# 2

1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.

Mike Anderson believes that morning meetings builds community, and reinforces both social and academic skills. He invites parents to come to class and participate in a morning meeting. He also sends out a weekly new letter that not only shares with parents what the children are doing in math, science and other core areas but also what includes a section on what skills they are working on during morning meeting.

2. In both part I of Differentiation in Practice and chapter 1 inFulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list? I did not finish the reading for this question I am going to be getting caught up on everything Thursday, Friday, Saturday, and Sunday. I would love to answer this question in Thursday’s blog.

3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.

Yes, one way that we feel safe and excepted is by the way we are treated by others. If others are friendly, with a smile and a compliment or an invitation we are much more likely to trust them. The book even say “When children are anxious, unruly and out of control, the learning that occurs is seldom what we intend.” While I was in field last semester our cooperating teacher did something that I really liked. Each day she would pick one boy and one girl that she paid a little bit more attention to that day. She would go out of her way to ask them how they were doing or about an event in their lives outside of school. She would call on them more often and spend more time helping them. She would keep track of which students she had chosen, in a little note book. In a class of 24 students, 12 girls and 12 boys every one new they were loved and appreciated by their teacher. No one fell through the cracks in that class.