Last time we looked in depth at what students seek in the classroom. After that experience, I felt pretty good about myself and what I thought I could do to foster all of those things in my classroom. Then I came upon the scenarios at the end of the chapter (see sample at the bottom of this post) and realized I didn't have a clue! But let's start at the very beginning (a very fine place to start). 10 extra credit points if you get the reference!
All students have the same basic needs (affirmation, contribution, power, purpose, and challenge). However, depending on our students' "gender, culture, life experiences, talents, interests, learning preferences, affective development, cognitive development, and support systems" (Tomlinson, p. 19), those needs manifest themselves in different ways.
WHOA! That's a lot to consider! Just wait - there is hope! "The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying" (Tomlinson, p. 22).
Teachers get accustomed to taking "snap shots" of their class as a whole. When you have 30 students, that's all you can do, right? There's no time to focus on each student?
WRONG!
For seasoned veterans: Please take the time to connect with each of your students! You've done a lot of the hard stuff already, now let's focus more on each student individually.
For newbie teachers (which I will be): Continue to develop your expertise! I can imagine some days you're barely keeping your head above water, but as you become a more practiced swimmer, start looking and finding connections to each of your students. Don't let guilt ruin all your hard work. Keep trying! Do the best you can! Try to be better today than yesterday!
All of us, seasoned teachers and newbies, must remember that even if it may seem we are reaching the majority of our students, some students are good at faking it because they want to please us or not feel dumb in front of their peers. Don't make assumptions about your students. Learn to see each and every one of them! That is at the heart of differentiation!
The scenarios mentioned above: take a look - your eyes will be opened!
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.
Well, my dear Malissa, you continue to knock my socks off... the depth of your comprehension, understanding, and personal application... is so compelling. Thank you for taking this reading seriously, and for sharing your insights. You're not the only one learning from this... 5 pts.
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