Term
| When students are engaged with what's going on in the classroom, discipline problems are dramatically reduced. (1) |
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Definition
| To what degree do you agree or disagree with this conclusion? What evidence can you use to support your view? |
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Term
| When student believe the teacher cares about them and is genuinely "in their corner," they are willing to give the teacher a chance. (2) |
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Definition
| How do teachers most effectively communicate caring to their students? What stands in the way of genuine trust between teachers and students in today's classrooms? |
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Term
| The classroom can't work well for anyone until it works well for everyone. (3) |
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Definition
| What do you take this comment to mean? In what ways does it reflect the author's belief that classrooms are systems with interdependent elements and that the robustness of each element impacts the well-being of every other element? |
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Term
| Discuss: Idea of 'managing' students or 'managing' details and 'leading' people. (4) |
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Definition
| What difference might this perspective make in our approach to classroom management? |
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Term
| Read the first paragraph on page 9 and discuss each sentence. (5) |
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Definition
| Which of the ideas do you think about most often in your own practice? Which do you find most challenging? Why? |
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Term
| What are some common misunderstandings about differentiation? (6) |
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Definition
| Why do these misunderstandings arise? Do you encounter any of these misunderstandings in your own thinking? |
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Term
| Discuss your understanding of the terms content, process, and product. (7) |
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Definition
| What do you think it means to differentiate each of these elements based on student readiness, interest, and learning profile? |
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Term
| In what ways does classroom environment impact instruction? Instruction impact environment? Assessment impact environment, curriculum, and instruction? (8) |
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Definition
| Try to think about the experiences of specific students as you talk about the interrelatedness of these factors |
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