Blog #2

1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.

I really enjoyed the morning meetings that the first grade teacher did in field this last semester. She actually had two morning meetings. One in the morning and then one right after morning recess. I liked having the kids brought back together after the time outside. The first morning meeting she would bring the kids together and have the student of the day pick 3 poems to read together. Then she would pass around the totem and have a round of lightning share (everyday, I would have liked for her to switch it up a little). Then they would be sent to their seats to do their journal read, hand writing, and silent read (if they were done).
The second round of morning meeting she would have them do the day of the week, how many days have been in the school year so far, time, and money. This would also segway nicely into the math section of the day.

2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?

The fourth student trait is "Affect". This trait refers to how students feel about themselves, their work, and the classroom as a whole. I think that this was added to the list because the way the students feel, or their affect, influences and affects the other three student traits. If a student feels unsafe or uncomfortable in their environment they can not increase their emotional intelligence. This has become just as essential to the learning and growth of a child then the ability to learn book smarts. It the feel of the classroom is not in harmony with what the students need emotionally they will not make risks in class.
The fourth curricular element is "Learning Environment" which refers to the operation and the tone of a classroom. Just like affect, a students learning environment and the way it is run affects the students whole school day and they way that they learn.

3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six

It is extremely important to have a class that is predictable, orderly, and friendly. A classroom should have a balance between all three of these. Crating a climate and tone of warmth and safety helps create a friendly environment. Teaching the schedule and routines that are to be expected of them, in the class through out the day, can help your classroom be orderly and predictable. Having the students know this at the beginning of the school year will decrease the conflict that can arise throughout the year. When predictability, order, and a friendly atmosphere is established at the beginning of the year will help maintain a class that is wanted.