and respectful environment with real consequences for those who would corrupt the environment (respect for property, language, and others). Then I would clearly define the end goal objective as it pertains to my students; passing the FCAT. I would explain that even though we all have the same end goal in class, the means by which we arrive at that goal will take us on different paths. It is
effective and relevant to celebrate their learning differences by giving a brief test that shows their particular learning modality and temporarily seperate students in class by that modality to follow up with a brief activity that gives the student a chance to reflect on their learning style. Later, I reinforce the idea for students to recieve tailored instruction via data chats. The data from the chats makes students aware of their particular strengths and deficiencies allowing them to focus more on their needs.
FAIR ...a great topic of conversation for the class. Students are very quick to point out what is fair and what is not fair. In discussing this with the students, I would ask them a series of questions in order to get the students to answer as a way of reflecting on what is fair.This would need to be addressed by asking the students if they are all the same. Obviously, they will quickly point out that they are not all the same. Next, would be to point out that not all students learn the same way. Ask should each student be graded/evaluated/assessed the same way? Do you know your strengths? What are your weaknesses? Continue with this line of questioning until we get to the point of where the students will be able to see that each one has different needs in order to grow and succeed.
ReplyDeleteOf course, this would be challenging class discussion. Keeping it on track with out finger pointing could be difficult for the students but then again as the teacher I will have to guide and redirect the conversation toward what is fair. The end result would be for the students set up parameters of what is fair, measures of how they're learning individually and what they need to move on. Once this has been done by the students I will tell them "TA-DA! You have just identified how to make your learning fair for yourself. Now look at how it is different from your neighbor."
To help students move from the definition of FAIR when they feel treated equally or getting what they actually need to succeed we have to pay close attention and make sure everyone feels welcome and contributes to everyone else feeling welcomed, by providing a room that contains student work and other interesting to them, having flexible and comfortable seating options, giving them the opportunity to express themselves at a certain time during the day to build confidence among them. The students have to know that mutual respect is nonnegotiable because the classroom is a better place if everyone shows respect, acceptance, success, and so on allowing the students to feel safe in the classroom. Every teacher in a D I classroom has the goal to help every learner grow in both general and specific talents. The definition of Fair in a D I classroom is to try to make sure that each student gets what she need in order to grow and succeed. As a teacher I am always going to face challenges along the way, but what is important is how we addressed them, that could be making new classroom instructional arrangements, being flexible, at the time to group and plan, continually coach students to be contributing members of a group.
ReplyDeleteChapter 4:
ReplyDeleteFirst I would make all students feel welcome and make sure the classroom is a safe environment for them all. Making sure that a new sort of fairness is evident is very important. Students and teachers must work as a team in order to ensure that the workings of the classroom works for everyone. Students should all be each others coaches, if one sees another struggling, a teacher should teach students to help out one another, and not make fun of the struggling child. Those are some difficulties that a teacher might encounter. Some students may not ,at first, understand why certain students are approaching assignments in a different way than they are.
In a differentiated classroom, fairness is redefined. Fair means trying to make sure a student gets what she needs in order to grow and succeed. While reading this statement I couldn't help but think of how plants grow. Not all plants need the same conditions to grow healthy. I thought using plants as an example, by conducting a hands on experiment to demonstrate this concept. I would take the plant demonstration and link it to how our classroom will run. All of us need different conditions in order to grow and succeed in the school environment. Everyone obtaining the necessary materials, having access to the appropriate resources, and feeling safe and comfortable along the way is fair. Throughout the year, I want to use activities like the plant experiment to demonstrate the concept of having the appropriate conditions and environment to succeed and that not everyone is the same. If a conflict arises, I will intervene as soon as possible, to address the issue, discuss with the children and set the expectations for the future.
ReplyDeleteBy leading students and modeling the POSIITVE , correct attitudes, beliefs, and practices , the tone of fairness IN THE DI CLASSROOM supports learners, both struggling and more advanced. Fairness can be modeled .Students feel welcome and are acknowleged in positive ways. Flexibility and seating options are a good example of fairness. Neverthe less, the teacher must also feel comfortable with allowing certain flexibility . It can also backfire in the form of disruption. This has happened to me in the past and it become chaotic and disorganized.
ReplyDeleteIt might set a tone of unseriousness. Mutual Respect can be demonstrated by showing the difference between what someone did wrong instead of the value of the student. Avoid sarcasm and sharp words. Celebrate each student's growth in a group settings well as individually. Scaffolding also encourages students to raise their stakes . Not everyone will be identical. Working as a team ensures everyone gets what they need to grow. Through collaboration, DI will be guided.Differ amounts of responsibility by continually coaching students to be contributing members and plan w/ flexible groups. Honoring individual differences can be achieved and respect shown.
This takes time and continuous training and planning.
There certainly is a challenge in explaining the difference between treating students fairly and making sure everyone gets what he or she needs to grow and succeed. If the students see you giving out different work to different students, they might see that as a sign of the teacher being unfair. They might consider themselves less bright because they didn't get a certain worksheet, or on the opposite end of the spectrum, might have an inflated ego if they don't have to do a certain assignment. This usually comes up in my classroom, especially when I group my students based on readiness and data. I usually address this problem head on, and tell the students that every student learns differently and has different needs to guarantee their success to become a better reader. I make sure they treat everyone respectfully, and try to bring my class together as a family so this situation is nipped in the bud. I also try to be a flexible as possible when grouping my students, and never call the low group "The Low Group". I usually have all groups pick a name for themselves, so the students don't get hung up on high, medium, or low.
ReplyDeleteCharter 4: Reflection: The classroom is a better place we learn that everyone share a need for some common feeling such as acceptance, respect, security, success an so on. The teacher helps students distinguish between feeling about something someone did and the value of the person and help them when they need. The teacher is clearly the leader of the group, The student can help develop routines, help one another, keep track on their work, son on, but all student need to be guided in assuming a growing degree of responsibility and independence as a learner and member of a community of learners; it's a huge part of success.
ReplyDeleteTeachers must remember that where respect can be mutual (having the same relation or commonalities), learning can not; therefore to make learning "fair" for every student, teachers have to appropriately assess the need of their students, and address those needs on an individual bases. When students realize that you are not holding them to the same learning standard that a more advance student is held to, nor are you lowering the standards to which they must function but just meeting them where they are; this provides a place of safety and motivation for that struggling student to grow and develop.
ReplyDelete"Fair" is in the eye of the beholder, and a student's understanding of fair is what is fair to themselves. So with this in mind, it is important to help students understand what is "fair" to them is not always "fair" to the class. This can be done by communicating class protocols, expectations and modeling collaboration skills with students. Students should be actively engaged in setting up class expectations in an open and positive forum. This helps them to feel a sense of contribution, connection and respect for each other as well as the teacher. The teacher can help promote an atmosphere of success by modeling communication and collaboration skills when speaking to the group, working alongside or with individual students. Some challenges that will inevitably arise are that some students will be able to understand & relate to this and others will not, however, it is important as teachers to not give up and let it go, but to again model how to be "fair" in bad circumstances as well as in good circumstances.
DeleteChapter 4: The student have the right to be treated with fairness, and get the knowledge they need to success in their future life. There are many challenges that we might face on our classroom nowadays, but we should never give up, and transmit to the new generations a feeling of success and believe in themselves at all time to success. We have to provide a nice and safe environment towards success. the students have to feel welcome and contribute that the others students feel welcome too. There should be mutual respect between the teachers and the students and among the students too. Students should feel safe at all times in our classroom. There should be always an expectation of growth and we have to teach for success. For a positive learning environment the teacher should coach the students so they can be active members in a group. and plan with flexible grouping in mind. This can be done by knowing the students readiness and interest for each task. Flexible grouping is a central part of respect for all learners taking into consideration differences, collaboration and teaching for success.
ReplyDeleteIt will help my students to move from defining "fair" by making sure that everyone in my class gets what he or she needs to grow and succeed. Students and I may face many challenges along the way but, I believe that differentiating: the environment by involving the into the classroom community teachers and learners, implementing classroom rules where the students respect each other as well as the teacher.Other implementations may be using flexible grouping and seating options, posting student' students work, specifying a time for ask teacher for assistance. Also, educating students to chart their growth and celebrate it for all.
ReplyDeleteAs a Kindergarten teacher, one of the most challenging aspect is explaining to a five year old why he or she cannot do what others are doing. A welcoming learning environment is essential for an effective learning community. Teachers must highlight students talents and interests in the classroom by hanging students work on the bulletin boards. Teachers set the tone of the environment, we must set classroom rules, expectations and must set a family feel environment in order for students to respect each other. Teachers must provide opportunities where students unite and collaborate by sharing and understanding that everyone has a role.
ReplyDeleteIn order to change my students' idea of "fair" from treating everyone the same, to trying to make sure each student gets what they need in order to grow and succeed, I think it is important to help each student to take ownership of their class and collaborative working groups. It is very challenging to get students, particularly my 2nd graders, to think outside of themselves. Part of our responsibility is to promote an optimal learning environment. Ensuring that everyone feels welcomed and contributes to everyone else feels welcomed, making mutual respect a non-negotiable, making sure that all students feel safe and are fully aware of the learning expectation, arejust some ways that teachers can support the thought shift in their students.
ReplyDeleteWhen talking to a class about fairness, I would start off by opening it up to the floor and giving the students a turn to define this word. Most likely they would provide a definition of treating everyone the same. With this being stated, I would segway it to how in my classroom I will make learning fair to all students. This would mean, if a student needs help or is struggling he/she will receive more support and no one will make fun of them. This will also mean that some assignments will be different than others based on the student's knowledge. I will talk about how this is in place to benefit them as individuals. The challenges that will be faces are student's wanting to do an easier assignment or not understanding why theirs is more complicated than others. I would address this by going back to their strengths and how working on the "harder" stuff would have them show that they learn the material in a more creative way.
ReplyDeleteOne way, I define "fair" is by welcoming all my students in the classroom. I constantly remind them that fair treatment does not mean that everyone has the same amount of anything. I also remind them that their classmates have the right to be in a safe learning environment without or minimal interruptions of their learning privileges. The school has a school-wide reward system. I use it at my own discretion. I might choose to reward a student with 1 buck. Meanwhile, I might choose to give another student 2 bucks. The only difference is that I have an open communication system whereas I explain to my students the reason behind each action.
ReplyDeleteAs for helping my students understand the true meaning of “fair”, I must first create a safe and welcoming classroom environment that releases a positive tone. I will make it clear to students in my learning community that diversity is what makes them individuals, and that respect goes both ways. They will not all learn the same way, and that is okay. . Not everyone will be identical. Working as a team ensures everyone gets what they need to grow.
ReplyDeleteAna M.
ReplyDeleteSince I do not go to the “hood” looking for students, my philosophy is that all children that come to my classroom are welcome, no matter their migratory status, linguist and cultural differences, cognitive abilities or orthopedic needs. My students enter school with enough baggage in their own life (medical, socio-economic, emotional…), to add to this list an “unfair” classroom situation!!!! My only challenge is what can I do as an educator and persona for each of these little individuals?
“The teacher sets the TONE for the classroom environment” (Ms. Tomlison-Chapter 4-). If the tone is positive, as a teacher I have a rewarding day/profession and consequently, happy learners (Read students that enjoy learning math and reading as well as spending outdoor and field trip time together).
I may not be the best teacher, but I practice daily the following characteristics of an effective learning environment:
• Every learner is welcome. Otherwise, discipline/behavior problems will arise because who want to be rejected?
• Every student is respected. It includes adults that make insensitive comments when students are present.
• Without a safe environment, learning is difficult/impossible to take place.
• Self-fulfilling prophecy. If parents/educators have high expectations, students will reach them. Every child will demonstrate grow.
In a Fair classroom, every student should have the same opportunity. No one is supposed to feel left out. Students must feel safe in a classroom in order to achieve success. As a teacher, it is my role to make it happens so all students will be able to appreciate the classroom environment, fit in with the curriculum, and learn smoothly the material regardless of the complexity of the assignment. At the end, one of the challenges I may encounter would be some of my students may not fully understand the importance of being fair to others. I will take my time to explain the issue to them. I will make sure they understand that all of them have the same goals, but they need to use several strategies to reach these goals because they all learn differently, and most importantly, I will encourage them to offer their help to each other in a skill that they are stronger than other students.
ReplyDeleteIn my own classroom this was a key aspect of setting the classroom community environment. It was an ongoing tone setting conversation. We began by writing our classroom rules together, though I knew the main 6 rules I would guide them to each year. During this discussion we began the study of 'Fair' as it would relate to our classroom. This continued when discussing the grouping set-ups and how students were called on and how frequently. Also, as the situation evolved we discussed as a team why it was important that sometimes they or their peers received more or less support from the teacher, i.e, when we are working to move our learning to a new level and be even stronger thinkers (kid speak). The other main piece was setting the tone with parents from day one. At opening of schools we discussed the differences in the classroom from when they were in school and the purpose behind such. My high-achieving student parents usually needed more support as the year went on, but they saw their child grow and grew themselves. Consistent procedures and fidelity to the process is necessary.
ReplyDeleteChapter 4: Reflection: How would you help students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed? What challenges might you face along the way? How would you address them?
ReplyDeleteTeachers are responsible for addressing students needs and for presenting the concepts differently according to their needs and interests. Also, teachers and students collaborate for mutual growth and success in the classroom. Both take responsibility in terms of establishing routines and making contributions to the learning. Teachers are responsible for students' learning and creating a community where all students feel safe in the classroom. Teachers along the way can face many challenges within this learning community. For instance, lesson planning, time management, classroom management, and organizing the materials. Creating flexible groups and a system where students know what they will be doing has always being a challenge for teachers. Therefore, teachers need support from the literacy leadership team and other teachers that are experts in the field to find support and be able to create opportunities for differentiated instructions
I would explain to students that there are various definitions of “FAIR” because people are different. To establish a sense of fairness, I would stress to students to work together to have a classroom with a positive climate where everyone feels welcomed and contributes to everyone else feeling accepted. Mutual respect would be non-negotiable. I would establish differentiated instruction in the classroom to make sure each student gets what he/she needs in order to grow and succeed. I would continuously coach my students to be contributing members of a group. I believe that a teacher sets the tone for the classroom environment.
ReplyDeleteOne of the biggest challenge I believe teachers face in establishing a differentiated classroom is time management to plan lessons to meet the different needs of students. To alleviate this issue as a literacy coach, I would encourage collaborative planning once a week at my school where teachers of same grade level would meet and share best practices to create activities for groupings, thus easing the workload.
In a differentiated classroom, fairness is redefined as trying to make sure a student gets what he/ she needs in order to grow and succeed. I would make sure that my students understand that we are all one big happy family, as well as making sure everything and everyone is working well in the class with the appropriate activities and proper resources. If a challenge arises, just as we would do in our own personal family we will commutate and address the issue, discuss with the children and set the expectations and move forward from there.
ReplyDeleteCreating an environment that is fair for all students would mean to meet the needs of each student. Obviously, all students will not have the same needs. Students need to understand this in order to create a sense of fairness among all. This needs to make students aware of why not all students will receive the same assignments or the same instruction all the same assignments or the same instruction all the time.
ReplyDeleteSome of the challenges of this are as follows: Students that feel that they are getting more work than others, students may also feel that they aren’t getting as much attention as others.
In order to address these issues, I would make sure to meet with all students regularly. I would have an open communication policy to ensure that all students feel that they get the support that they need. As far as work goes, I would make sure that the work students do is based on quality rather than quantity.
Chapter 4
ReplyDeleteThe first week of school I set high expectations with all of my students. The classroom must have an effective learning community and make everyone feel welcomed and contributing to everyone else feel welcomed as well. Another thing I do with my students is that I expect learning growth for all students through I-ready data, this information so the teacher and the student can visualize their progress. Also, a mutual respect for one anotherLastly, the teacher teaches for success in different ways such kahoots and try to bring in technology into the classroom. Fairness is all student gets and need in order to grow and succeed. The teacher is always playing the role as the referee in the classroom and to balance out the needs of each individual child. All teachers must keep in mind that we must be flexibles in order to match students and their abilities.
Vivian Marzall
The word "fair" cannot be applied to differentiated instruction. When discussing fairness with the students, it is important that as a teacher I set clear expectations from the first day of class. When I was in the classroom, I always explained to the students why they were grouped and I always reminded them that what they find easy, someone else might find difficult, and what they find difficult, someone might find easy. Once I explained it to them, they not once used the phrase "thats not fair, their work is easy". I made it clear that I wanted them to learn in the best way that they can learn. As in every classroom, there are always challenges. It is important that I set clear expectations and protocols to eliminate the challenges of students being disrespectful to one another. I always addressed their behavior as a teaching opportunity and let them know that it is not proper behavior in my classroom. I found it valuable when I did used it as a teachable moment because the student were able to reflect and we were able to move on as a class.
ReplyDeleteIn a differentiated classroom, all students are treated equally. So at the beginning of the year, all students receive a syllabus where The Safe Learning Environment Section covers aspects such as mutual respect , mutual growth and success, and students' fairness. They are all aware that each student, no matter his/her background, will be treated equally. In my classroom, I have a variety of nationalities. One of them is from India. He does not understand English or Spanish. Because this Hindu student needs DI , there are some other students that get jealous of his especial individualized attention.. I always explain to them that he needs more help in order to progress together with the rest of the classmates and not stay behind. That is the exact moment in which I decided to pair him with a little bit more advanced classmate ( that was complaining) , so he could practice more, and at the same time, the peer classmate could feel he was doing the right thing helping his peer achieve his class goals.
ReplyDeleteI believe in would be important to address this issue from a data-driven standpoint. It would be important to show the class how the teacher actually assigned everyone to their groups or activities, reiterating that each child’s needs were considered before grouping occurred. If as mentioned in the text, “everyone feels welcomed” in that classroom, students will always be more receptive to what the teacher is trying to explain to them because that teacher has made the students feel important and welcomed in that classroom. It was also mentioned in the text “In a differentiated classroom, the growth of each of the students is a matter of celebration, and one person’s growth is not more or less valuable than another’s.” Therefore, explaining to students that you are helping everyone get what he or she needs to grow and succeed and celebrating that growth with everyone will ensure that addressing this issue of “fair” will be seamless. As for possible challenges, the worst that could happen is that some students feel that they have been wrongly labeled but I believe that would also prove to be their motivation for the future. They would acknowledge their struggles and try to perform better in the future.
ReplyDeleteOne of the things I do to make sure none of my students make the "that isn't fair" comment is to always talk to them and explain things. Since I teach middle school my students are at an age where I can have conversations with them and they understand why things are the way they are. When I think about it, what really is fair? Many people will define it as treating everyone the same, but I would argue that doing so is the most unfair way to treat students. Students are not the same. They have different needs, different goals and are at different academic levels. When all is said and done, fairness is trying to make sure a student gets what he or she needs in order to grow and succeed and my job will always be to teach for success.
ReplyDeleteWhen 'Fair' is said it means meeting the different needs of the students and having them feel welcomed and safe. It means making sure each students gets what they need in order to learn and succeed. We meet these needs for example setting up groups with the appropriate tasks and objectives that meet those students within that particular group. The classroom must work well for everyone. Teachers and students collaborate for mutual growth and success. Students can be more responsible for keeping track of their own learning and success and failures by keeping track of their work. We must plan with flexible routing in mind. Unsung a variety of grouping strategies, Pg.26
ReplyDeleteBeing fair is making sure I meet and reach each student. By setting the tone in my classroom, bringing positivity , safety and confidence students will feel more willing to learn. Their environment can make or break their learning experience. Unfairly, if its chaotic and disorganized they will not be as successful. If it is engaging and challenging with constant positive feedback than most likely the student will succeed. Teaching students to assume responsibility for their own work and overall success is also an important part of being fair in a differentiating classroom.
ReplyDeleteElda
Fair is that everyone gets what they need while scaffolding and challenging them. As an effective teacher I try to give my students what they need to grow and succeed without looking over to their peer. Students might find their classmates work easier or more challenging. All they need to focus on is their growth and help their peers as they feel comfortable and in a welcome environment. If they feel welcome they will not fear to be challenged. Students must be aware of what areas they need improvement on and how to enhance their learning. They need to have ownership of their own learning as well. As teachers we need to find time to go over data to help them know where they are at and where we are going. Hopefully allowing them to come with a personal attainable goal for that year. Teachers pave the way and students complete. Pg. 24 If students understand why they are doing what they are doing they will actually give more effort. Groups are established throughout the course but they are constantly re-arranged to be more flexible based on student needs. Grouping needs to be flexible to allow students to work with peers of CHOICE.
ReplyDeleteThe first step would be in establishing (on day 1) the expectation that mutual respect for one another's talents and achievements as well as an individual 's growth is paramount. Not until children are taught these "nonnegotiable" expectations can they be able to change their mindset about what is "fair" in a classroom. Tomlinson suggests that in a fair class where each student gets what he or she needs to grow and succeed, "students need to be guided in assuming a growing degree of responsibility and independence as a learner. " The problem with this is very often teachers are reluctant to promote independence because of the chaos that often ensues and the lack of evidence that says any real learning took place. Another problem, I think, is that sometimes we teachers tend to give up a bit quickly when a plan doesn't work out the way we expected. Teachers must be consistent, persevere, and hold the belief that our students can meet or exceed our expectations if we are to see a successful model of DI work in our classrooms.
ReplyDeleteFair doesn't mean to treat every single students same way,on the contrary,fairness is to recognize that each students is unique and we need to facilitate instruction in order to meet students' needs.When we made possible after effort and perseverance a classroom where the students have a sense of responsibility over their learning,when they feel individual and active part of a classroom,the learning process is more effective and challenging for teachers and students as well.This is sometimes hard to achieve,but it is possible.Represent a lot of modeling and modifications of the original plan at the beginning,a constant self evaluation as a teachers,but is the guarantee to provide quality rather than quantity to our learners.
ReplyDeleteExpectations have to be high,and we as facilitators need to break the learning content in pieces to build confidence in our learners.
Evidently, this idea of fair is not the message communicated by the world, or even by school as a historical institution. Students are more likely to have been identified by their strengths and weaknesses than to have been expected to shed such labels as they progress in their learning. The students, in particular, have had sufficient opportunity to develop the sense that fair simply means "the same."
ReplyDeleteTo challenge students' thinking in this area, teachers must send both overt and covert messages about attitude. There are practical steps teachers can take to help students understand that what is frankly fair is to hold the same expectations of growth for every student while varying the tools and paths used to help them achieve that growth. In addition, compliment that focuses on students' effort or celebrates their learning process can significantly increase their willingness to make mistakes and learn from them. The teacher makes a point to inspire her students' disposition to persevere. Such as: "I like the way you tried several strategies on that problem until you finally solved it," and "I appreciate that you are experimenting with new vocabulary words in your writing; this word, in particular, paints a very clear picture in my mind." Researches revealed that students who received this kind of compliment were more likely to seek challenge and persist in the face of academic difficulties
As a conclusion, we can say that “fair” is a relative concept. First, it is the responsibility of every teacher to make sure that their students get what they need in order to grow up and succeed. Second, as an educators, we must keep in mind even the most struggling students are capable of thinking at higher levels. Finally, respect must be for both, teachers, and students’ .Furthermore, addressing the class could be making new classroom instruction arrangements, being flexible at the time to group and plan, continually coach students to be contributing members of a group.
Maria Gonzalez
1-Identify particular weakness and strengths of the students and prepare materials for specific students in order to encourage them to keep and show some improvement.
ReplyDelete2-Group the students for small lesson according to their needs.
3-Build confidence and offer support to promote a learning environments with opportunities for every single one.
4-Modify the lesson plan if necessary for remediation.
In order for me to help my students move from defining “fair” as treating everyone alike I will implement a place where students can feel free of ridicule and are able to work in an environment that is safe and welcoming. I do believe that a teacher should make education accessible to all. I am also aware that every student learns at a different level. I will gather and analyze data to provide appropriate instruction that supports students learning. I will assist my students with creating and developing a learning process that will help them to develop their own knowledge. Reminding the student that working together will help their well being and well being of others.
ReplyDeleteThe teacher should incorporate a welcoming learning environment in the classroom which displays students’ work.
ReplyDeleteA welcoming classroom is a classroom where all of the students feel acknowledged appreciated and respected. This is where students take pride in their own learning and receive encouragement and praise from the teacher. The teacher can scaffold the students’ learning to provide students with the support that they needs to be successful at learning.Vygotsky provides us with a Social Cognitive Learning Theory that we can apply to education. Two critical concepts of his theory include the Zone of Proximal Development and Instructional scaffolding. The Zone of Proximal Development is a range of tasks that are within a child’s cognitive ability to learn with assistance that is, Instructional scaffolding. To be a fair teacher is not to offer every student the same thing with regard to content process and product, but fairness is for everyone to get what they need in the area of readiness, interest and learning profile
What is fair? Fair in a classroom is ensuring that all of my students get the academic support to be successful learners. The challenges that I might face include building a community within the classroom that encourages growth, and productivity. All members of a classroom should feel secure, safe and welcome. An expectation of growth should be discussed and agreed upon with students taking the responsibility for their own learning practices. The teacher facilitates the growth mind set of the students by providing them with the skills and the information required to be successful.
ReplyDeleteThe topic about what fair treatment often is brought up in a classroom when discussing differentiated instruction. Students feel things are often that "it's not fair" that this group is doing something that is easier. The best way to overcome these challenges, I have found to tell students that in life different people, take different routes to get to the same result. You wouldn't ask a person in wheelchair to climb stairs, they would take the elevator. But everyone else can take the stairs. Differentiated instruction works the same way. Everyone takes a different route to get to the same destination. No one is better or smarter, we just use different means. Would it be fair to ask the student in the wheelchair to walk up the stairs? No. The same applies in classroom.
ReplyDeleteIn order to help my students move from defining "fair" as treating everyone alike to make sure they get what they need in order to grow, a differentiated classroom should support evolving learners. The teacher has to lead and set the tone of the classroom in order to affect the students' learning. I believe fairness is not treating everyone alike; on the contrary, it means to provide students with what they need in order to grow and succeed. To have growth and success, students should collaborate with problem solving, helping one another and keeping track of their work. Also, students need to have responsibility and independence as learners. A challenge that we might face is the flexibility that teachers need in order to create activities keeping in mind the students readiness, interests, learning styles and assessing students in different groups and tasks. I believe the way to address these challenges is by giving clear instructions, make sure students understand the task, the goal and what is expected of them.
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