Chapter 11 was an interesting read for me. Being that I am orginally from Illinois I related to the voices from the classroom section directly. As a young child, I spent most of my summers are many cultural festivals. I would explain to my mother that I didn't understand why we were going to the Asian American festival if we weren't Asian. She would often reply with a simple don't you want to know what they know. Planting that seed of cultural interest was big for me. As a young child I knew that we were close to my Grandparents home when we would begin to smell manure because they live in southern Illinois. We also knew that we were getting close to the city when we began to see tall buildings and there was a different "mysterious" type odor in the air. I understood that my "two families" ate different and did different types of activities. I developed a love and passion for both. I love a true southern baptist church, and have a small fetish with some country traditions. I think of how different my life was back then compared to my classmates.
One of the most interesting changes from Illinois to Virginia was the inclusion structure. In Illinois inclusion didn't mean that the student spent the majority of their day in a general education classroom. Typically, the special needs students would be included in the general education classroom for a certain amount of time each day. In Virginia the student is included all day.
In Virginia, the gifted students are removed for services each day with the gifted teacher as long as they are identified. This was not the case in Illinois. Gifted and talented students weren't identified and didn't receive special interventions.
I must admit that one of the MOST challenging things each day for me is differentiated instruction. I don't know if I will ever master it. From year to year and just when I think I have the strategy or method that works, the kids change. Daily my challenge is how to I keep students who are at a 5th grade level engaged while the two students who are at a first grade level get the basic concepts? And while doing all that how do I make sure that all students are on task? engaged? and learning? How do I manage the student with a physical compulsive disorder? How do you create an environment where all students respect and understand students who may look or behave differently?
I had a strong connection moment during my reading of Chapter 11.
Last week, my student with a compulsive disorder stole money from another classmate. She admitted to taking the childs money. Later in the week, another student called her "sticky fingers" she looked down at her hands and touched two fingers together to see if they were indeed sticky. At that moment, I realized that the students didn't understand analogies. Since then, we have begun working with analogies. I know that they play an important role in the students understanding and learning.
I also LOVE the use of the student interactive notebooks. I have my students use their interactive notebooks. Since this class I have changed the notebook just a bit. My students write the concept on the top line. Then they list in a red square "What I know" students are able to write everything that they know about the subject we are talking about. Students also highlight the things that they know and prove to be confirmed facts. I like this approach. In addition, the students can use the interactive notebook to bring in things from the outside that they can add. Perhaps a poem or magazine article that they make a connection with. I love the interactive notebooks. It also allows students an opportunity to determine information that is important vs. interesting.
I have developed very specific guidelines regarding respect in my classroom. I allow students to recognize differences and at times we even talk about them. I think this approach is why I do not currently have issues of bullying or romance within my room. We also celebrate small successes in the classroom, a years worth of growth is just as important to me as a student who is working at level. Growth is growth!
My challenge is the gifted students, keeping them motivated and keeping them engaged. I also want to know how to create a 100% buy-in in the classroom, how to keep all students accountable and motivated.
I would like to look into getting some beginner-oriented texts for my struggling readers. I think this would be a helpful strategy.
