The Ted Talk that Hurt My Heart a Little...

Interesting question: "Do schools kill creativity?"

Actually, more than interesting. Topical. Relevant. Poignant. Unsettling, even.

After listening to this, I have to ask myself...What, as a teacher, will I do to make sure that I'm not killing my students' creativity?

There is no easy answer.

Right about now, you might be asking yourself why I'm including this in my blog about differentiation. Well, from what I have learned this year, differentiation is all about being advocates for our students. Are we really being their advocate if we are teaching them to suppress or ignore aspects of themselves? Isn't a teacher who is truly invested in her students invested in ALL aspects of the student?

Tomlinson says that the teacher who communicates investment to the learners makes it clear:

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

(Page 31)

In class, we have often discussing tiering assignments for interest. At first, it seemed like one of the least important aspects to me. Don't we all need to learn that sometimes we just have to suck it up and do things we don't want to do? Of course we do. BUT-as a teacher, I can have negotiables and negotiables, just like I do as a parent. Whenever possible, I can allow students to choose things that interest them, and, chances are, they will choose things that reflect their talents and capacity for creativity. I believe we call that a win/win situation. 

Reflection: Failure is Not an Option

This semester's field experience was especially meaningful for me, not just because it was my very last field experience, but because I found out that the 4th graders I was spending 3 weeks with will be MY 5th graders next year! I could not be more thrilled. The school where I am teaching next year (as an intern) is a dual language immersion school. Come fall, I will have TWO classes of spunky, smart 5th graders who will be looking to me to guide their learning for the year. I feel so blessed that I got to spend 3 weeks with them, getting to know their names and little tidbits about them.

Now that I have names and faces to put to my future students, all of the sudden, everything feels more real! I am already turning over their unique needs in my mind, trying to think of ways that I can meet those needs as a teacher. I have a few students with academic issues. I have a few more with behavioral challenges. I know that throughout the year, as I get to know them better, their individual needs will become even more apparent to me,

It feels a little overwhelming.

As I was reviewing my notes from my differentiation textbook reading, in preparation for continuing this blog, I came across a list of elements of teacher responses to student needs. The element that stood out to me is number 5, the response of reflection.

One thing that I discovered in field was that I LOVE having 2 classes. Why? Because it gives me a built-in opportunity to reflect on my teaching experiences. I would teach a lesson in the morning, and then, during lunch, I would discuss with my cooperating teacher what went well, what didn't go so well, and how I can make it even better for the afternoon class. Having 2 classes also gave me a chance to practice differentiating to meet student needs, because the classes each had their own unique challenges, both as a whole and for individual students. Although it takes some time and some honest self-evaluation, I know that reflecting on my teaching practice makes me a better teacher.

Recently, I was able to visit Washington, DC. In the Smithsonian Air and Space Museum, I found a poster that I think is perfect for me as I move forward in my teaching career. Tomlinson even mentions the sentiment in her book: Failure is not an option. It just isn't. I hope that this poster serves as a reminder to me as a first year teacher to always be reflective and honest with myself so that I can meet my students' needs.