Meeting the Needs of All Learners

Differentiating Instruction seems to be a most topical phrase in education these days. Teachers often fear that differentiating instruction means that they have to develop individual lesson plans for each kid in their class EVERY DAY. Thankfully, this is not the case. There are many ways to differentiate instruction for all kinds of learners and learners at every imaginable level even though they are all in attendance in one classroom.

I'm sure that we all can agree that there is essential content that every child needs from a particular content area. A teacher can, of course, deliver that content in any way he or she sees as most effective. However, and given what we know about brain research , we all know (or should know by now) that we cannot continue to teach as we have always done in the past. Kids are much different learners today than we were years ago. They are digital natives and we are learning as we go along.

Differentiating instruction does not have to be a complete abandonment of the lessons teachers have carefully planned and aligned to state mandated standards; rather, differentiating instruction around those standards simply means that teachers provide students with a variety of means to demonstrate their understanding of content. In an ELA classroom (as per my background experience), the simplest way to differentiate was by product; in other words, I provided a number of equitable choices for students to demonstrate their knowledge of content and their skills in demonstrating that content knowledge. (I have many thoughts on this and lots of other examples of differentiated assignments and project choices on my wikispace; see the initial page and the Writing Assignments page). But there are other ways to differentiate; many teachers differentiate by content, process, and product according to students' readiness, interest, and learning profiles.

As an administrator, what do I look for when visiting classrooms to ensure that each child is engaged and learning at their own pace? I look for kids who are engaged in whole group instruction or discussion; I look for kids who are quietly working on things on their own; I look for kids who may be working in pairs or in cooperative groups to accomplish something meaningful; I look for kids who are working at creating a new product based on their knowledge of content. This is the essence of differentiating instruction. When teachers differentiate, they provide structure in their classrooms and attempt to manage students while they do meaningful work. Differentiating instruction involves relinquishing some control by putting content into the hands of the learners and helping them to make meaning for themselves. This is not easy for teachers because, let's face it, there is a bit of a control freak in every teacher out there. However, differentiating instruction does lead to some powerful learning for our students and it is making a difference in many classrooms.

Teaching in the Trenches Without a Contract

"We must want for others, not ourselves alone."

Eleanor Roosevelt

In these harsh and uncertain economic times, it is difficult to stay positive. Times are tough and this is especially so in the field of education. As a native Western New Yorker from historic Niagara Falls, Governor Patterson's message of doom and gloom concerning school budget cuts has us all a bit running scared. To complicate this matter, there are many school districts in my region that are also experiencing teacher contract negotiations. These two issues combined have created an atmosphere of toxicity in schools across our area. Teachers are tense, disgruntled, and feeling under appreciated. This combination defines an atmosphere of trepidation, fear, and antagonism. How do we, as school leaders, work through such toxic situations?

We look for opportunities to showcase teachers and their techniques. We provide opportunities for teachers to work together and share their expertise. We inspire teachers to get excited about teaching and learning through meaningful professional development opportunities. We take the time to tell teachers in unique ways how much we appreciate all that they do for the children of our district. And we quell rumors that run amuck.

Although my immediate focus is the quality of curriculum and instruction and securing motivational and innovative professional development for all teachers in the district, I am also the direct supervisor of the UPK (universal pre-K) and ALT (alternative high school) programs that are in the building for which I serve as principal. Although the teachers in my building are experiencing the same strain of working without a contract for the second year in a row, I am thankful that they are still positive about the profession and continue to work hard for their kids. Sadly, I cannot say this for all the other buildings in my district. Some buildings are worse than others, mind you, and a few remain just as positive as mine.

I have years 13 years of experience as a middle school and high school English teacher and as a department chair as well. I know full well what it feels like to be in "the trenches" and be without a fair teacher's contract. Two different times in those 13 years we worked a year or more without a contract and I was on the negotiations team for one of those contracts. It was not an easy place to be; and, yes, I was angry at times, but I never, and I mean NEVER, let my professionalism come in to question. Unfortunately, this is not the case in my current district. Below are some things currently taking place as a result of this toxic atmosphere:

• Teachers are talking to students about how unfair it is to be working without a contract both inside and outside of their classrooms. In fact, some teachers have taken time out of instruction to do so. This is happening to the extent that teachers are actually telling high school students that prom will probably be cancelled because there will be no teachers willing to chaperon without a contract. That is just awful, not to mention wrong.
• Teachers have gone to a "work to rule" stance, refusing to perform any ancillary tasks above and beyond their contracted work day regardless of whether they have performed such tasks in the past. As a result, kids are suffering. Teachers are not staying after school to provide extra help for kids who need it. Teachers are not chaperoning events that help to motivate kids or further connect them to their school. Teachers are entering and leaving the building en masse, at exactly the start and end of their contracted day, period.
• Teachers are bullying other teachers, even those who are non-tenured, to be sure that all are following this work to rule stance. Teachers have been hollered at by colleagues and even followed out to their cars while being berated about taking work home with them.
• Teachers are bad-mouthing the district in the press. Just see this post by a friend to understand what I'm talking about. Not only do I find it unwise to bite the hand that feeds you, so to speak, I am also deeply saddened and offended by such tactics.

Times are tough for everyone these days, but that is no excuse to behave unprofessionally. As a former teacher, I would never have thought to behave in ways that sully the profession and take away from kids. No matter how hard it is sometimes, we must always remember to remain professional; we must always remember that this profession is about kids and not ourselves. We have to remain positive for the kids and provide them with the best possible education we can because they deserve it.

A Day That Shall In Infamy

Today we have witnessed an amazing feat for America. President Barack Obama became our 44th president and the first president of African American descent. As I watched this historic event streaming live on the web, I was brought to tears a number of times. Watching him walk out to the venue, I couldn't imagine what was going through his mind or how nervous his stomach must have felt; yet he never displayed a moment of weakness or nervousness at all.

As he addressed the throngs of Americans present and on line, as well as the millions of others from around the world, Barack Obama spoke eloquently and confidently as a leader should. The cameras captured millions of people in attendance witnessing an event that many thought would never come. I saw people young and old, black and white, male and female, all united together in the common bond of the hope that is now America. Among the particular images that touched me were parents gathered with their children, New Orleans Mayor Ray Nagin, Jr. as the President mentioned those who came to the aid of others "when the levees broke," members of the armed forces standing confidently in their dress uniforms, and members of the original Tuskegee Airmen proudly wearing their caps identifying them as such. Seeing those airmen brought a lump to my throat and tears to my eyes. Imagine how proud they are to be Americans today! In addition, when President Obama spoke of his father who, "less than sixty years ago might not have been served at a local restaurant" as his son now stood before us all and took his most sacred oath, the tears flowed not just for me but for all of us Americans who remember those difficult times in our history.

President Obama's speech was compelling. He spoke of our trials and triumphs as a nation and he spoke of how, today, we gathered "because we have chosen hope over fear, unity of purpose over conflict and discord." He referenced scripture, our forefathers, and our founding beliefs as a nation united together for a single purpose. Most compelling, he said, "The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that we are all equal, all are free, and all deserve a chance to pursue their full measure of happiness." America, the time has finally come.

Yes, these are words and ideals we have heard before; but today we witnessed them come true for the first time in our history and I am overwhelmed at the hope that it brings us all. I'm hopeful that this new leader, our 44th President of these United States of America, will bring about the change we so desperately desire for this country. President Obama strikes me as one of the most intelligent men we have ever had in this important post and I am confident that he has the ability to lead us to great things. I believe him when he said, "Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America--they will be met."

Congratulations, America. We have finally turned a corner that has haunted our history for far too long. Today, we can finally come together and put an end to the elitist behaviors and ideals that have kept us separated for so long. Today, we can join as one and work toward the common goals and beliefs we have established for our nation.

Stuck in the Middle: Finding Ways to Inspire and Motivate Adolescents

The mind is not a vessel to be filled, but a fire to be ignited. - Plutarch

As I returned home from teaching the first class of a new semester of pre-service English teachers at Niagara University recently I was feeling inspired. I love the energy that a new group of students brings to the classroom and their willingness to learn, try new things, and absorb as much as they can motivates me to do my best in leading them into the reality of teaching today. When I returned home, I sent them all an email welcoming them to class and telling them how happy I am to have them under my wing. Simple communications such as these go a long way in building relationships and classroom community. It also fosters sharing and building a personal learning network (PLN) among my students.

In the past my pre-service teachers have been quiet and shy, lacking confidence and afraid of what awaits them in the classrooms of their future. Granted, there have been some who have been more eager to learn and outgoing, and there always seems to be that one who knows everything and assumes the attitude that there's nothing you can't teach them that they don't know already, but this new group, however, seems different. They're excited to be there, eager to share their ideas and beliefs about education, and they're asking more questions than any class I've had before. And I am loving it! Just when I was contemplating how much longer I can manage to teach along with my administrative responsibilities, I am inspired to find ways to make it possible.

Nothing can compare to a classroom full of students eager to learn and try new things, ready to be challenged and chomping at the bit to share their thoughts. My new group of pre-service teachers fit this bill and so do my four-year-old Universal Pre-K students. Both are excited to walk in the door everyday to learn new things, try something different, and share their thoughts with one another and their teacher. Why is that those students in between these two age groups have lost that spark and excitement about learning?

Having been a secondary English teacher in both middle and high school for fourteen years, I can attest to the fact that the spark for learning begins to fade somewhere at the onset of adolescence and tends to last until the excitement and uncertainty of applying to colleges begins to set in. Even though there are some great teachers who do some great things to motivate and challenge students "stuck in the middle," that spark essentially alludes both teachers and students for quite a few years. It's sad. It's criminal. And it's our reality. But what causes it to happen?

Is it the emphasis on standardized testing and benchmark assessments? I think there's something to that, but I don't think it's the sole cause. What I do think is that, somewhere along the line, the emphasis changes from the exercise of skills to the demonstration of knowledge and this is what stifles the natural inquiry inherent in students. Although the world, students, and the expectations of schools has changed dramatically since we were young students, many teachers continue to teach the way they were taught when they were kids, with desks in neat rows, very little interaction among their peers, and very few assignments that foster constructivism and the creation of a new original product.

So how do we challenge teachers to move away from the way they've always done it and, in turn, challenge their students to engage in content in new ways? We must help teachers to become confident in relinquishing some control and allowing students to take the reins once in a while. Some wonderful things tend to happen as a result. Just read this blogpost by friend, Crista Anderson, to see what can happen. It's our job as administrators to provide opportunities for teachers to learn new strategies to tap into that spark and motivation that seems to be missing in students who are stuck in the middle.