FIAE+Chapter+15+Block+1

Synthesis FIAE C15 B1


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter 15 is a clobbering of tips that coach you on how to consult and work with your colleagues in differentiated classrooms. It gives key questions and conversation starters to use when you are having trouble getting communication started. Use the entire culture of school faculty to learn from. Teacher's room, staff meetings, Intranet Folders. All of these can be extremely useful. Model yourself after other teachers who are already differentiating. When you see something that needs to be changed or added, explore the resources available to you to see that it happens. It is your responsibility as an educator to use the rich resources. || The tips given to me in this chapter were well above the standard 15%. I will definitley use them when I am having a hard time communicating. They can be used in every facet of your life as well. Great communication is the key for all successful relationships, both personal and professional. These tips were all very helpful. ||
 * Audy Melissa || Chapter 15 of //Fair Isn’t Always Equal// discusses how to consult with and encourage colleagues, within the teaching field, who are trying to adapt to differentiated instructional methods. Teachers often find it difficult to discuss matters that involve education, since everybody holds a different perspective and philosophy on education. Wormelli provides thirty-six tips which cover all grounds when it comes to communicating with colleagues. First, a list of questions is provided to help guide educators who are meeting to discuss education. The chapter then breaks off into the various ways that discussions can be held and/or better maintained. These examples range from department meetings to publishing journals on how differentiated instruction has benefited a school. Modeling successful teaching is heavily emphasized in each setting, in order to guide colleagues. || I found the tips for discussing education with colleagues very useful. I tend to be incredibly opinionated when it comes to things I am enthusiastic about, education being one of them. Though I am always open to listen to others' perspectives, it is still difficult for me to see things the way they may. Through the communication strategies listed in this chapter, I feel I have learned more about communicating on a professional level, and considering that everybody feels strongly about what they believe to be "right" in the educational field. The various methods of conveying information were also interesting. I never thought to create a magazine in order to educate other educators on my success in teaching. ||
 * Boulter Elizabeth || This chapter is about 36 tips that guide you to support and talk with your colleagues. The tips are all about creating unity with the realization that teachers are working together- not against each other. It gives tips on how to talk with colleagues even when you don't agree by encouraging more discussion with saying 'Tell me more about that". Remembering that you're all the same, feelings similar emotions, is the focus of the tips. Lift people up, focus on the majority, debrief in small groups. It says to focus on people well beings and to try and create a peer pressure free atmosphere. || I liked this chapter the first time I read it, and I loved it the second time. I see so many of the tips from a different perspective! I came across some grading policies I didn't think were very effective- and I can take these tips and apply them! They aren't just ideas anymore....this experience has made them real. I now realize just how important a healthy community of colleagues really is! ||
 * Brown Ryanne || Chapter 15 gives 36 tips to support colleagues as they move toward successful practices for differentiated classrooms. This chapter gives the advice for us to be advocates for creating tense free working environment in a place where there will constantly be disagreements about things such as assessment and grading. The chapter gives suggestions for staying calm with colleagues with opposite opinions, and ways to maneuver around disagreements and tension. Through different types of meetings and informative faculty interactions, their will be more uniformity among colleagues, and therefore less likely to be agreements among one another. The chapter goes on to list all of the different ways to help teachers enhance their own learning in order to sustain a more diverse and differentiated classroom. || This chapter was actually sort of overwhelming! There were so many ideas in one place that were relating to the same thing. It was such a rich chapter that I found myself a little bit lost at times. All of these ideas seemed to be effective and sensible and would create a more informed and stronger faculty. I felt that the most important thing I learned from this chapter, is simply by facilitating these ideas, even I could play a large part in improving an entire school through teaching and using what I know about what works and what does not work. More of this information will develop as I develop as a teacher, but this chapter was a huge eye opener. ||
 * DePue Margaux || Chapter 15 gives an extensive list on how to support colleagues and discuss assessment and grading with them effectively. When discussing these issues, act as though you are on the same side as your colleagues are and remember to listen to their opinion. Teachers should try to create a "culture of expectancy," or to make other educators feel as though they should constantly be revisiting and rethinking their grading and assessment policies. Teachers can bring up the issue at different types of meetings by making suggestions or hold workshops about assessment. Teachers who already embrace a new grading plan can model it for others, showing first-hand how useful and effective it could be. If a teacher wants the change to be made, they should do their best to find outside resources, funds, create study groups, talk with parents and those in the community and do other things to help their cause. || I really thought that the faculty portfolio of ideas for grading and assessment would be very effective. This would be helpful to all since it only requires making one extra copy of a rubric or grading sheet and it is convenient and discreet. Teachers would feel very comfortable with this idea and it's a good way to keep them on their toes about the way in which they assess their students. I would love to have one of those where I work, and I feel that it is incredibly important. Teaching is all about collaboration with others, and this is just one of the many ways to do so. ||
 * Dunne Kaisha || Chapter 15 raps up with tips to support us and our colleagues as we/ they move toward successful practices for differentiated classrooms, encouraging people to be advocates for the FIAE book and encourage them to become better teachers as well. Its about working as a team of educators to make learning happen in a differentiated classroom. Since there was 36 its hard to reiterate all of them, but they mostly revolved around grading, assessment, and discussions for colleagues. || I know that I already in my Practicum days have been telling my fellow education room mates and other people in the education department on stuff that we have been working on. I think that sharing these idea’s is great. As long as the person sharing is conscious of how their presenting it, the information could be really useful to another fellow educator. ||
 * Hudson Kimberly || This chapter talks about how to talk to your colleges about grading and assessment issues. The first tip is to assume that you are on the same side. Next, you should take steps to understand the other person’s side before forming your own response. Lastly, is to remember if your feeling stressed about assessment, then your colleges are too. There are different ways to provide avenues for discussion about assessment and grading. One is to create an atmosphere where teacher feels a little pressure to examine grading and assessing ideas. Another is to open faculty meetings with a different group each time, sharing their ideas and experiences. || I feel like this chapter is really helpful. Grading can be a really touchy subject for teachers. It is almost like they want to keep their methods secret, or they are so set in their ways they do not want to change the way they grade. I think that grades are the real downfall of public education. Students work hard for a grade and, most of the time; do not learn anything in the process. That was me in most of my classes in high school; I learned nothing, but got good grades. I was really excited to hear that some schools were not giving out grades in classes today. It made me feel that education has a better future. ||
 * Korn Shauna || This chapter gave information on thirty-six different tips that teachers can use and help each other with in order to get differentiated learning into the classroom. There are a bunch of questions that teachers can use to start conversations with other teachers about the atmosphere in the classroom and in the schools across America. These questions are leading questions that really get teachers thinking about all the things that they need in their classroom for learning and what they are already doing that works. By asking these questions it becomes a small self assessment for the way teachers are teaching and schools are working for the students. The rest of the chapter really outlined the big ideas of which could be brought up and should be brought up with colleagues and when and how they should take place when talking about differentiated instruction. || I really liked this chapter, because it became more about the school and other classes not just your own. I think that if we really want kids to stay in school and come to class and actually take something away from it, we have to do something other than just have a good learning environment in our classroom. By talking to colleagues I feel that students will have a chance to be in engage in other classrooms and will find that they are interested instead of just having that one good class that works with them. I feel also that if you work with your colleagues you will have a better chance at getting the whole school system involved if what colleagues are doing is working and the school is seeing the results. Student’s learning does not just revolve around our classroom, but other classrooms and school activities as well. ||
 * LaRose Rebecca || This chapter discussed how to help each other institute DI in the classroom. Sometimes it can be intimidating talking to teachers, so the book gave lots of suggestions about how to break the ice with other teachers around you. When you ask these questions, you will be able to have open conversations about these issues that should take precedence in the classroom. It's also very good to meet with teachers in order to congregate and have conversations about what teachers should be doing. The chapter outlined many of the ways that you should help your colleagues achieve everything they should be. This chapter was helpful because it really can be hard to talk to colleagues and reach them. It is always intimidating so it's really amazing to have suggestions like these to be able to talk about. I think that when teachers have better communication about classroom expectations and what should be happening in EVERY classroom, it gives students a better understanding of how each class should run and leads to a lot less confusion in the long run. ||
 * This chapter was super helpful because it can always be intimidating to interact with colleagues when you have to talk about stuff that you are actually supposed to talk about. The great thing about this chapter was that it gave opportunities for there not to be awkward times. It is also a really good idea to have meeting because the more teachers can communicate, the better idea they will have to reach their students. When things are cohesive across the board, the easier things will be on the students and the less students will have to guess what is expected of them form classroom to classroom. ||
 * Murphy Amber || This chapter gave many different ideas and ways in which we personally as professionals can support our colleagues to adapt a new grading or assessment within the classroom. Everyone has different ideas and different ways of running their classroom and it is important to take steps to fully understand the other idea of grading or running their classroom. This shows respect and understanding for the other teacher. Here I will share some of my favorite tips from the chapter and discuss them briefly. Implement different styles of assessing students is important and good to do. Teachers should gather to have monthly or quarterly meetings in small groups to discuss the new assessment and how it is going. Provide multiple copies of books which explain grading and assessment. When faculty is fighting over one copy it makes it nearly impossible for everyone to get the opportunity with the book. Use teacher mail boxes to provide ideas and new information regarding grading and assessing students. Use humor within this process it takes a long time to get it right it is much easier to get through things when smiling and laughing. Focus on the staffs health and well being. When the staff is healthy they are able to perform at their best and able to provide fully to the class. || This chapter gave 36 tips on how to support colleagues to more towards successful practices for differentiated classrooms in other words different ways to encourage them to use the differentiated model. I really enjoyed the small tips and ideas which were provided to help other teachers adapt different assessment or grading systems. I believe that some of these ideas weren’t reasonable like purchasing several books on grading and assessment. However, I believe that these tips and ideas are very helpful and encouraging. It is very important to know how to support your colleagues and these situations will come up in our professional careers. ||
 * Nieuwkerk Hannah || This chapter was all about giving fellow teachers (and teachers-to-be) helpful ideas and tips that will work very well in a differentiated classroom. There is a recurring theme of being able to break the ice and talk to fellow colleagues: “seek first to understand, then be understood”, and also asking a colleague “tell me more about that”. The trick is to not fly off the handle, first figure out what is going on. Also, putting posters and flyers in frequently used places (bathrooms, in front of photocopiers) will make sure that these concerns/ideas/events will be noticed. A teacher-in-service will be more readily accepting of new ideas; take advantage of this and express your ideas! And the last couple quick tips: use examples and non-examples, focus on core values of the school, start small (but think big), take risks and use HUMOR! J  || This was a nice chapter that recaps and gives tips for teachers and future teachers-to-be. I will definitely bookmark this chapter and come back to it. I liked the part of the chapter where it said that if there is “an elephant in the room”, it is better to bring it out in the open and discuss it, it will make everyone feel better. I like the ice breaker ideas and the instructional roundtables, too. It will liven things up for teaching and enable teachers to bounce ideas off one another. Overall, this was an enjoyable chapter, and I wish that more educational books had a finishing chapter like this one. ||
 * Scheffler Erich || This chapter gave ways to support your colleagues as you continue to the differentiated classroom. When you first start to differentiate a classroom, it may be a hard concept for some teachers to grasp. But this chapter gave ways to help with that. Some examples are to hold regular meetings to see how everyone is doing in differentiating their classrooms. Another example to have teachers observe other teachers who have differentiated classrooms so they can see the process in action. || I thought this chapter was important. I think this because it may be hard to start a new idea such as differentiation when you have been teaching a certain way for a long time. So I think having a chapter like this in the book was very helpful to me, because it gave me ways to not only help myself differentiate my class, but it gave me ways I could help my fellow teachers do the same. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter was a lesson in peer review and cooperation with colleagues. This chapter offered ways for teachers to work together in order to benefit the students and to promote reform. Teachers should create a positive atmosphere and do not necessarily have to agree with each other: it is about respecting ideas from colleagues. In order for reform to happen and for students to be successful, teachers need to work together.  ||  I think that teachers need to work together in order to be successful. Working together makes all parts of the group stronger because an outside view is presented. Teachers will not always see eye to eye, but, when this occurs, it is important that colleagues work things out in order to clear the air. If colleagues can work together and put aside some differences, the students are the ones who will really benefit. If colleagues work together, the sky is the limit for the student’s success.  ||