Response #4 - 9/23

1a. How is “living what [you] believe” (Fulfilling the Promise, page 26, middle of right-hand column) both difficult and easy for teachers?


1b. How can (might, should) differentiation affect “living what you believe”?

1c. From chapter 4, explain what Tomlinson mean when she suggests that a teacher, early and often, should say to students, “Let’s figure this out together. Let’s make this our class.”



1a- Living what you believe can be difficult for teachers because you can't always proclaim your beliefs (such as religion), and can't always help students in the ways that you may want to because of limitations and rules on relationships, time, money, etc. On the other hand, it can be easy for teachers in some aspects. For example, if a teacher truly believes that they can inspire and help a student, they can.

1b-I think differentiation should be the fuel to "living what you believe". Because every child and situation must be treated differently, it's important to use differentiation methods in order to live what you believe. Building on the example listed above, if a teacher believes that she can inspire and help a student, they should use different differentiation methods to help this student. While most students may learn a concept by watching the teacher demonstrate, the teacher may have to demonstrate the concept by drawing pictures, etc.

1c-When there are questions or problems or concerns that surface in a classroom, it's important to work through these issues together as a class instead of leaving them unresolved. And, by working together, it shows the students that she cares about issues and when they work together as a class, they can solve anything.