Wooooowwwwwww....
I think I have finally seen a differentiated classroom running smoothly,
Well, fairly smoothly,
And the cool thing is,
It was my classroom!
Now, I have to admit it was only one class,
But, what I saw and experienced, I liked!
Students were solving equations at all different levels.
One-step. Two-step. Multi-step.
Videos were running.
Quizzes were being taken.
Conversations were focused.
And I was just facilitating wherever I was needed.
A couple of things to consider to increase the efficiency of this machine I have created.
1. Have a testing/quizzing table set up with a testing partition for those that need a quiet environment to quiz out. This will also deter roaming eyes.
2. Instead of constantly getting up to seek me out, have students seek out the help of others before putting their name on the "Help" list.
Moving forward is a good thing. If you don't move, you become stagnant. If you become stagnant, you smell. (I'm going with a creek bed analogy here...stay with me). "It Is What It Is" helps us to keep our sanity as we try new things, but at the same time we should never settle for "what it is". We should constantly reflect and learn to move our teaching and our student's learning to higher levels so the classroom doesn't turn stale.
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