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This chapter emphasizes creating a welcoming atmosphere where mutual respect, growth, and success are celebrated. Teachers scaffold curriculum for individual success, promote fairness, collaboration, and group work effectiveness. Clear expectations and flexible grouping boost student engagement and achievement.
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The Learning Environment in a Differentiated Classroom Chapter 4
“The tone of any classroom greatly affects those who inhabit it and the learning that takes place there.” (21)
“Everyone feels welcomed and contributes to everyone else feeling welcomed.” (21) • Direct and positive attention from teacher • Peers who acknowledge all of other classmates in positive manner • Student work/artifacts are posted • Flexible and comfortable seating • Time in day for teacher and students to just “talk” (21)
“Mutual respect is a nonnegotiable.” (22) • This must be “cultivated.” Teacher is the “catalyst.” • Humor is quite acceptable; sarcasm is not.
“Student feel safe in the classroom.” (22) • Physically and emotionally • Feel okay in asking for help • Feel okay in saying “I don’t know” if done in earnest • Risk taking is seen as an expected and accepted factor • One word: Acceptance!
“There is a pervasive expectation of growth.” (22) • Individuals, as well as whole group, are celebrated • Students chart growth, set and discuss learning goals and how to meet them • Growth must be seen from individual aspect not as a comparison
“The teacher teaches for success.” (22) • Scaffolding of curriculum and standards for each individual • “Scaffolding is whatever kind of assistance is needed for any student to move from prior knowledge and skill to the next lever of knowledge and skill.” • Again, key term: individual!
“A new sort of fairness is evident.” (23) • “Fair means trying to make sure each student gets what she needs in order to grown and succeed.” (23) • Team effort ( Teacher and Student)
“Teacher and students collaborate for mutual growth and success.” (23) • Everyone has to take responsibility for self and others. • Teacher is leader but students help with class structure decisions and management. • All have a role of some level. • Guidance is a must. • Modeling of “what we want students to learn—joy in work, pleasure in one another, patience, kindness, and a big heart” (24) • Mutual benefit for both student and teacher
“Continually coach students to be contributing members of a group.” (24) • Small groups are a must! • Teacher must learn to differentiate between effective group and dysfunctional group • Teacher creates tasks and directions to help students learn expectations • Students can help in giving input as to what is effective and how to create these groups • Each member must contribute. • Have backup plan for groups/members who don’t “click”
Figure 4.2Teacher Checklist for Group Work • Students understand the task goals • Students understand what’s expected of individuals to make the group work well. • The task matches the goals (leads students to what they should know, understand, and be able to do) • Most students would find task interesting • The task requires an important contribution from each group member based on the student’s skills and interests • The task is likely to be demanding of the group and its members Page 24
Figure 4.2 Continued • The task requires genuine collaboration to achieve shared understanding • Time lines are brisk (but not rigid) • Individuals are accountable for their own understanding of all facets of the task • There’s a “way out” for students who are not succeeding with the group • There is opportunity for teacher or peer coaching and in-process quality checks • Students understand what to do next after they complete their work at a high level of quality Page 24
“Plan with flexible grouping in mind.” (26) • Variety of grouping techniques • Helps in developing “safe” environment • It’s okay to let them choose groups members from time to time. • “Flexible grouping is a central part of respect for all learners, honoring individual differences, collaboration, teaching for success, and collaboration in a differentiated classroom.” (26)
