Differentiating Environment with an Added Tangent

Our differentiation topic of the week is environment. In order to teach us more about differentiating environment, we were given a comic called, "To Teach: The Journey, in Comics." This idea of learning about differentiation from a comic was a little strange for me; however, once I began to read the comic strip, I learned a lot of good things about differentiating environment.

The classroom environment is oftentimes set from day one. One of the best ways I think you can create a positive classroom environment is through the code of conduct you create for your class. This summer I spent a two week observation period in Philadelphia in a school called the Science Leadership Academy. The code of conduct for the school was simple.

1. Respect and care about yourself. 
2. Respect and care about the community.
3. Respect and care that this is a place of learning. 

These guidelines create an environment that is centered on appreciation of one's self, as well as understanding and empathy for others. It also encourages collaboration; the classroom becomes a community of learners, where knowledge is valued and shared. Once this environment is created, differentiation is easily achieved. 

On page 40 of the comic, it says, "What would it mean to learn from the world and not just about the world? From nature, from history, from democracy rather than simply about democracy?"

Think about this for a second. How many times do we just TELL kids what things are instead of letting them experience it themselves. When we do this, we miss the point. They are no longer participants in the problem solving of learning, but rather passive participants who are informed by a secondary source.

Why do we get frustrated when our kids question us? Isn't that what we're there for? My favorite education professor in college presented every instructional strategy as "this might work." Instead of just telling us if you use this in your classroom, you will have success, he would tell us things like these are the results that I found when I used this activity.

It's a mentality that I try to keep with me at all times. We all get frustrated when we are constantly challenged, but I'm not quite sure frustration should be the go to emotion. Do we not ask our kids to allow themselves to be challenged? Is it not our job as educators to challenge them? Why, then, when the roles are reversed, do we suddenly become defensive?

I know I went a little off track here, but I think it is all important to keep in mind. The tangent was really to highlight, that we as teachers need to be apart of our community of learners. If we hold our thoughts and opinions above those of our students, I think we aren't giving our kids enough credit. It also shows contradicts a concept that we wish to instill in them: their opinions are valuable.

I know I'm guilty of getting frustrated, so this rant was a great reminder for me. I need to center on addressing education like my favorite professor- maybe this will work for you, or, maybe it won't.