Revisiting Big Ben for a Closer Look, Part 2

“Classrooms are places designed to forge democracy, dignity, and diversity. . . [and] to prepare young people to contribute to their world as informed thinkers, thoughtful citizens, and decent human beings” (Tomlinson, p. 26).

How can we hope to accomplish the quote above?  By the way we respond to our students' needs.  Let's look at the inner workings of The Teacher Responds cog.

Invitation

1. I respect who you are and who you can become.
2. You are unique and valuable.
3. I learn when I listen to you.
4. I want to know you and I have time for you.
5. I believe in you.
6. This is your place, too. We need you here.

Treating students with dignity boosts their self-esteem! This contributes to classroom community, too!

For teachers: Greet every single student that walks into your classroom each day.  Help them leave heavy burdens at the door by having a physical "Troubles Basket" to "drop" their worries into. Your classroom can be their safe haven!

Opportunity

1. I have important things for you to do here today!
2. The things I ask you to do are worthy, often daunting, and open new possibilities for you!
3. These things help you become all you can be.
4. Your roles make the class more efficient and effective!

Opportunity opens doors!

For teachers: Opportunity requires hard work and for students to stretch, but allows them to pursue their dreams!  Give students work that's rich with meaning.  Instill the desire to overachieve!

Investment (in people and content of the classroom)

1. I work hard to make this place reflect you and work for you.
2. I love to find new paths to success.
3. I enjoy thinking about what we do here.
4. It is my job to help you succeed.
5. I will do what it takes to ensure your growth because I am your partner in growth.

An invested teachers' classroom has students in it before and after school and during lunch because they know your class is a sanctuary for them. 

For teachers: Let students know when you have thought about them. Make links with your students' lives outside of the classroom (parent communication, extracurricular activities, volunteering in the community). Be invested in what, where, and whom you teach and also in your ideals.

Persistence

1. You're growing, but you're not finished yet!
2. If one route doesn't work, we can find another.
3. Together we'll figure out what works best.
4. There are no excuses here, but there is support.
5. There is no finish line in learning.

Search for pathways to success and once you reach it, keep on going!

For teachers: "Different is not a synonym for deficient" (Tomlinson, p. 32). Model the steady and relentless quest for excellence. You will never be "good enough" to be exempt from the need for change! The journey never ends.

Relfection

1. I watch and listen to you carefully and systematically.
2. I make sure to use what I learn to help you learn better.
3. I try to see things through your eyes.
4. I continually ask, "How is the partnership working?" and "How can I make this better?"

Uncertainty, ambiguity, and uniqueness are the constants of a teacher's world.

For teachers: Click to View: Questions to guide reflection

Reflection supports "the power to care" (p. 34). Reflecting will allow us to attend to the needs of our students! Reflecting will help us become more effective, efficient, and intuitive in addressing those needs.

Reference

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.