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Mrs. Robinson's Classroom Edit display name

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As a teacher of 5th graders, a daily struggle I face is meeting the individual needs of all the learners in my classroom. My students come with a wide range of ability levels and personal backgrounds. While I have some students who are above grade level in core areas such as math or reading, I have many students who are below grade level in achievement. These students are at a vulnerable point in their education when they start thinking that they "aren't good at school" instead of understanding that they just might learn differently than others. So daily, I diligently work to differentiate instruction as much as possible in reading, writing, math and other curricular areas to engage all students. My students are incredibly curious which I leverage to encourage out of the box thinking. My goal is to spark a love of learning in every student that will lead them down a path of life-long learning. To do this, our materials and lessons must be relevant to our student's lives.

About my class

As a teacher of 5th graders, a daily struggle I face is meeting the individual needs of all the learners in my classroom. My students come with a wide range of ability levels and personal backgrounds. While I have some students who are above grade level in core areas such as math or reading, I have many students who are below grade level in achievement. These students are at a vulnerable point in their education when they start thinking that they "aren't good at school" instead of understanding that they just might learn differently than others. So daily, I diligently work to differentiate instruction as much as possible in reading, writing, math and other curricular areas to engage all students. My students are incredibly curious which I leverage to encourage out of the box thinking. My goal is to spark a love of learning in every student that will lead them down a path of life-long learning. To do this, our materials and lessons must be relevant to our student's lives.

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About my class

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