Quick Response: Chapter Eight

This chapter I approached with a little apprehension becuase I am not sure whether or not I will teach outside of the state of Maine, and the state of Maine has little diversity. However, as the chapter went on I did find helpful hints not only in the form of teaching students where English is not their first language but in teaching students who have learning disibilites in general. I am not saying I will never have a student that does not speak English well, but I think the best way for me to look at it at this point is to look at it this way. The most helpful part was the section about differentiation at the end. Using different activities including oral exams seesm very useful. My teacher had a student with a second grade reading level and a learning disorder take a test the other day and the student took part of the exam orally. This showed to me that the important part was not remembering it all for the test, but checking for understanding completely from the students.