While the previous chapter gave me some anxiety into the
tasks required of teachers this chapter offered me reassurance that the feat
was not impossible to accomplish. It was the specific real-life examples
incorporated into the chapter that offered me this breath of fresh air.
Examples of barriers I might come across, and coinciding examples of how they
might play-out, showed me the possibility and ease in which a teacher might try
to counter certain obstacles.
I
think this chapter does well to express the importance of flexibility when it
comes to our curriculum and methods of approach. As a teacher we will need to
mold our curriculum to each of our students accordingly, what seems like a
solid game plan at the start of the school year might turn out not to be a
suitable approach. Teachers must not be married to these previously orchestrated
plans but rather be able to accept their need to be fluid.
Lastly
one of the more minor points of the chapter that stood out to me was the need
to incorporate DI for those who are gifted in your specific field. I think the
talk of DI is often directed towards those who possess traits that might act as
an anchor. My classroom will also be present with individuals who already have
knowledge of the subject I am teaching and I must work hard to plan lessons
that still intrigue and interest them without overwhelming those who enter with
zero background knowledge.
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