Part 1
Understanding the characteristics of students related to their needs, interests, and abilities can help us build a relationship with them to set high expectations for growth academically, intellectually, socially, and emotionally. Describe the individual, small group, and whole group profile of a classroom environment. Explain specific strategies for building student relationships that will influence student motivation in a classroom environment. Explain strategies you would use for building on those relationships to communicate high expectations over the course of the academic year. Reference your textbook and journal articles to reinforce your strategies with research.
Consider the following questions:
- Describe the individual, small group, and whole group profile of a classroom environment. What specific considerations do you want to be mindful of based on academic, social, or emotional data?
- Do you have any struggling or high ability learners? Do you have any students with special needs? Do you have any students who are English Learners?
- Explain specific strategies for building student relationships that will influence student motivation.
- Explain strategies you would use for building on those relationships to communicate high expectations.
Use information from journal articles and/or your textbooks to justify your choices. Be sure you include citations to your sources in your post.
Part 2
Using one of the following quotations, explain how you justify differentiated instruction for all students. Use information from journal articles and/or your textbooks to justify your choices. Be sure you include citations to your sources in your post.
Select ONE:
- “You cannot teach a person anything…you can only help him to find it in himself.” — Galileo
- “Let the world know you as you are…not as you think you should be.” — Fanny Brice
- “One can never consent to creep…when one feels the impulse to soar.” — Helen Keller
- “The greatest good you can do for another is not just to share your riches but to reveal to him his own.” — Benjamin Disraeli
