Is a Teacher Just a Teacher?

Is a teacher just a teacher? Not according to Carol Ann Tomlinson. A teacher plays many different roles. They are a counselor, a parent, a coach, social worker, and so on. However, a teacher is still a teacher, and a teacher is here to teach. Teachers don't change lives by just playing in different roles...teachers change lives by equipping students with intellectual necessities to make their way in an academic world. Teachers teach, just like a mechanic fixes a car, or a waitress takes your order. Like a mechanic has screwdrivers, and drills, and waitress has her trays and apron, a teacher has tools too. A teacher has instruction and curriculum. These tools help us do what we must do. It helps to ensure that we help students develop the knowledge, understanding, and skill necessary to be fulfilled and productive members of society.

Instruction and curriculum may be the tools that teachers use, but I think sometimes teachers forget that they are tools, that the are there for us. I have seen teachers rush through them, to say that they made it through the textbook, or to not fall behind. It is almost like saying, "Hey, I know we need to hang up this painting on the wall, let me get my sledge hammer to hit the nail with!" instead of saying "Let's make sure this painting is straight and level, then I will hammer the nail into the wall." Would you rather have a gaping hole in the wall, or a beautiful painting on the wall for all to see?

There is so much that goes into curriculum and instruction, and we must take our time with it. We need to make sure that the students we have are truly understanding what they are learning. They are going to be the ones that are shaping the future, and teachers need to lead them there the right way.

How?

By using curriculum and instruction as our proper tools, or as others say,by using curriculum and instruction as our vehicles. In order to make our vehicles work, we have to use the elements we have. I like to look at it by saying, I am adding more to my toolbox! Here is what I am adding:

Important-What we study provides a roadmap towards expertise in a discipline. What we study balances knowledge, understanding, and skill. 

Focused-Whatever we do, is designed to get us where we need to go.  Both the teacher and students know why we're doing what we are doing. 

Engaging-Students see themselves and their world in the work. Students see value to others in the work. Students often find themselves absorbed by the work. 

Demanding-Student growth is non-negotiable. Standards for work and behavior are high. Students are guided in working and thinking like professionals. 

Scaffolded-The teacher teaches for success. Varied avenues to learn and support a variety of learners. The teacher uses modeling and organizers, and other strategies to point out success. 

     By adding all these elements to my toolbox, I know I can lead these kids down the academic path they need to go down. I can change lives this way. I can challenge students, and teach them at the levels they need to be taught (I can differentiate this way). So can YOU. 

Don't put a hole through the wall. Create something beautiful, and show it off. Show those students you want them to learn, and you will be there to help them along the way. So is a teacher just a teacher? No. Yes a teacher teaches, but a teacher does a whole lot more than that.

Practices to Practice

I have recently been inside a 4th grade classroom to do three weeks of student teaching, otherwise known as field work. I have been asked to teach a math unit, and it made me a little nervous because I have never used a math textbook to create many lesson plans. I have a good friend named Rachel who is a teacher, and she happens to teach fourth grade. I called upon her to get some ideas for some math, and to see if my math lessons would be up to par for my cooperating teacher.

As I was talking to her, she mentioned something too me. She told me that during the first week of school, and during those first few days of learning new concepts in math, she tells the students that there will be times where they might not understand something, they might get something wrong, and they might get frustrated. However, she tells them that feeling those things is okay. They are here to learn and she is always their to coach them along. They practice together, and they learn together. She is their coach.

What stuck out to me was the word coach. 

Coach 

3. Sports A person who trains or directs athletes or athletic teams. 

4. a. A person who gives instruction, as in singing or acting. 

b. A private tutor employed to prepare a student for an examination.

 

Does a coach do the following things? 

Does a coach make an athlete feel unique and valuable as individuals, and are important to the team?

Does a coach make an athlete feel like they are there to help them find and develop abilities as individuals and as a team?

Does a coach help each athlete and team to become as capable as possible?

Yes!!! 

What about a differentiated teacher? Can a teacher be just like a coach? Can we cheer on our students, and help them improve?  

Can a teacher do the following things?

Can a teacher make a student feel unique and valuable as individuals and are important to the class?

Can a teacher be there to help a student find and develop abilities as individuals and as a class?

Can a teacher help each student and class to become as capable as possible?

Yes!!!

As I have stated before, students need affirmation, contribution, power, purpose, and challenge. Those three things that teachers and coaches both do, are things that we must let our learners know.  

What else do teachers and coaches have in common????

We both want to build a good environment for out teams! How can this be done? Practice it, one thing at a time.Here are some ideas...study students cultures, convey status, commend creativity, make room for all kinds of learners, help students know about one another, celebrate success, have communication in the classroom, have class support systems, and have shared responsibility in the classroom. If one thing is not working, blow your whistle, call time out, and try again.

A lot of teachers feel overwhelmed when it comes to having a differentiated classroom because as teachers we get stuck trying to figure out how to go about this. Well, don't be afraid! Compare yourself to a coach. Let students know that you are there to help them succeed. Let them know that at times they may need extra help, and let them know that is okay.  Be there for them, show them you care, and just make them feel safe!

Will I Differentiate?

I have always wanted to be a teacher, I never have wanted to be anything else. I think of all the teachers that I have had in my life, from kindergarten to my senior year of high school, and I remember that they are why I am where I am. Most of them were stubborn enough to help me understand any concept that was put in my way. They were the ones who made that light bulb burst with bright light in my head. They gave me the power to know that I could succeed, when at times I felt like I couldn't. I know I am not the only person who feels this way. Many people that I still talk to today hold Cedar Ridge Elementary School, Deerfield Elementary School, Mountain Ridge Jr. High, and Lone Peak High School close to their hearts. All of us are indebted to our teachers. They made us who we are.
I want to show my students that they can succeed, I want to show them that I care, I want to show them that I will do whatever it takes for them to know that they are worth something, and that they will become something amazing. That is the teacher I want to be. How will I do all of this? I will do this by modeling after many of my past teachers, and differentiate. 

However...

There are many children in Utah, and in the U.S. that are English Language Learners, there are many who have Learning Disabilities, and there are many students who just can't grasp particular concepts at a quick pace. They will have their own struggles. These students will be mixed in with other students who understand concepts quite well, and are higher than other students on the academic scale. How can you challenge your top students and not leave anyone behind? You must adapt your lessons. Teachers who differentiate respond to diverse learning needs of students. This increases the likelihood of students learning key concepts. Design lessons that address the multiple intelligences throughout the room.

~metaphor~ adapted from Rick Wormeli

Children are like athletes, some need baseball bats, some need cleats and balls, some need to lift weights, some need running, and some need catching. Not every child needs the same thing.

How will I give everyone an appropriate challenge? How will I give them appropriate anything?

I will differentiate, but first there are things that I should do, and I suggest you do them too. 

 

1. Assessment, accurate assessments! Learn where my students are.I can see where there are academically in the subject and can help them further succeed in the subject area.

2. Continue Assessments. These don't need to be graded. Let students know there is a place where questions can be asked, or that opportunities for review are there. (Exit slips, class discussions, informal worksheets)

3. Scaffolding, SCAFFOLDING, SCAFFOLDING or a new term, Tier a lesson (Rick Wormeli).

4. Mix and match students into groups if needed.

Do I sound like I want to differentiate? Because I do, I may not be perfect at it yet, but with patience and practice, I will be a differentiated teacher.

How Teachers SHOULD Respond to Students Needs

There are 5 key elements that teachers should know in order to respond to students needs in the differentiated classroom.There are 5 key elements that I myself want to remember. There are 5 key elements that will help me be successful in the classroom, not only that, but successful in a differentiated classroom.

Invitation

I have respect for who you are and who you can become! You are unique and valuable. I believe in you. I have time for you. We need you here.

Opportunity

The things I ask you to do are worthy things. The things I ask you to do open new possibilities for you. 

Investment

I work hard to make this place work for you. I work to make this place reflect you. I love to find new paths to succes. I will do what it takes to ensure your growth. 

 Persistence

You are growing, but you're not finished growing. Let's figure out what works best. There are no excuses here, but there is support. There is no finish line in learning.

Reflection

I watch you and listen to you carefully and systematically. I continually, ask, "How can I make this better?"

Make ties with your students, don't use excuses, push for it!

  Create relationships with your students. 

Make them feel valued!

I would not be training to be in this occupation if my teachers did not make ties to me, if they did not try to be a differentiated teacher.

Mrs. Olsen- 1st grade

Mrs. Carpenter-2nd grade

Miss. Winward-3rd grade

Mrs. Wagaman-4th grade 

Mrs. Bunnel, Miss.King, Mr. Williams, Mrs. Cannon, Mr. Hughes- 5th grade

Mrs. O'Very-6th Grade

Mrs. Kingsford, Mrs. Ross, Mrs. Eddy, Mr. Smith, Mr. Kofed, Miss. Thompson, Mrs. Wynn- Jr. High

Senorita Taylor, Mrs. Dilello, Mrs. Flanagan, Mrs. Felix, Mr. Dunn- High School

They impacted my life in so many ways, I owe so much to them.

They taught me so much.

They taught me in ways where I felt like I mattered. They seemed like they cared. They made me feel wanted. I know I am not the only one.

 

In the words of Carol Ann Tomlinson, "Perhaps those teachers who are successful in forming bonds with students remember the dreams of the novice teacher clearly enough that they inhabit those dreams daily. The way we "do school" often makes it easy to forget why teaching once seemed the best job in the world and makes it easy to lose sight of what we once hoped for." 

And in the words of Rita Pierson:

  

     

What is it? A.C.P.P.C.

Affirmation, Contribution, Power, Purpose, & Challenge

A.C.P.P.C

What does it ALL mean?!

Affirmation: "Perhaps the most basic of student needs is for affirmation."    

• I am accepted here.
• I am safe here.
• Others listen to me, and I listen to them.
• People want to know me, and acknowledge my likes and dislikes. 
• People BELIEVE in me.

This is how all students should feel in the classroom. 

Contribution: "Not only do people tell me I am worthwhile, I can actually see that I am."

• I make a difference in this place and in the work in this place.
• I bring my abilities and strengths.
• I help others in the class succeed. 
• I am connected to the others by common goals.

The students should know that they do this in the classroom.

Power:

• What I learn is useful to me now.
• I learn to make choices that give me success.
• I understand what is expected of me.
• I know what quality looks like.
• There is support all around for me.

Students should feel assured that these attributes of power will be learned and gained.

Purpose:"Purpose, like power and contribution, is a factor in developing a sense of self-efficacy."

• I understand what we do here.
• What we do here shows who I am and my world.
• What we do here makes a difference to me and in the world around me.
• The work absorbs me. 

Your students should find this in themselves.

Challenge: "Youth is a time for dreaming"

• The work compliments my abilities.
• It stretches me.
• I work hard.
• I am accountable for my own growth, and in helping others grow.
• I accomplish things that I did not know were possible.  

The students should know this.

So what is all of this? It is what your students should discover and know. It is what will help them grow, and it will help them succeed. Not only that, but it is what your students want to find.  

All quotes are taken from Carol Ann Tomlinson's book Fulfilling the Promise of the Differentiated Classroom.

What the Student Needs

 

"If what we do here meets my needs to be safe, to become stronger, I'm with you. If not, I can be simultaneously present in he room and absent from what you are asking of me." (Tomlinson)

Besides safety, there are five things students are going to seek when they enter a classroom...if a student feels and sees all of these, then that child will feel safe.

Affirmation, Contribution, Power, Purpose, and Challenge

 Effective differentiation begins with AWARENESS and UNDERSTANDING of basic student needs.

affirmation

contribution

power

purpose

challenge

Differentiation: An Easier Explanation

Differentiation in Learning…

          is a teacher’s response to a learner’s (students) needs guided by general principles of differentiation...

Such As

Respectful Tasks for ALL Students

Flexible Grouping

On Going Assessment and Adjustment for Instruction

Teachers can differentiate the Content, Environment, Process, Product according to students' Affect, Interest, Learning Profile, and Readiness.

What Differentiation Is:

Response, Proactive, Scaffolding, Providing Access, Include Accommodation, Adapting, and a Risk.

What Differentiation is NOT:

Individualize, Management, Reaction, Just an Accommodation, Remediation, Really Really Good Teaching. 

"Take the risk, you could change the world for kids!"

=Dr. P

"You can be a really really good teacher, but you could be a differentiated teacher."

-Dr. P

"Teachers must take into account WHO they are teaching as well as WHAT they are teaching. The goal of a differentiated classroom is to plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum."

-Carol Ann Tomlinson