Christy Bekkelund, eighth grade English teacher at Bedford’s Fox Lane Middle School, and her co-teacher, Patty Benjamin, talk about their Learner-Active Classroom and how they differentiate instruction to meet the needs of all learners. 
What led you to become a teacher?
Christy – I went to school in Bedford. One of my high school teachers told me that I should go into education. She recognized something that I didn’t see in myself. I always had a love for literature, so it just made sense that I would become an English teacher.
Patty – In high school, I volunteered in an elementary school classroom working with hearing impaired children. It made me want to pursue special education. I also really remember all of the great teachers that I had who went out of their way to help me.
How do you feel students benefit from being in a Learner-Active Classroom?
Christy – The added responsibility really prepares my eighth graders for high school. They need to identify their own learning styles and what works best for them. They learn to seek out help when they need it. I even have one student who moved to Florida who e-mails me for suggested reading materials because he does not feel challenged in his new school. He has really transferred this learning to his life.
What structures and strategies are most helpful to you as a teacher?
Christy – The mini-lessons have enabled us to get away from 40 minutes of a whole class focus. Now students can engage themselves at their level. The kids love to do their own thing.
Patty – The kids are so well behaved during this time. I think it is because they are able to be competent at what they are doing. All kids want to be productive. If they can’t be successful, they will find something to do that will draw the attention away from the fact that they can’t do it.
Which of the ten principles is most important in your classroom and why?
Patty – I think Felt Need. If kids can understand how they will use what is being taught in class, they will be more likely to remember it.
Tell me about an authentic unit you created.
Christy - For our study of Shakespeare’s Midsummer Night’s Dream, we compared it to the gossip of today. We asked the students to create a tabloid exposing the scandalous activities of the characters in the story. We incorporate newspaper writing skills by including lead articles, editorials, interviews, advice columns, etc.
How do you differentiate in your classroom?
Patty - For this unit, we have several different versions of the story. So each student will read the scenes on the reading level that is appropriate for them. Then we will come together as a group to summarize the scene. We act it out, because kids need to live Shakespeare in order to understand it. We have a prop box with swords, crowns, hearts, and wings. It’s more engaging than just reading the text, and it makes it fun.
How do you use assess your students?
Christy -The rubric for our project is the key. It enables us to identify what we really want the students to get out of the unit. It also maintains our high standards, while ensuring that all kids are learning.
What do you love most about the Learner-Active Classroom?
Christy – At the end of the day, every student can be successful.