I think it is important to remember that being fair does not mean being equal. Different students need different things. Some students need more time and others work fine independently. Maybe keeping a list or writing home positive notes from time to time and keeping track of this will ensure that everyone is at least receiving positive, genuine, feedback.

As teachers, we have to remember how to apply differentiated instruction. As someone else stated, fair applies to providing each students with the modifications he or she desires. In addition, we have to remember that it is not always possible to share our time equally. However, we can let our students know how well they are doing by providing them with specific positive praise and grouping them accordingly.

It's important to use differentiated instruction in the classroom to give each student the necessary accommodations and attention that they require. Additionally, using group work in the classroom to put students of varying academic levels together can help the students who might need a little extra help.

Depending on the grade students can get more attention in smaller groups. This is particularly seen with younger grades in "center time". One of the centers would have the teacher working with the students on center work. Or the teacher could use the center time to be at their desk and call over students individually, and keep a note of who they talk to every day and try to make it through the class list within the week.

Once a teacher has determined the reading level of their students, they can put their students into groups, regarding their reading levels. Once this is done, the teacher can work with all of the struggling readers at one time.

Small instruction groups ensure every student gets the instruction they need. Also, at the end of the day I make sure that I sit down with the kids and talk to them about their day, what they can do better, goals etc..., to make sure they get the emotional support they all need as well.

Some students work best individually and catch on right away, others need to hear things multiple times in order to understand. We have to keep in mind different learning styles.I think it's important to check in on the students you know need your help, but to also remember that some students equally desire that extra assistance but are too afraid to ask. If you see a child that looks puzzled, or you know their grades are not that high currently, try to reach out to them and have a mini desk conference with them for a few minutes to make sure they are doing okay.

Utilizing group work is very helpful. This allows the teacher to rotate around and talk to students individually or in groups. When you pair groups up by academic levels too, you know that you will spend more of your time/ check on the low table the most, while your high table will be pretty self-sufficient.

I would give each student the same time frame with interaction. It might be because they aren't getting enough attention at home so they reach out to the next authority figure. I would maybe help the student if they need help, but I would try to even the time out.