Emotions trump Teaching

Isn't that a statement for a sit down and think?
Our students emotions about life, and their learning should be the most important things to us as teachers. We have an opportunity to engage our students in a loving community, filled with emotionally structured care. We as teachers are able to help these kids feel successful and invite them to take on anything that is thrown at them. Sure there will be end of year testing which we have to prepare our students for, but at the base of it all, how do our students feel in our classroom?

In our recent class period we talked a little bit about the book, "The little Prince" which had some great comparisons to how we can teach and differentiate in our classrooms. Much of the story is about the taming of a young boy and the taming of a fox. We made connections by saying that "taming" that should happen in the classroom is a vulnerability that is shared between teacher and student. If we as teachers expect our students to be themselves, we have to be ourselves also. Whether that means breaking out of our shell and showing our true personality, singing to our kids, making fun of ourselves, or sharing (within reason) difficult times in our lives. If we do these things will confidence and kindness, our students will follow, and the result will be a calm and understanding classroom where emotions "trump" teaching. But when this phrased is used, it isn't meant to say that teaching isn't important, because it is.
That's the whole reason we are teachers! To teach these students to be better people and give them the necessary knowledge to progress and make large strides in their future education. But if we do not rely on the fact that the emotional welfare of our students is important, than we have lost an opportunity to truly be teachers.

Differentiation in every subject

As I am continuing my education in the Elementary Education program at UVU, I have found that almost all of my classes include some kind of differentiation for students.
There are times when you would change the lesson to cater towards the learning disables, second language learners, and even the gifted/talented or fast-finishers.
I had no idea the importance of differentiated for all these different kind of learners until now.

As I was reading my book for "Teaching ESL" students, a thought popped into my head, "This is differentiation, all of it" It really is. Teaching, as a whole, is giving students the opportunity to focus on their learning, help direct and teach that learning, and get so involved in their learning that it becomes apart of them, just like differentiation, differs a lesson to fit the learning style of each student, to create a more engaging and powerful lesson.

I know this is a quick post, but I just had to write down that thought. Differentiation is in every subject, every tool, and every lesson, if we do it right. It's about giving power where power is needed, along with support that is seen and physically felt.

Differentiation and being a passionate teacher

Today in my Differentiation in Teaching class we talked about the Hallmarks of being a teacher who uses Differentiation.
These 8 points are the substantial matter of creating a classroom where students can grow and learn effectively, because every lesson is trying to find and cater to every learner.

These hallmarks include :

being flexible with time, space, and materials

having shared respect between teacher and students

having "respectful" and engaging work for everyone

having a distinct link between assessment and instruction for all students

being absolute clear for students about what is expected of them

having shared responsibility between teacher and students

having the classroom be based individual growth, where each student is pining for "their best" not competing against another

and

having a "way up" never a way out

With these in tow, these hallmarks help myself as a teacher differentiate: Content, Process, and Products to ensure everyone student is gaining what they need personally from each day they are in class. 

While I was reading, I was getting quite overwhelmed with all that is expected of me as a teacher. I have all these requirements to fulfill and these expectations to be aware and find opportunities every hour of everyday to incorporate into my teaching. The author of my book stated something that put some of my worries to rest, for the time being. She said something along the lines of this, "teachers need to vulnerable, they need to work hard, and come to terms with the fact that we are not perfect. We will forget to do things, but as long as we do out best, and keep trying to improve, our students will benefit." 

What a comforting statement that was. 

If I just apply myself, learn all I can, and apply all I learn, then KEEP learning, I can be a good and passionate teacher. 

Also in class today, we were shown a video of  PS22 (Public School 22) in New York City, who's Mr. B changed the lives, and continues to change lives, through the power of music.

If everyone teacher, including myself remembered this man's passion and integrated it into their own, and mine own teaching, no children would REALLY be left behind, ever. 

No child would feel inadequate or unable to do something. 

No child should ever feel like they can't do something, they are always capable, even if it takes a little practice, a lot of practice, or a change in view. 

I want to be a teacher like Mr. B. When he said, "If you close up in 5th [or younger] you [run the risk] could close up for your whole childhood" I felt that his views are very much imbedded in the person I want to be for my future students and I feel strongly that the Hallmark 8 can facilitate that for my classroom. I know that teaching will be difficult and it isn't the easiest route to take career wise, but it is the most life changing and rewarding. 

Mr. B is what I want to be, the Hallmark 8 is what I want to use. 

Passion and pure caring for my students is what I want them to feel. 

Catch-up

Here I am two weeks into the semester and just staring in awe at the notes that have already been taken in my notebook. There are so many things that I have already learned, and none of it do I want to forget.

To kick off I am going to talk about Morning Meeting. But I won't focus on it in as a whole because I feel there is more and more that will be added to it as we proceed through the semester, of which, I am extremely excited to learn.

I feel Morning Meeting  encompasses everything that I wish I had in elementary school. With some teachers I had a comforting room, where I was able to learn and express myself adequately, feeling no pressure to be something I was not. In other classrooms, I felt the need to cater to the teacher's whim and also felt like I wasn't learning, but only filling out worksheets and coming to sit at my desk for 8 hours a day. The relationship I wanted with my teachers just wasn't there with the second type of classroom. I am almost certain that if Morning Meeting would have taken place in those classrooms, everything; including my perception of the teacher, learning, and being at school, would have changed.

For instance, the first part of Morning Meeting is the greeting, inviting students into the classroom and also involving everyone within the classroom to recognize that everyone is in attendance. It gives opportunities of awareness for others and even for the teachers well being. It begins the day by saying "hello" in a game, round, different language, or anything clever to help others "meet and greet" those members of the class.
I strongly believe that this interaction at the beginning of the day will transcend throughout the remainder and help students be aware of others, themselves, the teacher, and even the broader population of the school. This simple 2-3 minute interaction can change the beginning of the day from terrible and gloomy, to exciting and bright.

One thing to remember about Morning Meeting, every subject that is being taught in the classroom can, in someway, be integrated into the simple layout of Morning Meeting.