1. Kaitlyn Manns ED 602-51 08/01/13 CHAPTER SEVEN Preparing Students and Parents for a Differentiated Classroom What can teachers do?

2. What can we learn from(middle school teacher) Mrs. Middleton? o Introduce the idea of differentiation through a meaningful activity. o Have students give input regarding how teachers can meet the vastly different needs of all students. o Involve students in the creation of a supportive classroom environment. Discuss rules, grading policies, goal setting, and responsibilities together. o Discover a new definition of “fair”. o Practice procedures until they are routines. o Make time to evaluate and reflect. o Share your thoughts and reasons with students. o Create a comfortable, busy, and respectful place.

3. Check in with students: “Let me know if you think what you’re doing is too hard or too easy for you, and I’ll take a look at it with you. We can make changes when we need to.” ~Mrs. Middleton

4. What can we learn from (primary school teacher) Mr. Wade? o Gather information about your students’ development. o Use development information to remind students that everyone learns at their own pace. o Understand that students cannot be forced to learn as quickly as their peers. o Talk with parents concerning school as a progression of life. We all have our strengths and weaknesses. o Focus on the progression of skills. Do not obsess over what is lacking. o Recognize your students' interests so that you may use those interests to create learning opportunities

5. Help students understand: “Does it seem to matter much that somebody began talking nearly a year before someone else? Seems like everyone in here is talking fine now!” ~Mr. Wade

6. How can we help parents? o Explain that differentiation is about making progress! o Describe the teacher’s role. Closely monitoring and assessing students, so lessons can be planned accordingly, is essential. o Acknowledge parents as an important part of their child’s learning journey. o Reiterate that students will grow and change. Assignments are based on current needs of the students. o Encourage parents to promote independence.

7. Get parents involved: “When the wide-angle lens and close-up lens both add images of the child, the picture becomes fuller for everyone.”

8. How can we help parents of advanced learners? (These can apply to all parents.) o Build a trusting relationship. o Appreciate, value, and learn from the information that they share with you. o Explain that risk-free challenges do not exist. o Clarify that work is not harder or easier, but tailored to specific needs. o Help parents recognize that a little struggle is a good thing!

9. Ask parents for help: “I know I will be an effective teacher if I can help him learn to rise to a challenge, to find satisfaction in effort. Will you help me with that?”

10. How can we help parents who push students too hard? o Help parents understand that learning cannot occur when a child is frustrated, overwhelmed, or nervous. o Encourage students to share their feelings with their parents. They need a voice!

11. Help parents understand the difference: “There is a difference between expecting much of a child and expecting too much.”.

12. How can we help parents that stay away from school? o Do not just assume these parents do not care. o Make school an inviting place to be. o Phone home with positive news. o Offer manageable suggestions. o Learn more about your students’ cultures, language, history, hopes, dreams, interests…etc. This will help you form a plan for communicating with parents. o Send home newsletters and bulletins. Get them involved in as many ways as possible!

13. Remember to: “Build partnerships with parents, just as you do with your students, to create a classroom in which individuals are honored and much is expected from every student.”