REFLECTION ZONE: Greatest Diverstiy Issue - Acceptance of Differences

I think one of the greatest diversity issues at our school is students being able to accept other people's differences.  The middle school years are a difficult time for all students, as many are insecure about themselves.  I think this factor contributes to the reason why some really struggle with accepting kids who are different - weigh more, dress differently, don't wear their hair the same... Sometimes an insecure student finds it easier to pick on someone else who is different, so his/her differences don't stand out.

I do not know how to stop the hurtful comments that students make, but I believe it is our job as educators to "sweat the small stuff."  We must not act like we didn't hear a rude remark, but instead take the time to talk to the students making them.   

I think taking time to build a classroom community is a good place to start.  Community can be built by implementing daily greetings, taking time for short activities/energizers, or giving students an opportunity to share.  If students get to know others who are different, and develop relationships with people who are different than they are, they might learn that they aren't so different, and there is a better chance the hurtful comments will stop. I don't have the answer, but I believe the more community we take time to build, the fewer problems we will have.

After watching the news about a recent school shooting I see an even more urgent need to take the time to build community and meet students' need to belong, be acknowledged, and be accepted.  I believe that making time to meet these needs contributes to students accepting each other and students enjoying school. If students enjoy school they will want to come to school, therefore improving student attendance and therefore improve student learning. 



REFLECTION ZONE: I Learned New Things!

I have learned a lot from completing my action research.  Besides learning the effects of cultivating a growth mindset from analyzing the results of my data I learned a great deal more.  I became much more familiar with Xcel and how to create the graphs I wanted to best demonstrate my findings.  It was not an easy process since I have not used Xcel this way for some time.  I ended up playing around with it until it did what I wanted.  I also called my brother quite a bit too.  I am not an expert, but I definitely improved my skills.  I also learned more about APA format in the 6th edition.  This too, I have not used for some time, so there was a great deal of time spent looking up certain situations to write my professional paper.  I appreciated my proofreader who also pointed out things I missed.  When I went back to double check the correct procedure I learned more about this process too.  I also learned how to make comments in word.  I had never used this feature before, and I enjoyed being able to comment on other's papers this way.  It works slick, as it allows a proofreader to provide clear feedback without printing a hard copy.  I definitely learned a lot from writing my action research paper. 

                              

REFLECTION ZONE: The Right Fit for Henry (Differentiation)

I read an article entitled "The Right Fit for Henry," which appeared in the February 2012 edition of Educational Leadership.

This article was about how schools can help students who are twice-exceptional.  I learned that a twice-exceptional student is any gifted student who has a disability. This article was about a second grade boy named Henry.  His teacher recognized his talents, so he was tested, and he qualified for the Challenge Program. This was an all-day magnet program with advanced curriculum for gifted children.   He did well socially and academically when he could demonstrate his knowledge verbally.  However, he really struggled with reading and writing.

Instead of returning to the general education, his teachers implemented a plan where Henry would stay in the Challenge Program, but also have an IEP where he would get reading and writing support and receive various accommodations.  The school provided services for both types of exceptionality for one student.  This school took pride in tailoring Henry's education to meet his specific needs.

Many times students like this are:

1.) identified as gifted, but their learning problem goes without notice (receive attention for giftedness with no remediation)

2.) not identified in either area (do not receive attention for giftedness or struggles)

3.) identified as learning disabled, but not as gifted (receive remediation, but no attention to giftedness)

Examples 1 & 3 would be examples of the danger of a single story.  Sometimes I am surprised when I learn a student who does really well in math class is really struggling in reading or vice versa.  Sometimes I assume a child in the gifted program learns all material fairly quickly and easily.  I should not make assumptions about students or their abilities.  Because of this, I am seeing the need to have more data on students to meet them where they are at, and to best help them to learn.  I feel our school is working at doing a better job of this with RtI, but we have a ways to go.  I think schools will need more teachers, and teachers will need more prep time in order to successfully tailor each student's education to their learning style and level effectively. 

REFLECTION ZONE: Seven Norms of Collaboration & Effective Meetings

Seven Norms of Collaboration & Effective Meetings

1.     Pausing

2.     Paraphrasing

3.     Posing Questions

4.     Putting Ideas on the Table

5.     Providing Data

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

What could I use from this information that would be helpful in my work setting?

I could introduce the seven norms to my team.  The norms might help to enhance the quality and productivity of our team meetings.  Personally I could work on pausing and paraphrasing.  Pausing and taking time to understand someone's comments before I respond can be very beneficial.  If everyone did this, the conversation may go deeper at a quicker pace.  Paraphrasing someone's ideas proves to clarify any misunderstandings before we get too far.  It also acknowledges that I am listening to the speaker.

What barriers could hold me back?

Possible barriers include the time to implement the norms with integrity and making sure everyone wants to follow the norms.  It seems taking this on would mean everyone has to be on board.  If everyone is not in agreement I do not see the norms making a positive impact.  Getting everyone interested might be a barrier.  The time to introduce, follow, and reflect would be a barrier at first.  Once established, time would not be a barrier as following the norms would become more routine.   

REFLECTION ZONE: Differentiation

Differentiation

Learning that fits "Just Right!"



Since all students are at varying levels, learn differently, and at different rates, differentiated instruction provides ways for all students to learn regardless of their differing abilities.  I agree with the other posts, that differentiated instruction aims to meet the needs of all learners.  I think of Goldilocks, when I think of differentiated instruction.  Some concepts might be too big, or too small, but differentiated instruction makes learning "just right."
At our school we have three levels of math classes - accelerated, math, and team taught.  Within each of these classes I try to provide accommodations for students who need them.  The best explanation of an accommodation is the following.  Your goal is to have a student change a light bulb.  Some students are shorter than others and may need a ladder to accomplish the task.  accommodations are the ladders.  Some examples would be allowing students to use a multiplication table, a prime numbers chart, the factor mobiles, or their notes in order to accomplish the same task as everyone else.  Different classes work on the same concepts, but work on different problems, or different depth of knowledge problems.
The interventions we use are differentiated.  Rocket math allows students to progress at their own speed.  Compass software assigns students their own learning path.  This is determined based on their weaker areas identified by the MAPS test.  The program is tailored to meet the needs of each learner.  On the other spectrum, strong math students have the opportunities to participate in math meets that we host twice a year or the Math Masters competition. 
I know I could differentiate more.  I found it very interesting and helpful to read everyone's posts to see how each person does this in his/her own class.



REFLECTION ZONE: Harper Grace Marish

Harper Grace Marish

Born: Tuesday, December 20, 2011

          11:07 am

Weight: 6 pounds 11 ounces

Length: 19 inches long

REFLECTION ZONE: 21 Seconds to Teach Humanity



I read the article "21 Seconds to Teach Humanity" by Lisa Weinbaum from the Spring 2009 edition of Teaching Tolerance.

The article begins with the author, a 7th grade English teacher, overhearing her colleagues negatively discussing teachers who don't follow the state mandates, and she later realized they were talking about her.

While she was concerned she didn't jump ship and stop the way she was teaching. She wrote that students at her school played 21 in the restrooms.  This was where two children would square off and beat each other to a pulp while other peers watched and cheered.  This was suppose to happen for 21 seconds, but no one timed it because this would shorten the show.  Students were severely hurt, there were consequences paid, and the students involved were suspended.  However, this behavior continued as the winner received respect from classmates.

The teacher questioned her class as to how many have participated in 21, and when they saw their teacher's reaction they stated, " But we're still friends!  It doesn't mean anything! How can you judge us when you don't know what we are going through?"  The teacher didn't feel she was judging, yet trying to keep students safe.

The teacher had her students read "The Lottery" which is a story about a small town ritual to stone a member of their community to death.  She had them watch the tv movie, and she froze the scene just as the daughter was throwing a stone at her mother with a face clear with hate.  She got her students to react that the people were twisted. Her students were sickened and questioned how could these people do that to their friends and loved ones.  Her students asked if that town still does that today, and she responded, "Yes, this practice continues to this day. In fact, it occurs right here in New Mexico, right here within our school."   She let them know that when they played 21, or they cheered on violence that they were no different from the people in "The Lottery," - they were one of them.  She really got through to them.  She made them see what they were doing was so cruel, when they couldn't see it on their own. She knows she made a difference because of the written self-reflections they shared and the bathroom behavior of 21 stopped. 

Her closing sentence held a great deal of power.  "Educators can teach to mandated standards and benchmarks and still teach the ultimate standard, one of human dignity."   Think of the shape some of her students may be in if she had only taught the required standards.  It is too bad this teacher felt like she only had 21 seconds to teach something so valuable, but I am glad she made the time.