Reflective Journal 6: Chapter 9 and Week 7 Discussion

Description
      The focus of the readings and discussions for EDAT 6115 this week were on the concept of using grouping, differentiation and technology within the classroom and the discussion question of as a educator, how can you build a relationship and rapport with students who are considered at risk or special needs. Teachers are not taught how important relationships and rapports are with your students are. When students feel that they are more than just a child in a desk, but that their teacher actually cares, they have a greater chance of succeeding in school. By implementing different teaching methods, reteaching, using technology and flexible groups a teacher can allow a child who is labeled at risk or that is special needs can allow that child to gain confidence in themselves but also in their learning.
Analysis
     Chapter 9
       There is more to teaching than making a lesson plan and delivering content to students who may or may not have background knowledge in the subject. Slavin illustrates in the chapter the QAIT model of instruction. Great instruction has quality, appropriate levels, incentive and time (Slavin, pp.251, 2012). All of these elements put together give a strong foundation for learners who may need extra help or managing within their learning. Students need to have an understanding that what they are learning, content or skill, has a importance to it, is appropriate for their level of learning, that it will take time and very hard work to understand and master the standards fully. Once teachers have illustrated this model they can move onto further aspects to reach their students both normal, at risk, and special needs. Grouping students of different ability levels and same ability levels can benefit those who may need student centered help rather than teacher instruction, students understand students. Differentiation according to Tomlinson is "teaching with the child in mind" (Tomlinson, 1999).  When teachers differentiate their instruction they are providing a way to reteach, re-instruct, and then allow for standard mastery for students who may need more than one opportunity to understand a concept or skill. Lastly, technology is a huge part of education today. When a teacher implements technology into their classroom they are giving a knowledge, creative and critical thinking outlet for their students.

      One of, if not the biggest fear, that a teacher has is "will my students like/respect, me". Teacher programs lack a huge program on teaching future educators how to build a relationship and rapport with students, especially those that are at risk, learning disabled, or behavioral priority. These students are the ones that educators need to reach the most instead of casting to the wayside. Michael White argues that "the more you get to know and understand your students the better your classroom management and instruction will be" (White, 2016). Understanding your students beyond their Lexile levels, disabilities, race, or gender can allow an educator to find a meaning for learning within a child because that teacher understands how the child works and what interests them. Slavin points out that when students are cast out or 

     Slavin points out that when students are cast out or accommodated because of their disability or behavior, it just makes the situation more of a problem for the child and teacher (Slavin, 2012). A teacher who can look past a label of a student and understand what that child needs to succeed can make a greater impact that any accommodation. Teachers can use technology,  videos, differentiated lessons specialized to an at-risk learner or a special needs learning without singling  him or her out but making it a class effort or a class review. Teachers can also build relationships with those students by simply listening to the child, figuring out what they are having trouble with and doing their best to make sure that child is successful. This is a very difficult task. Teachers have more than one student within their classrooms. Simple steps though can help all of the students achieve to the best of their abilities. Furthermore, according to Frisby, Beck, Smith, Byars, Lambeth and Tompson, teachers benefit from creating rapport with their students as well arguing that "instructors who build rapport with students are likely to experience teaching satisfaction, effective commitment to the institution, and enhanced teaching efficacy" (Frisby, Beck, Smith, Byars, Lambeth and Tompson, 2016). 

Reflection
      These concepts were definitely not new to me. I use grouping, differentiation and technology within my classroom every day. Making all of my students feel important and that their education matters is very important to me. I want to make sure that no matter what they may be labeled as, they understand that they can learn and always come to me for help. I pride myself on the relationship and rapport  I have with my students, and I hope to continue that throughout my career.  I feel that these concepts can be used a great deal within a classroom because they are student success focus and make sure that students are learning to the best of their abilities. Within the context of my classroom I can use these concepts to make the biggest impact on the my development of my students understanding of skills and concepts. The positives of these implementation are the catering to the child and making sure that everyone has a chance to learn the way they learn best. Negatives are that these methods are very difficult to implement on a regular basis and take a tremendous amount of planning, but with proper lessons, planning and teacher guidance they can make a huge impact on a child's education.

Reference 

Slavin, R. E. (2012). Educational psychology: a foundation for teaching. Educational psychology: Theory and practice. Chapter 9: grouping, differentiating and technology (pp. 249-283) . Boston, MA: Pearson Education.

White, M. (n.d.). So You're Starting Your Teaching Career in August. Retrieved June 18, 2016, from https://www.linkedin.com/pulse/soyoure-starting-your-teaching-career-august-michael-white

 Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Frisby, B. N., Beck, A., Smith Bachman, A., Byars, C., Lamberth, C., & Thompson, J. (2016). The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes. Communication Research Reports, 33(2), 103-110. doi:10.1080/08824096.2016.1154834