Teacher Response

"Getting to know someone involves curiosity about where they have come from, who they are."

Penelope Lively

I loved the third chapter in Tomlinson’s book! It’s all about what we can do as teachers to help get to know our students. Isn't a classroom all about individuality and personality? I bet if you talk to any seasoned

teacher they will tell you that each year their class was different because of the personalities of each student that came into their room! Is that a bad thing? NO! It’s a great thing. The only thing that can be bad about that is how you relate to each of those students walking through their classroom door. As a teacher you need to take the time to get to know your students and then you’ll begin to understand them. I love the quote that I chose because getting to know someone isn't just asking them simple questions about who they are right now because you don’t know what has shaped them. Each student that walks through our door is going to have a different background that they are coming from that we need to take into account. Right now you’re probably thinking oh my goodness that’s just one more thing I have to do that I don’t have time for. Where in heaven’s name am I going to fit that in? Even though I don’t have a classroom of my own yet, I guarantee if you take time to invite the parents in and get to know them better and get to know more about your student through your parents you’ll have doors opening left and right because the parents will be supporting you and be on your side!

WHAT WAS OUR VISION FOR THE CLASSROOM? 

I love the question that it asks us to remember….”WHAT WAS OUR VISION FOR THE CLASSROOM?”  Going through the education program here at UVU has been amazing and I’ve learned a lot of things about what and how I need to teach. When I was reading this chapter I had to pause and really think about have I lost sight of my original vision for my classroom. I want to live what I believe and Tomlinson quoted a principal that said her staff was amazing because of this statement. As a teacher I want to look beyond what I can’t change and find ways to help my students succeed regardless of the limitations I may have in supplies, books, media, etc.

This chapter goes on to explain HOW we as teachers can respond to our students needs that I briefly discussed in previous posts. The first one is response to invitation and as a teacher the way we can issue that is by our demeanor, words, and actions and communicate that those mean that

• we respect who students are as well as who they can become. We all want our students to succeed and improve. We want them to become all that they can and if you’re a teacher and you’re reading this and you’re thinking uh no I don’t-then you’re in the wrong profession. ;) We want students to know that they have potential that we can see even if they lose sight of that from time to time.
• we want our students to know that we really do want to get to know them. It’s going to be hard because you’ll have 25-35 students around you constantly telling you about this and that, but it’s important for them to share that with you because they want you to get to know them too. If they’re not sharing with you or wanting to tell you something make an effort to get to know them by asking some non-invading questions to help strengthen that bond.
• we want our students to know that they are unique and valuable. We don’t want our students to feel like they are like everyone else. It’s important to celebrate differences as a class. Take time to teach your students how to cheer on and support their fellow classmates. Let students teach other students how to do some of their talents and make sure that all students know they are unique in one way or another because we know that no two people are alike and that’s what makes us special, even if we forget that as adults.
• we want our students to know that we learn from them just like they learn from us. Adults forget things sometimes (don’t we all know it) and it’s amazing how students have a way of reminding us of the truly important things in life. Let students know that there will be times that they might have an answer to a question you don’t know and let them become the teacher. That will instill confidence in them.
• we want our students to know that the classroom is theirs too and that they are needed within the classroom. The most important thing we can do for anyone is to make them feel wanted and valued. We want them to know that our classroom wouldn't be the same without them. There is no “my” classroom, it’s all of ours because it only runs well when we all work together. Take the time to allow your students ownership in your classroom so that they can grow more as a person emotionally and not just academically.

 

There’s one more quote I wanted to add to this post today and it’s by Paul Tournier. He said: “It is quite clear that between love and understanding there is a very close link. He who loves understand and he who understand loves, one who feels understood feels loved and one who feels loved feels sure of being understood.”  When our students feel our response to their needs they feel understood and loved. This really will benefit you in the long run, even if you feel it will take up too much time now. Let your students know that you value them for their own unique personalities and feelings. Let them know that you learn from them every day and make sure when you are

telling them that you have a specific example so that they know you are being sincere. When you are sincere and genuine with your students and you respond to their invitation to be needed you’re classroom will grow immensely together and begin to feel like a home away from home for these kids. When you care about your students and understand your students you are then able to build a differentiated class for them.