Chapter 3 in our book focused on diversity and treating each child as an individual in the classroom, both socially and academically. On page 67, the book states that now, more than ever, there is greater diversity in today’s classrooms and that differentiating instruction to meet the individual needs of all children is a necessity. The book also outlines that learning goals for all students are the same, which means that teachers need to adjust instruction for each student. What are some ways that you plan to adjust instruction based on the individual needs of all of your students, especially for literacy instruction? Can you think of any examples of this being done in any of your classes? I personally believe that the most effective way to teach each child to his/her own level is through group work and differentiated instruction. On pages 86 and 87, the book outlines how to effectively use differentiated instruction in a classroom. As the book says, I plan to assess my students by using the methods we are currently learning in class, and I plan to follow that by grouping children so that they can lead their own learning along with peers who are at similar levels as them. At this time, I would provide additional support for the students who are further behind than others.

            Page 67 of the book also says one in every three children is from a different ethnic or racial group. How do you plan on using this information to make your classroom feel more welcoming to these students, especially regarding literature? In my future classroom, I will be sure to include books and other forms of text that are very culturally and racially diverse, that way students will have a better sense of belonging and will be able to see themselves in the books provided in the classroom.          

     One thing mentioned in chapter 3 that I found particularly interesting is the idea of children learning English as a second language. How would you approach this situation if it were to happen in your classroom? Have you had any personal experiences with this? When I was in the second grade, we got a new student who did not know any English at all. My teacher’s approach was to make the language learning be a two way street. For example, she engaged us in learning Spanish from him, while we helped him learn English. I think that this helped us understand how difficult it was for him, as well as helped keep the line of communication open for students to learn from each other, which is one suggestion the book  makes for students like this. Another thing that is suggested in the book regarding this situation is to have the second language in writing around the classroom. I have noticed this a lot with Spanish in schools. For example, things will often be labeled in English and Spanish to help students learn both translations, depending on which language they may already speak.