I went into two different second grade classrooms recently and the mood of each classroom was very different. One seemed more intense and upbeat while the other more relaxed and calming. It was then that I realized how important the mood or tone of the classroom is. I want to create a mood in my classroom that will help my students feel at home and comfortable. This mood might change from year to year or day to day depending on my students needs. - Jaclyn

I thought this piece of insight was absolutely fantastic.  My mom recently talked to me about her second grade classroom and how safe she always felt when she went to school.  I don't think that we always realize how worried little kids can be. Even though they're usually only seven, they have things that they fear, and things that make it hard for them to learn.  It's possible to create a classroom where everyone feels safe, and I want to give that to my students next year.

I believe that our job as far as determining which curriculum is important is made significantly easier through the common core.  However, there are times when a child needs a little extra help with emotional health, p.e., maybe they even need an escape from the things that they worry about through art.  Determining which curriculum is important is reflective of how in tune you are with your students.  I think I could do well at this, but I'm pretty sure it's going to take some trial and error.

I believe that rote memorization is ineffective.  I remember in science finally understanding, "the rules" that govern the universe and realizing that the rules applied in multiple situations so I didn't have to memorize all of the facts.  I've been good at school because I understand the why, not because I can memorize easily.

I believe that we need to do the best we can, and that time should be used efficiently in the classroom.  However, we have information at our fingertips, (or more accurately, in our pockets.  We love google.)  Teaching children how to be efficient researchers and questioners is greatly important.

This point makes sense, students really need to know the nuts and bolts of the curriculum, rather than memorizing it and not understanding it.

I had this problem sometimes.  I was really quick to memorize, so if a teacher blew through a unit I could memorize the curriculum (and not understand it at all) long enough to say what the teacher wanted to hear on an exam, and forget it as soon as I'd filled in the last bubble.  We need to build understanding, not teach kids to memorize. Memorization doesn't foster understanding.

I believe memorization is low level thinking, and questioning is high level thinking.  We need to help students to truly grasp and understand concepts.

71- Mr. Johnson seamlessly incorporates the common core with personal expression.  Children can express themselves while practicing their writing, and he better understands how to help them.

73-  You have to be careful, but sharing your experiences allows children to relax.  They don't want to share personal situations if you aren't willing to do it yourself.

74-  Mr.  Johnson uses rubrics, which is one way to help children understand what is expected of them. There is nothing more frustrating than not knowing what is expected of you, and doing poorly because of it. 

82-  Sometimes students don't need a teacher, they need a cheerleader.  Helping students to realize that they can be successful with effort and acknowledging when they have done a good job can be huge in helping them feel safe and proud in their work at school.

there are four student traits that teachers must often address to ensure effective and efficient learning.  Those are readiness, interest, learning profile, and affect. 3

Learning profile refers to how students learn best. 3

I will teach in a variety of ways so that students will feel successful in my classroom.  No child deserves to feel frustrated because I teach in a way they can't understand.

Differentiation are 3 part.  Like the Cogs of differentiation.11

If a child feels unsafe, threatened, or insecure, the brain blocks off the pathways to learning and attends to the more basic human needs instead. 15

Children CANNOT learn if they don't feel safe. I will do everything I can to make my students feel safe around me, and in my classroom.

While all students in a classroom are likely to have the same basic need[s]...those needs will often--although not always--take on a different, "spin" for each student. 20

I will use differentiation techniques to help all students feel like they are appreciated and successful.

Establish ties with each child. Don't establish ties with all the children as though they were one student. 22

I will realize that all children have the same basic needs, but they have their own individual personalities and strengths.  I will attend to their needs the way they individually need me to.

Teacher needs to assure the child that this is a good place for them. 27

It is the teacher's job to make a student feel valued 31

Children need to want to go to school.  If they feel affirmed in my classroom, it will be easier for them to make it through the tough stuff.

A teacher must continually ask how they can make something better 34

1-There is no "right" way to differentiate.  Every classroom is different, and children are different. This is why we differentiate for them.
2- Differentiation is simply meeting the needs of your students, whatever those needs may be.
3- There are going to be certain pieces of your lessons that need to be differentiated for different students.  You can still teach a lesson to the whole class.
4- Your idea of how to differentiate for your students will evolve as you get to know them better.
5- Differentiation maximizes your effectiveness as a teacher.
6- It is an effective marriage between the needs of your students and the demands on your job to teach curriculum.

I think that morning meetings can be very effective.  I was in a class that had done them at the beginning of the year, and the students were all kind to each other, with the exception of the occasional 3rd grade tiff.  However, this teacher had stopped doing the meetings because it was hard to keep them short.  I think that the possible benefits are astounding, but some of the things that children say I'm afraid I wouldn't think fast enough to be able to react appropriately.  However, I do know that we always get better with practice.