3. In my opinion, ranking first in connections in education is trends in differentiating
instruction. Because we do not live in a one-size fits all world, why should we think that our
classrooms are any different. When a teacher provides instruction that meets the learning need
and style of each student, he (she) has made a greater impact in the classroom. According to the
course textbook, “the advantage of using a combination of practices concurrently is usually
greater in helping all students succeed in school than is the gain from using any singular practice
by itself.” (Kellough, 2011), In other words, by providing an opportunity for a student to learn
in the way he/she learns best, we have provided them with the keys to success in that subject.
My students learn best when I combine opportunities for music, physical activity, competition,
and creativity to be involved.
Ranking second in my opinion is challenge. Meeting the needs of an increasingly diverse
population is difficult. Students who come to the classroom who are English Language Learners
(ELL) are one of my greatest challenges. I can provide one-on-one instruction. I can provide
hard copies of my notes. I can work with the guidance department. I can assign a willing
partner. But, when it all comes down to it, I struggle with teaching students who do not
understand what I am saying and I do not understand what they are saying. Our ELL students
receive the minimum of what is required in assistance and it is a daily problem. I can provide
differentiation in my lessons for them and it does help, but is a very slow process. Frustration is
a common experience for the student and the teacher.
Ranking third in my opinion is the issue of ensuring that a student makes up lost ground
when he/she comes to me from another school district (and is a frequent mover). These students
4. are pop into my classroom for a while and the next thing I know, they have been withdrawn.
This practice has cause many students to fall between the cracks. According to the text, “there is
difficulty in ensuring no child is left behind when moving from one district to another…”
(Kellough, 2011) The school districts have become advocates for these students and do go to
great lengths to ensure these students leave in much better shape than when they arrived.
5. Works Cited
Kellough, R. D. (2011). Secondary School Teaching: A Guide to Methods and Resources (Fourth ed.). (I.
Pearson Education, Ed.) Allyn and Bacon.
6. Works Cited
Kellough, R. D. (2011). Secondary School Teaching: A Guide to Methods and Resources (Fourth ed.). (I.
Pearson Education, Ed.) Allyn and Bacon.
