The phrases teaching “all students” and “every child” seem like different sides of the same coin. As teachers, we want all students to learn and feel confident with many subjects, but to have this philosophy; you have to teach every child. Not every student will learn the same way; even if you look at the simplicity of a student’s mood, some days might be more challenging. Taking every child into consideration can seem daunting, but I think having the tools and flexibility to change what you are doing can play a big part. Knowing different teaching strategies can go a long way to creating a beneficial learning experience for every child. One method is the RTI approach discussed in the article “What is RTI?” which gives a detailed tier set-up for supporting students with learning and behavior needs, basing the tiers on high-quality instruction, student assessment, differentiated instruction, and parent involvement. Through this model, the opportunity to fulfill the philosophy of teaching “every child” can be accomplished. Going back to last week’s topic of assessments reminds me that formative assessments can go a long way in helping target what students need help. This gives teachers a chance to go deeper and help students who might need the extra help, or step back and provide students with an opportunity to ask the question or figure out a topic on their own. This quote from the PowerPoint stuck out to me; “Teaching for equity attempts to attain equal outcomes for all students by being sensitive to individual differences” (slide 13 Management PowerPoint). To teach all students, we need to find ways to teach every child.