Satisfaction could be explained in terms of the fulfillment of one’s every need. How each one of us defines his or her needs is what makes us unique individuals, and this is no different inside a classroom. According to Carol Ann Tomlinson, “while all students in a classroom are likely to have the same basic need for affirmation, power, purpose, and challenge, those needs will often take on a different ‘spin’ for each student, reflecting her [or his] collective life experiences” (2003, p. 20). These variations in students needs are reflected in academic, cultural, physical, and personal aspects of each student, and are the motivation for a differentiated classroom.
In this environment, how do we create a differentiated classroom that
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As I grew up and became able to fulfill my needs without my parents’ involvement, I realized that “half” was an arbitrary concept. I realized that all my needs required fulfillment, not just those that match “half” of what my parents had to offer. Although I do not have further evidence, I think that once a person has satisfied his or her needs, he or she can more easily accept as valid the needs of others. In the context of a fair classroom, teachers should make sure that everyone feels that their needs will be acknowledged and fulfilled, “that each student will get what he or she needs; that no two students are the same in what they need at any one time” (Charone-Sossin, 2007). In turn, this requires that each person be aware of his or her needs. Implementing a fair classroom like the one I describe entails an extensive collection of factors that work towards acknowledging and fulfilling the students’ needs.
The first element in this collection would be the teacher’s open mind towards the students. I fully agree with Tomlinson in that “every child is entitled to the promise of a teacher’s enthusiasm, time, and energy. All children are entitled to teachers who will do everything in their power to help them realize their potential every day. It is unacceptable for any teacher to respond to any group of children (or any individual child) as though the children were inappropriate, inconvenient, beyond hope, or not in need