Blog #3 Metaphors

What do these metaphors tell you about differentiation?

Metaphor 1:
"We teach in our classrooms like hamsters in a wheel. There is more infromation in our disciplines to "cover" every year. We move as fast as we can, but we can never finish. The faster we move, it seems, the greater the expanse of information- the greater the expectation that we should be able to make the wheel turn faster yet." (pg. 58)

This metaphor, as stressful as it sounds, is very true of the educational system in which we teach. It seems like no matter what you do there will never be enough tim to cover all that is asked of you. If you ARE covering all you are supposed to then your students probablly aren't reataining 90% of the knowledge you are conveying to them. Either because you have gone over it too quickly, or because you have not had time to give life and meaning to the materials at hand. If either of these are the case then you definitely had not had time to get know the students as individuals and therefore there is no way that you are differentiation. That is what we signed up for as teachers, and the only way to even try to obtain the ambitious goal that we have set for ourselves is to differentiate. We must attempt to meet our student's needs as individuals. Eve the best teachers are going to leave some students behind if they are not taking the time in their "hamster wheel run" to differentiate.

Metaphor 2:

"Just as the teacher is primary architect of the physical attributes of the classroom, so he or she initiates the affective climate of the classroom." (pg. 38)

I love this metaphor because it is so tangible. I can see myself putting up the posters, pictures, and bulletin boards that will decorate my classroom. I see decorated name tags securely taped to each desk with every individual child's name neatly written. I will be the architect of such a physical atmosphere. I will be the sole creator and designer. Just as this metaphor suggests, I will aslo be the independent variable in the architecture of my classroom climate. If I choose not to know my students they will know, and any other person who walks into my classroom will also feel that void. The void of unity, of understanding, of friendship, and of fulfilled needs. At the same time if I choose to empower my students then it will be evident through the climat that I structure in my class. They may not know the word for it, but they will feel whether I have differentiated in my classroom. I think that some of our biggest problems in the world today comes frm individuals not realizing their impact upon those around them. I believe that I don't fully comprehend my personal impact. I think much damage is done when individuals resolve, "What does it really matter... Who cares what I say?...or think?... or the way I act?" The list goes on of things that people say or do because they are carelessly hurtful, damaging, or just negligent, becaue of their ignorance to realize their impact on the world. At the same time, much good can come from those that resolve to make a difference in the world despite obstacles that stand in their way. Some may face economical challenges. Others may be fighting their own personal weaknesses and fears. No one makes it through life unscathed. We do make a difference. From smiling at the person next to you in the check our line, to the climate you set in your class for 24 elementary aged students. If we are willing to step up to the possibilities that lie within each of us, then we can do great things.