It was Like Looking in a Mirror

When I studied chapter 3, in "Fulfilling the Promise of the Differentiated Classroom" by Carol Ann Tomlinson, I enjoyed it so much and vowed to have this book in my classroom for consistent reference. On page 26, under the section called 'What Was Our Vision for the Classroom?'; I was surprised to read eagerly, how Tomlinson described my very motivation, passion, and love, for teaching. I loved how she described the idea, 'to fashion a dynamic and positive classroom is to contribute in real ways to a more dynamic and positive world. We feel we have the capacity as teachers to both express an extend a vision of the way the world should be.' What empowerment!

I feel, as she described further, that 'classrooms are places designed to forge democracy, dignity, and diversity. We would affirm that schools exist to prepare young people to contribute to the world as informed thinkers, thoughtful citizens, and decent human beings--that we are entering a moral contract between ourselves, our students, and our society to contribute in every way possible to those outcomes.' This reminds me of the many teachers in my life that cared enough to serve me in this way. It is the force that compels me to give back.

Tomlinson goes on to describe Deborah Meier as a remarkable principal, and educational visionary who shared the description of her school's staff by stating that they are 'not remarkable because they are more gifted than other teachers or because they have taught longer or because they went to more exclusive colleges. They are remarkable, says Meier, because they live what they believe.' This is the essence of a great teacher. Teachers who live accountable to their conscience and are directed by their students true needs.

She describes how 'these teachers ultimately say to their students, "I want to be a leader in creating a place where each of you becomes more keenly aware of the possibilities in yourself, the people around you, and the power of knowledge. In this place, I want us to find together a good way to live."' These are the type of teachers that touch lives forever.

To be in touch with the student who is saying 'I need affirmation, contribution, power, purpose and challenge' and to 'respond to those needs' a teacher can feel confident in assuming they could truly teach that student and 'assume [they] could build together a place in which we can all become what we are meant to be!' I feel her words and celebrate the connections that have been made in this chapter.

Sylvia Long Allan: Empowering Students One Morning Meeting at a Time

Sylvia Long Allan, principal at Vineyard Elementary, shared an enthusiastic, enlightening, and empowering message, on Morning Meetings and the positive impact they can have in a classroom. She spoke from her own experience of teaching her fifth grade class, shared things that happened when she was a teacher, and expressed, with passion, what morning meetings did for her and her students. She shared stories that made us laugh and cry.

Sylvia's first piece of advice was for teachers to "stay balanced!" and followed through with, "your mind has to rest some time" she said.

She reminded us that the students will come to school with worries. The morning meeting is the one place that 100% of the students are successful. Morning meeting is where each student will find their voice, she assured. It also solved 90% of her class management problems, because it will empower the students to solve their own problems.

EVERY BEHAVIOR THAT IS REWARDED INCREASES! Sylvia encouraged us to respond positively to students, even when they may say something negative. Body language is important to note here as well. If we walk away from a students' comment, without acknowledgement, even if it is in a simple effort to move forward with the lesson, we have discounted their contribution, and they will feel that they do not matter, or that they were wrong. It validated her students, when she asked a student to answer a question, and their classmates raised their hands in agreement. She was careful to point out to the student how many of their classmates agreed with them. This uplifted the student who took a risk. They had incentive to contribute to discussions later when they had positive experiences such as this.

Reducing anxiety will help the classroom environment significantly. She taught us how to help students feel comfortable when the teacher is in close proximity and to tell students that if they would like 'thinking time', or to 'pass' on an answer, that it is just fine. Students feel a sense of control when they know what is ok to say and do in an open discussion. Also, giving students a 'year at a glance' sheet will give them a sense of direction. When these goals are met as a class they will know that they have accomplished something great.

She helped us understand the importance of teaching students loyalty. This is important in the class setting and in the community. She demonstrated this with her students when they were learning how to show true concern for their classmates in the sharing portion of the morning meeting with appropriate questions and comments. This is also demonstrated on a bigger scale, when a controversial subject such as politics comes up in the class discussion, and the teacher has a chance to show respect for the leaders of our nation. Students will learn how to look for the good in others, how to show respect in proper ways, and how to focus on what they have control over and not waste energy on the things they cannot influence, when a teacher cares enough to demonstrate this herself in class discussions.

Helping the students know that they can weather the storms in life was another great strategy Sylvia uses. She said, "it is ok to cry...just don't fall to pieces." I think this statement will help me even more than the students. Her explanation of storms and ways to handle what life can dish out, was a great way to help students see that they can put things into perspective, and that they will be stronger when they do.

Students were encouraged to memorize empowering messages in her class. They were taught to say it with passion so that it was believable. They had class cheers and would rotate leaders for this. She would teach literary terms as they would discuss the works they read or memorized. Students reflected their thoughts on what authors meant or what it means to them. She took time to let the students know that they had great potential by making parallels in their life to experiences of great leaders or people with great character.

Teachers like Sylvia Long Allan are not just great teachers, they are life changing teachers!! She shared the miraculous stories of what morning meetings did for her fifth grade students and from this was able to share the unity with an entire school when she became the principal. She implemented morning meetings each Monday morning and shares the powerful bonding experience with all of the students of Vineyard Elementary. They spotlight celebrations, birthdays, Viking of Valor awards, and have the student council perform skits on character ed. Each student at Vineyard Elementary is learning great lessons while being given opportunities to, be affirmed, a contributor, feel powerful, have purpose, and the meet challenges, as they embrace the knowledge that they can and will succeed.

They May Not Remember Exactly What You said...But They Will Never Forget The Way You Made Them Feel

The quote "...emotions trump learning" reminds me of a description of a great paradigm to have when teaching children, "they may not remember exactly what you said...but they will never forget the way you made them feel." This advice rings true to me, as does the thought that, 'emotions trump learning'.

These two messages help a teacher stay focused on what is truly important...the child. Children come to the class each and everyday ready for a new experience. They arrive with anticipation, but they are also careful, and maybe a bit nervous to think of what might be ahead. We must realize that their feelings of security matter, and that we can make a big difference in helping them feel safe, by attending to their sense of belonging.

Carol Ann Tomlinson refers to this in our text by stating that students come into our class questioning, "Will I be affirmed as a person here? Is there a real contribution for me to make in this place? Will what goes on here seem purposeful to me? Will it make me realize I have power within me? Will I feel a satisfaction that comes from a challenge conquered?" We should understand that these are true needs of a student.

After all the preparation, planning, and setting up, I hope that I will be able to take a deep breath and come back to these thoughts. It is my goal to value these true needs in children because it will empower their life forever.

The Celebration of Diversity

I have come to see the beauty of diversity in my life. The beauty of a field of wild flowers can make a person stand in awe. What makes a yellow flower special? How does a daisy make someone smile? What makes a blue flower rare? The unique features of some wildflowers are what brings attention to the different features in another. Just as a meadow of wildflowers, children in a classroom come in all different shapes and sizes. They all have similar and unique needs and have come from similar and different circumstances at the same time.

A classroom full of children will help a person view the blend of personalities in a great way. There will be times when it will be valued to see the similarities. At other times the differences will be viewed more closely so that particular needs can be met.

A teacher who helps a group of individuals feel the cohesive feelings of belonging and at the same time helps each child feel important, is a teacher who is meeting the needs of each child and the group as a whole.

Teaching the Student...Not just the lesson

In the book "Fulfilling the Promise of the Differentiated Classroom" the author Carol Ann Tomlinson states, "...we teach responsively when we understand the need to teach the human beings before us as well as to the teach the content with which we are charged...[It] is important to begin with the conviction that we are no longer teaching if what we teach is more important that who we teach or how we teach."

I normally put three stars by passages that I find profound and realized that I marked this passage with four stars. Instead of underlining it, I highlighted it in bold. This lead me to ponder deeply about the meaning of this message.

My first field experience was an experience that I will never forget. After carefully preparing the Social Studies unit and presenting the first lesson to the students who seemed eager to learn, the cooperating teacher gave me a piece of advice when it was over that I will never forget. Her feedback began by carefully reassuring me, and validating the fact that she made every single mistake that I had made when she was student teaching for the first time, and then she said, "...learn to teach the student and not just the lesson."

This sent a powerful message to me. I have not looked at teaching the same since. It led me to look back in my life and remember the successful teaching moments that I had experienced in the past. It helped me reflect on the memories of teachers that I remember as a student who had a great impact on my life and try to pinpoint what it was that I loved so much about them. I realize now that it all boiled down to this profound message. Teachers who are in tune with their students enough to be teaching them and not just the lesson are the teachers who are reaching the students.

It is the difference between a typical classroom and a classroom that is synergistic. A synergistic classroom is one that is empowering the minds of both the students and the teacher. It is efficient and effective because there is a common level of respect that is reciprocated in a positive environment. Excitement for learning is abundant and it is manifested in the higher level thinking and sense of satisfaction by every person in the classroom. These are the memorable moments that we return to in our minds when we want to return to the feelings of success in our life. It is this success that makes it all feel worth it.