Inventories/Pre-Assessments

I want to begin my blog this week by saying that I like the inventory idea but believe it is most relevant to upper grades. My thinking behind this is that first graders won't be able to answer the questions by themselves and you will more than likely get a parents viewpoint/opinion. I'm sure an inventory for the lower grade levels can be, and has been, done. I just think it's probably a little more tricky.

That being said, I thoroughly reviewed the surveys in "Fulfilling the Promise . . . " because I've completed one every year for my children's teachers. My son is in third grade and my daughter is in kindergarten. None of the surveys have been this in depth and it was obvious to me that those in the book were designed for upper level students.

The first survey was interesting to me because as I reviewed the list I realized the teacher had listed opposites for students to consider. For instance: "Sit still when I learn" and "Wiggle when I learn" were options for a student to list as ways they may or may not learn. I thought this was an interesting approach to gain access to a students learning capabilities. I copied the page and filled out the columns for myself! I did, however, feel like this survey lacked pertinent questions that would help the teacher learn about a students personal interests. Perhaps another questionnaire was designed for this purpose.

The second survey seemed to include both academic and personal interests of the student. However, it was also quite lengthy - two pages? You would probably lose the students' interest after about question #5. I don't think it's so important to know what their favorites are or how they see themselves as an adult. These are probably things you will find out in the first few weeks of class.

After looking through the folder on Blackboard I want to say I'm interested in everything but don't know what! I only wish I knew what grade I'm going to be teaching (don't we all!). The information I'm gathering in this class is truly helping me understand the importance of being able to adapt to every situation for every student. I feel like the knowledge I've gained up to this point is so minuscule and I appreciate every bit of information I continue to gather such as these preassessment ideas, rubrics, worksheets, guides, etc. Will I use them in my classroom? Yes! Will they be exactly as they are here on Blackboard? Possibly and possibly not. What will I do for preassessment? I will gather every resource I can before making that decision. Then I will do my very best for the students I am teaching at that particular time - and that will change every year, and sometimes more often than that. It isn't about how fabulous the preassessment is unless you can truly say it's fabulous for absolutely every student in your classroom 100% of the time.

As chapter 1 says: "The one-size-fits-all teacher may very well discover that the "size" of instruction he or she has selected fits almost no one." This chapter truly made me realize and reflect about the enormity of the position I am seeking. Every child is so different! I know and understand this because I am a mother - but I only have two children and they are mine forever. The children in my classroom will come and go and I will only have them for a very short period of time. I will need to make every moment the very best moment possible and will always need to be prepared to adapt to each students individual needs.

The prince and the fox was a great analogy! " . . . it is wearying always to be taming" and " . . . the student and teacher must part ways in the end." However, the joy that can come from the time spent together is well worth the taming process. I'm glad the author mentioned that "both parties are teachers and both are learners." I hope to always be learning from my students because I feel that is what a really good teacher does in an effort to continuously improve.

Chapter 2 had a lot of meaning for me. I remember times when I did not feel safe in a classroom - sometimes because of other students, and sometimes because of the teacher. It was difficult, if not impossible, for me to learn anything in those classes! I saw the same thing happen last year with my son and he was only in second grade. His learning came to a screeching halt and he was emotionally disconnected from the learning process. If only his teacher had been able to establish ties with my son! Differentiation was not her strong point and I have learned an invaluable lesson from her - this will not happen in my classroom. As it states towards the end of the chapter: "Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts."

Differentiation Ch 1 / MM Packet

I enjoyed Ch 1 of Differentiation in Practice because I felt it actually let me see the differences of students in a classroom and the ways these differences can be approached. The who, where, what, and how really made me reflect because as the text stated, "If any one of the elements is diminished, learning is diminished as well." Another statement from this chapter that really struck me was that a teacher of a differentiated classroom, "understands and accepts that no teacher can be perfect. She does not accept that she is 'doing the best she can.'" And, "She expects from herself no less than she expects of her students - maximum effort to achieve maximum potential." That sounds like an amazing teacher!

I also really liked reading about morning meetings because I would like to have these in my classroom. The one thing that got me the most excited was reading about the students' views and the descriptive language they used to describe their feelings about the meetings. What a great way to develop an amazing atmosphere in the classroom. I look forward to implementing this with my future students.