Contacting and maintaining communication between parents and teachers can be tricky to do. Rick Wormeli offers some great technology and traditional forms of communication that is bound to meet the needs of almost every parent. I love the idea that he mentioned about an online posting service. The more that the professors have used this idea in the college, the more I like it. It is easy for me to go and check my assignment, due date, resources, and contact information for my professor and it is located on one easy website. If teachers use this posting service and parents and students have access to it, it can be a wonderful thing. However, if parents do not consistently check the website, it does not help anyone. My high school attempted to use a system like this to inform parents of the major events going on in the school. My mom already knew about everything because she was involved, but our Internet was slow and a pain to use most of the time so she would not have checked the website every day. If she would have relied on just the website for her information, she would have been way behind and simply gotten frustrated. However, if used correctly and consistently, I truly believe this type of system is perfect for teachers, parents, and students. Wormeli also mentioned that e-mails work excessively well too. If parents and students have the information to contact you, they will. Teachers just have to be open to answering emails frequently, which in this day and age is almost a given.
I also love the more traditional approaches that this chapter mentioned. Simply sending home a post card with a few good things that the student has done is a perfect way to keep parents informed, but also not make them dread talking to the teacher. The more positive the experience for the parent, the more likely they are to actually want to be involved with the teacher and their student’s success in that class.
Monday, April 9, 2012
Turning Points 2000 Chapter 9
Getting parents involved with the classroom and other school activities is probably one of the most difficult aspects of the education system. I witnessed my mother, who was the secretary/treasurer of the sports boosters at my high school, struggle to find parent volunteers to help with fundraisers and selling concessions. If my mom had a hard time contacting and getting just a few sport parents involved with their athlete’s school, I can imagine the difficulty that teachers have in having positive communication with their students’ parents. I know from experience that having my mom and dad involved in my schooling was not embarrassing, but actually super helpful if a problem did arise. My parents knew when to let me handle things on my own and also when I needed help because they were always helping out. I also witnessed some of my peers and their parents. It was not hard to see the correlation between those parents who helped and were involved in their student’s school and the student’s achievement. The more involved the parent(s), the better the student performed academically. There are the rare exceptions, but overall I feel that getting parents involved will help our students succeed.
Thinking back on my education, I realize that my mom and dad never really got asked to help with the school after elementary school. My mom and dad were just those types of parents that asked what they could do, and the teachers gladly gave them a task. However, as a teacher, I am curious how we can reach out to parents and show them that we want their involvement in their child’s education. Some of the best ideas that this chapter mentioned were the simplest ones, like scheduling parent meetings at a different location that is more easily assessable to parents and less intimidating and personalizing the communication by giving out a private line that they can reach you on. Another great hint was just contacting parents about the good things that their child is doing, not just the bad. This way parents are more receptive to be involved in the solution process if a problem does arise instead of just blaming the teacher.
Thinking back on my education, I realize that my mom and dad never really got asked to help with the school after elementary school. My mom and dad were just those types of parents that asked what they could do, and the teachers gladly gave them a task. However, as a teacher, I am curious how we can reach out to parents and show them that we want their involvement in their child’s education. Some of the best ideas that this chapter mentioned were the simplest ones, like scheduling parent meetings at a different location that is more easily assessable to parents and less intimidating and personalizing the communication by giving out a private line that they can reach you on. Another great hint was just contacting parents about the good things that their child is doing, not just the bad. This way parents are more receptive to be involved in the solution process if a problem does arise instead of just blaming the teacher.
Sunday, April 1, 2012
Turning Points 2000 Chapter 8
In order for students to be completely successful in the classroom and in life in general they must be healthy, both physically and mentally. Imagine trying to ace a test or nail a presentation when you are overtired, dehydrated, or depressed from a breakup. It is difficult enough to do well with academics without dealing with your health too. However, what can teachers do to help their students’ well-beings. We are not with them twenty fours hours a day, seven days a week. But, if we provide a healthy learning environment with positive, healthy role models, we can get students that much closer to a healthy self.
Every school and classroom should strive to be a safe and healthy place to be. One of the hardest parts about providing this environment is the discipline problems that arise in the classroom. Having common expectations for misbehaviors is a simple way to limit these issues. However, if students do not have any say in these expectations and consequences, they will not be effective. Another common classroom dilemma is fighting students. This chapter mentioned the idea of peer mentors to help deal with this problem. I went through extensive peer mediation training in junior high, but I would have never used the system. I love the idea of a student helping students solve their problems, but a part of it does not seem logical. Some students are just not going to want to talk to another student or feel comfortable airing their problems to their peers. But if we could get past that issue, I have witnessed it working. Some of my fellow peer mediators saw success, which is what we want. Schools just have to remember to make sure they get students from every group in the school, not just the high achievers.
Every school and classroom should strive to be a safe and healthy place to be. One of the hardest parts about providing this environment is the discipline problems that arise in the classroom. Having common expectations for misbehaviors is a simple way to limit these issues. However, if students do not have any say in these expectations and consequences, they will not be effective. Another common classroom dilemma is fighting students. This chapter mentioned the idea of peer mentors to help deal with this problem. I went through extensive peer mediation training in junior high, but I would have never used the system. I love the idea of a student helping students solve their problems, but a part of it does not seem logical. Some students are just not going to want to talk to another student or feel comfortable airing their problems to their peers. But if we could get past that issue, I have witnessed it working. Some of my fellow peer mediators saw success, which is what we want. Schools just have to remember to make sure they get students from every group in the school, not just the high achievers.
Turning Points 2000 Chapter 4
This whole chapter was about different instruction organizations that teachers can use in their classroom. However, there is a quote that I think is way more important than any of the strategies that were mentioned; “teachers must also become ‘students of their students.’” If teachers get to know their students, really know them, then any instructional model can be adjusted to fit any student. While reading the three different ways that this book mentioned to organize instruction, I realized that not one will work completely, but if students thrive with bits and pieces of all of them, then that should be what the educator should focus on. It is up to the teacher to know what works and what does not work for all of his or her students. I want to be one of those teachers that does whatever it takes to help my students succeed. That means I will have to branch out of the molds that this book mentions and pick and choose only the pieces that make sense for them.
There are ideas and strategies that were mentioned that I would love to implement in my classroom. The main one has to do with assessment. The WHERE instructional design suggests letting students assess their own work using rubrics and student samples. I fully agree with this idea. If students are assessing their own products, they can see how they are doing on their own. This also allows students to be accountable for their own work and not rely on someone else to tell them how they did. Students should be able to know how well they did without waiting for the teacher to give them a grade. With students assessing themselves, this will happen.
There are ideas and strategies that were mentioned that I would love to implement in my classroom. The main one has to do with assessment. The WHERE instructional design suggests letting students assess their own work using rubrics and student samples. I fully agree with this idea. If students are assessing their own products, they can see how they are doing on their own. This also allows students to be accountable for their own work and not rely on someone else to tell them how they did. Students should be able to know how well they did without waiting for the teacher to give them a grade. With students assessing themselves, this will happen.
Thursday, March 22, 2012
Book Talk: How to Become a "Wiz" at Brain-Based Teaching
"We are preparing our students for a world we know nothing about."
This quote could not be closer to the truth. Our middle school students will be working in a world fifteen to twenty years into the future, meaning we will have no idea what is actually going on. We can prepare them for the world they are in at the moment, but we will not necessarily know if that will help them. The ideas presented in this book talk, about dealing with stress and taking care of the individual person, seem like a better way to prepare students. Every person needs to know how to deal with their stresses and know how to take care of their bodies. By showing students that they can release their stress by simply walking around the room or writing it down, like the activity we did, students can learn to manage their stress without the help of a teacher. It also teaches students how to recognize how they are feeling and what is causing these feelings. Sometimes, I believe, that people, students especially, do not even know that something is really bothering them until they are asked about it. If students can learn to recognize their "symptoms" on their own, they will be better off in the long run. We cannot prepare students for a world we know nothing about because of our lack of knowledge. However, we can prepare them to deal with themselves, which applies to any type of world.
This quote could not be closer to the truth. Our middle school students will be working in a world fifteen to twenty years into the future, meaning we will have no idea what is actually going on. We can prepare them for the world they are in at the moment, but we will not necessarily know if that will help them. The ideas presented in this book talk, about dealing with stress and taking care of the individual person, seem like a better way to prepare students. Every person needs to know how to deal with their stresses and know how to take care of their bodies. By showing students that they can release their stress by simply walking around the room or writing it down, like the activity we did, students can learn to manage their stress without the help of a teacher. It also teaches students how to recognize how they are feeling and what is causing these feelings. Sometimes, I believe, that people, students especially, do not even know that something is really bothering them until they are asked about it. If students can learn to recognize their "symptoms" on their own, they will be better off in the long run. We cannot prepare students for a world we know nothing about because of our lack of knowledge. However, we can prepare them to deal with themselves, which applies to any type of world.
Tuesday, March 20, 2012
Meet Me in the Middle Chapter 8
Assessments are a key part of the educational process. Most people would think that assessments are those tests and/or quizzes that are given to students at the end of a lesson or unit. However, this is gives assessments a bad name. Assessments are meant to a teacher how well a student has mastered and understood the material. Tests and quizzes do not always adequately show the amount of information that students have mastered and retained. Not all students learn the same way, so why should they be assessed the same way? I loved the examples of unique assessments that Wormeli mentioned in the chapter. Musical compositions, debates, mock funerals, and restaurant menus are just a few of the different ways that students can show their mastery of the content, in a way that is comfortable to them and their learning style.
One of the best hints for an effective assessment that was mentioned was having clear goals. I do not know how many times throughout my schooling I did not know what the teacher wanted from me as I completed a project. It was so frustrating! Teachers should always make sure students know exactly what is expected of them so that they can receive the grade they want. I have grown very fond of using a rubric or checklist and making sure the students have a copy while they are completing their assignment. This way they know exactly what I am expecting of them while they work on their project. Then they can assess themselves and make sure they have all the crucial pieces.
One of the best hints for an effective assessment that was mentioned was having clear goals. I do not know how many times throughout my schooling I did not know what the teacher wanted from me as I completed a project. It was so frustrating! Teachers should always make sure students know exactly what is expected of them so that they can receive the grade they want. I have grown very fond of using a rubric or checklist and making sure the students have a copy while they are completing their assignment. This way they know exactly what I am expecting of them while they work on their project. Then they can assess themselves and make sure they have all the crucial pieces.
Monday, March 19, 2012
Meet Me in the Middle Chapter 7
Differentiated instruction is not a new concept for me. My professors ever since practicum have been stressing this type of instruction and it is obvious why. Not every person is the same and we emphasize this all the time. We tell children to be themselves, be unique, and take pride in being one of a kind. Yet, before recently, we expect every student to learn from a traditional lecture and worksheet classroom setting. It is ridiculous. We, as teachers, must help every single student learn the material, even if it means teaching the same thing four different ways.
The most beneficial part of this chapter, for me, was the section about characteristics that teachers exhibit who are successful with differentiated instruction. Since differentiated instruction is so beneficial, I want to make it work in my classroom. However, the very first characteristic is risk taking. I am not a huge risk taker. I love to play it safe and have everything super organized. I know it is something I need to work on. I just wish there were more hints as to how to do it. The idea about letting students teach a day was great and all, but I feel many students would find teaching a math class as super hard and boring. Though, the spontaneity that a student “teacher” could bring to the classroom would be perfect. Another hint that I loved was letting students see that mistakes are not the end of the world. This is scary to some teachers because that means admitting to their students that they make mistakes in a field that they are teaching. I find some comfort in letting students see I make mistakes too. No one is perfect, especially not me, and students should see that even the teacher messes up. That will make it a little less awful if they make a mistake themselves. Failures are not meant to be dead ends; it is the beginning to some new learning.
The most beneficial part of this chapter, for me, was the section about characteristics that teachers exhibit who are successful with differentiated instruction. Since differentiated instruction is so beneficial, I want to make it work in my classroom. However, the very first characteristic is risk taking. I am not a huge risk taker. I love to play it safe and have everything super organized. I know it is something I need to work on. I just wish there were more hints as to how to do it. The idea about letting students teach a day was great and all, but I feel many students would find teaching a math class as super hard and boring. Though, the spontaneity that a student “teacher” could bring to the classroom would be perfect. Another hint that I loved was letting students see that mistakes are not the end of the world. This is scary to some teachers because that means admitting to their students that they make mistakes in a field that they are teaching. I find some comfort in letting students see I make mistakes too. No one is perfect, especially not me, and students should see that even the teacher messes up. That will make it a little less awful if they make a mistake themselves. Failures are not meant to be dead ends; it is the beginning to some new learning.
Meet Me in the Middle Chapter 6
According to the book talk presentation about Student-Oriented Curriculum: A Remarkable Journey of Discovery by Wallace M. Alexander, holding students accountable for their work actually gets a better effort from them. This makes logical sense. Like Wormeli talks about in this chapter, students who are held accountable for due dates and assignments will do well. However, if students are allowed to turn in assignments at any time and still get an A, they are not going to get it done on time. A unique aspect about student accountability I never thought of was extra credit assignments. If a teacher gives students the opportunity to do extra credit work, they are less likely to try hard on the initial project. Personally, I want students trying their best on the initial assignment I give them and not bank on the extra credit I might give. I like Wormeli’s idea about letting students revise their primary work. This way students work harder to get the grade they want the first time.
This chapter also talks about how teachers must be held accountable as well. I completely agree. How can I expect my students to do the best they can, if I am not doing everything in my power to do the best I can? Everything from planning lessons appropriately to attending the students’ game or contest that I said I would go to are all ways I can show my students I am invested in them as well as their learning.
This chapter also talks about how teachers must be held accountable as well. I completely agree. How can I expect my students to do the best they can, if I am not doing everything in my power to do the best I can? Everything from planning lessons appropriately to attending the students’ game or contest that I said I would go to are all ways I can show my students I am invested in them as well as their learning.
Book Talk: A Whole New Mind
I really wish that I was able to attend this class presentation. By the prezi, it seems like this was an engaging presentation. From what I gathered from the prezi, the aspect I loved the most was the laughing part. I know that I am always in a better mood after I laugh, I just did not know there was a biological reason why. I would love to be able to incorporate laughter, and the fun that usually goes along with it, into my future classroom. I also agree with some of my peers reflections that a laughter portion in a morning advisory period would be a great use of time, especially if the results are like that of the video. Having students start the day off on a good note cannot hurt their academic success.
Sunday, March 11, 2012
Meet Me in the Middle Chapter 3
This chapter connects nicely to my book talk book Boys and Girls Learn Differently by Michael Gurian. There are some things ingrained into everyone’s’ brains that may hinder the learning experience. This chapter talks about some general brain research that teachers need to keep in mind when designing their curriculum and running their classrooms.
A good chunk of this text was about making sure students get plenty of time with the material. So we cannot simply teach students the content and then move on. Students need to reflect upon the material and have some kind of application with it if they even have a shot at remembering it. This also means that we cannot rush students’ answers. They need time to think so they can actually open up the neural pathways to their memories and use their knowledge to reflect and answer the question. The wait time also teaches students to think before they speak, which is a valuable lesson for any person. Finally, students need to practice the material. The old adage “practice makes perfect” is partially right. Though practice does not make a student perfect, if students practice the correct material and skills they are more apt to learn the content effectively and be able to recall it quicker.
Another helpful hint is how to structure a class period. Most brains remember most what is said first and then remember progressively less as it goes along. That means doing attendance and handing back paperwork at the beginning of the period is doing no one any good. We must tell students the big important facts at the beginning of the lesson if we want them to retain what we have said.
A good chunk of this text was about making sure students get plenty of time with the material. So we cannot simply teach students the content and then move on. Students need to reflect upon the material and have some kind of application with it if they even have a shot at remembering it. This also means that we cannot rush students’ answers. They need time to think so they can actually open up the neural pathways to their memories and use their knowledge to reflect and answer the question. The wait time also teaches students to think before they speak, which is a valuable lesson for any person. Finally, students need to practice the material. The old adage “practice makes perfect” is partially right. Though practice does not make a student perfect, if students practice the correct material and skills they are more apt to learn the content effectively and be able to recall it quicker.
Another helpful hint is how to structure a class period. Most brains remember most what is said first and then remember progressively less as it goes along. That means doing attendance and handing back paperwork at the beginning of the period is doing no one any good. We must tell students the big important facts at the beginning of the lesson if we want them to retain what we have said.
Saturday, March 10, 2012
Book Talk: Student-Oriented Curriculum
13. Not all students immediately embrace this approach to developing curriculum.
I think a majority of people, teachers and students alike, might not immediately embrace such rapid change to their schools. Also, students like myself, who are super driven may not believe that they will learn as much from something that they themselves develop compared to the experienced teacher.
14. Conscious effort is needed to maintain focus on your long-term goals.
I feel this is something that needs to focused on with a traditional classroom, let alone a classroom where the students are have more say. Students might get really interested in a certain subtopic of the whole unit and want to spend forever doing stuff with it. If teachers lose track of the long-term goals, the class might not progress at the appropriate rate and students will be behind when they advance to the next grade.
15. A student-centered curriculum is demanding yet rewarding.
Since I have never actually experienced this type of curriculum I am not entirely sure. However, I feel that it would be more difficult to release most of the reins to the students, which would make this type of curriculum demanding. I myself, would constantly have to keep myself in check and not become too much in charge, which could be taxing. However, by the examples provided in this book, this system seems to grab students attention which therefore makes it very rewarding because the students learn more!
16. A student-centered curriculum requires adequate preparation and knowledge of oneself.
I feel like a student-centered curriculum requires more preparation than a traditional one because of the variety that can happen. In a traditional classroom, the teacher plans everything and can prepare once for the entire unit, unless something major happens. However, a student-led curriculum can change every minute with the students basically running the show. Teachers then need to be prepared for the completely unexpected plus what the students already decided on. Like I said in the above reflection, I would struggle with this kind of system because I would want to take charge. That is just my personality. I would have to really work at this type of curriculum, which required me to actually know my own personality.
I think a majority of people, teachers and students alike, might not immediately embrace such rapid change to their schools. Also, students like myself, who are super driven may not believe that they will learn as much from something that they themselves develop compared to the experienced teacher.
14. Conscious effort is needed to maintain focus on your long-term goals.
I feel this is something that needs to focused on with a traditional classroom, let alone a classroom where the students are have more say. Students might get really interested in a certain subtopic of the whole unit and want to spend forever doing stuff with it. If teachers lose track of the long-term goals, the class might not progress at the appropriate rate and students will be behind when they advance to the next grade.
15. A student-centered curriculum is demanding yet rewarding.
Since I have never actually experienced this type of curriculum I am not entirely sure. However, I feel that it would be more difficult to release most of the reins to the students, which would make this type of curriculum demanding. I myself, would constantly have to keep myself in check and not become too much in charge, which could be taxing. However, by the examples provided in this book, this system seems to grab students attention which therefore makes it very rewarding because the students learn more!
16. A student-centered curriculum requires adequate preparation and knowledge of oneself.
I feel like a student-centered curriculum requires more preparation than a traditional one because of the variety that can happen. In a traditional classroom, the teacher plans everything and can prepare once for the entire unit, unless something major happens. However, a student-led curriculum can change every minute with the students basically running the show. Teachers then need to be prepared for the completely unexpected plus what the students already decided on. Like I said in the above reflection, I would struggle with this kind of system because I would want to take charge. That is just my personality. I would have to really work at this type of curriculum, which required me to actually know my own personality.
Sunday, March 4, 2012
Meet Me in the Middle Chapter 13
Getting out doors is always a great way to grab students’ attention. The fresh air is also a great way to spark creative thoughts. There are also a variety of lessons that can be taught from using nature, like the velocity of a stream or the ecosystem of a pond. However, the whole idea of an overnight camping trip seems unrealistic to me. There are so many risks that go along with camping that I would not feel comfortable taking my students. I would not want to risk my students’ safeties for something that can be accomplished in a more controlled environment. Do not get me wrong, I love the idea of bring students outside to learn the lesson. Naturalistic learners will love it, as well as most other students. I just feel that a camping trip is over the top. For example, I got to apply my knowledge about genetics and survival of the fittest by playing a game outside in the woods around my high school. Some kids were rabbits and others were foxes, and we had to “mate” by combining cards and making it back to the safe zone to get our “baby.” All of this had to be done without getting “eaten” by a fox. Granted, running around in the woods carries some risks, but I feel like it was more controlled because the school was right there. Students can also obtain the same without technology feeling by having an eighty-minute class period in the woods, just without the homesickness and safety concerns. My tenth grade English class went out to the woods to build a hut and “live” off the land after reading The Lord of the Flies. It was traumatic for someone like me who does not do well away from home for long periods of time, but I still got to relate to the kids in the book.
Meet Me in the Middle Chapter 4
From experience and from reading Boys and Girls Learn Differently by Michael Gurian I have learned that students, especially boys, have a very difficult time sitting still for an entire class period. This makes total sense because I cannot even sit still for an entire class period. I am constantly fidgeting in my seat and doodling in my notes to expel some of my energy. Middle school students have probably not learned how to cope with the pent up energies, which is where we see classroom disturbances and behavioral problems. I love the various activities that this chapter mentioned for getting students up and moving in the classroom.
The activities and game like ideas mentioned on this chapter were so amazing! The seem like they would really get students to learn to material, but also make it fun so that they are less likely to become bored, all while getting them up and out of their seats. The simple ideas like having students bring work to a designated area instead of giving it to the teacher, clapping for each other, and designating stretch times throughout the lesson were are great. The game ideas, such as the Olympics with academics and the review beach ball also seem great. However, the game ideas worry me to some degree because of the volume level. The more fun students have the louder they tend to become, not the mention some of the running type games that were mentioned can cause a lot of ruckus. This is a problem for nearby classrooms. How can I make sure that my students are engaged in my lesson by using some of these techniques, but not irritate my colleagues?
The activities and game like ideas mentioned on this chapter were so amazing! The seem like they would really get students to learn to material, but also make it fun so that they are less likely to become bored, all while getting them up and out of their seats. The simple ideas like having students bring work to a designated area instead of giving it to the teacher, clapping for each other, and designating stretch times throughout the lesson were are great. The game ideas, such as the Olympics with academics and the review beach ball also seem great. However, the game ideas worry me to some degree because of the volume level. The more fun students have the louder they tend to become, not the mention some of the running type games that were mentioned can cause a lot of ruckus. This is a problem for nearby classrooms. How can I make sure that my students are engaged in my lesson by using some of these techniques, but not irritate my colleagues?
Wednesday, February 15, 2012
Turning Points 2000 Chapter 3
The whole time I read this chapter I felt like I was back in practicum all over again. The backwards design model, project based assessments, and essential questions are all techniques that I have been practicing for the past two years. It is a very nice feeling to know that my money is well spent on my college education because my professors are up to date on the newest ideas.
One of the major shockers in this chapter was that they recommended using tests as an assessment technique. I guess parents and community members might frown upon schools without these traditional pieces, but I really do not like them as a major assessment. Most students do not test well and it is unfair to judge their conceptual knowledge on a test. I do kind of like the idea of little quizzes maybe before or after a class to gauge students’ abilities with specific skills, especially in a math classroom. Math has a lot of skills that need to be learned, like adding and subtracting positive and negative numbers, multiplying fractions, simplifying equations, etc. These skills are important to a student’s ability to meet the standards and can easily be tested with quizzes. However, these quizzes should not be counted for huge portions of students’ grades because the skills are not the most important part of the class; the conceptual understanding is.
One of the major shockers in this chapter was that they recommended using tests as an assessment technique. I guess parents and community members might frown upon schools without these traditional pieces, but I really do not like them as a major assessment. Most students do not test well and it is unfair to judge their conceptual knowledge on a test. I do kind of like the idea of little quizzes maybe before or after a class to gauge students’ abilities with specific skills, especially in a math classroom. Math has a lot of skills that need to be learned, like adding and subtracting positive and negative numbers, multiplying fractions, simplifying equations, etc. These skills are important to a student’s ability to meet the standards and can easily be tested with quizzes. However, these quizzes should not be counted for huge portions of students’ grades because the skills are not the most important part of the class; the conceptual understanding is.
Monday, February 6, 2012
This We Believe p. 43-62
It is quite apparent after reading the rest of this book that my professors at UMF are on the right track when it comes to educating us about educating students. Everything in this last section of reading was all very familiar to me from all my education courses. Providing a safe environment, using inquiry-oriented, problem based, and student centered lessons, being aware of outside influences, and getting parents and community involved are just some of the bigger picture ideas that I have seen and practiced in my lessons. The newer concepts I learned were the middle school students’ physical, emotional, moral, intellectual, and psychological developments.
One of the biggest realizations I learned was that middle school aged kids need to release energy. This is why this age group tends to suddenly have outbursts of energy. Teachers need to keep this in mind when planning lessons. We cannot expect students to sit through fifty to eighty minutes of lecturing and practice problems without some sort of movement. Teachers also need to be aware of when they praise students for a job well done and what they praise them for. Middle school students are constantly comparing themselves to each other. If one student gets more recognition than the other, the one not being congratulated could shut down and stop trying. However, we still need to make sure there is plenty of praise going around. Students of this age often have lower levels of self-confidence in areas such as academics, sports and creative activities. Without the adequate congratulations and good jobs, they too might shut down in a certain area.
One of the biggest realizations I learned was that middle school aged kids need to release energy. This is why this age group tends to suddenly have outbursts of energy. Teachers need to keep this in mind when planning lessons. We cannot expect students to sit through fifty to eighty minutes of lecturing and practice problems without some sort of movement. Teachers also need to be aware of when they praise students for a job well done and what they praise them for. Middle school students are constantly comparing themselves to each other. If one student gets more recognition than the other, the one not being congratulated could shut down and stop trying. However, we still need to make sure there is plenty of praise going around. Students of this age often have lower levels of self-confidence in areas such as academics, sports and creative activities. Without the adequate congratulations and good jobs, they too might shut down in a certain area.
Meet Me in the Middle Chapter 12 Synthesis
This chapter was quite short, but it made a very valid point about a crucial part of middle schools: advisories. Wormeli talks about his thoughts on a more effective advisory system. Instead of meeting every other day or once a week and having boring, meaningless lessons, schools should employ the full day advisories. This type of meetings would only happen a few times a year, but would be more beneficial to teachers and students if done correctly. Wormeli’s experience exampled showed that students can get closer because they learn something about one another that they would have never seen in a classroom setting. Various ideas were mentioned for full day, out of the classroom advisories, but that is not always possible, so here are some team building type activities that get students working with each other in the classroom. There are also these middle school advisory activities that are typically done in the classroom that will aid teachers in learning about their students.
Most of the experiences talked about in our blogs reflected the old school advisory setting. Short periods where the Pledge of Allegiance and announcements were done and nothing else really got accomplished. To all of us, this all day advisory idea seems promising, but there are still some concerns. Like, how are we going to ensure that students actually show up for the day? And how do we get parents on board with allowing their child to go hiking or what not? The one concern I really connected with was how to deal with the hesitation from students for these outdoor type activities. I would have never wanted to go hiking or rafting in fear of getting hurt or whatever. Getting students interested in this advisory program will probably be the most difficult task. There are other frequently asked questions about advisories that are answered by Jim Burns.
Most of the experiences talked about in our blogs reflected the old school advisory setting. Short periods where the Pledge of Allegiance and announcements were done and nothing else really got accomplished. To all of us, this all day advisory idea seems promising, but there are still some concerns. Like, how are we going to ensure that students actually show up for the day? And how do we get parents on board with allowing their child to go hiking or what not? The one concern I really connected with was how to deal with the hesitation from students for these outdoor type activities. I would have never wanted to go hiking or rafting in fear of getting hurt or whatever. Getting students interested in this advisory program will probably be the most difficult task. There are other frequently asked questions about advisories that are answered by Jim Burns.
Wednesday, February 1, 2012
Meet Me in the Middle Chapter 9
In my junior high experience, I had all my core classes every single day and every day had a different elective. I remember the classes being really short and just when we started getting into an activity, we had to move to the next class. Then in high school, the eighty-minute periods seemed to drag because all we did was listen to teachers talk. Junior high was the place for the longer class periods in my schooling. If middle school teachers were trained to plan block classes effectively, they could be super beneficial to students and their success in the classroom.
This chapter was a great basic instruction for the planning process. However, it all seemed very familiar to me. I have been working with this type of planning and lesson setup since sophomore year. Formative and summative assessments, activities, multiple intelligences, and making it applicable to students all comes naturally to me now. So even though this chapter did not teach me anything new, it did show me that all the hard work and preparation that I have been through will be exactly what my students need. I did really like the ideas presented for the percentage and sales tax activities in the lesson. I will definitely keep them in mind because they would be perfect for middle school students. It was engaging, applicable to their lives, and fun!
There was one interesting idea that this chapter mentioned. During a team teaching lesson, have one teacher lecture or what not and the other teacher is in control of a remote. Saying pause and rewind throughout the period is a fun way to make sure the students know what’s going on. I really wish there was a way for this to be done by students themselves. This way you know exactly when a student needs a rewind or a pause to catch up.
This chapter was a great basic instruction for the planning process. However, it all seemed very familiar to me. I have been working with this type of planning and lesson setup since sophomore year. Formative and summative assessments, activities, multiple intelligences, and making it applicable to students all comes naturally to me now. So even though this chapter did not teach me anything new, it did show me that all the hard work and preparation that I have been through will be exactly what my students need. I did really like the ideas presented for the percentage and sales tax activities in the lesson. I will definitely keep them in mind because they would be perfect for middle school students. It was engaging, applicable to their lives, and fun!
There was one interesting idea that this chapter mentioned. During a team teaching lesson, have one teacher lecture or what not and the other teacher is in control of a remote. Saying pause and rewind throughout the period is a fun way to make sure the students know what’s going on. I really wish there was a way for this to be done by students themselves. This way you know exactly when a student needs a rewind or a pause to catch up.
This We Believe p. 33-42
A safe and supportive environment is crucial for the success of every single student. There are many different aspects that go into making this type of atmosphere; everything from teacher-student interactions to the look of the school to the assistance of other adults needs to be considered. The two aspects that I liked the most were making the school itself a comfortable place to be and the health and wellness being addressed. Both are very important and can be done with relative ease.
Healthy choices are difficult to make as adults and it is more so for young adolescents. It is up to the responsible and caring adults in their lives to help guide them through these tricky times. If teachers can provide quality situations that demonstrate healthy choices or places for them to participate in these better decisions, it will be better off for the students. The best ideas this section mentioned was the intramural sports idea. We did this in my junior high and it was amazing the people the came out to play volleyball and basketball. Kids will get involved when given the opportunity.
Having a nice, attractive school is a great way to make students feel comfortable. If the school doesn’t feel safe, the students will not learn effectively. I loved the idea of displaying students’ work throughout the school! If we present our students’ work, we will show how proud we are of them. Students will also gain confidence because everyone will be admiring the effort they put into it. I also think all the work would be great decorations for the school as a whole.
Healthy choices are difficult to make as adults and it is more so for young adolescents. It is up to the responsible and caring adults in their lives to help guide them through these tricky times. If teachers can provide quality situations that demonstrate healthy choices or places for them to participate in these better decisions, it will be better off for the students. The best ideas this section mentioned was the intramural sports idea. We did this in my junior high and it was amazing the people the came out to play volleyball and basketball. Kids will get involved when given the opportunity.
Having a nice, attractive school is a great way to make students feel comfortable. If the school doesn’t feel safe, the students will not learn effectively. I loved the idea of displaying students’ work throughout the school! If we present our students’ work, we will show how proud we are of them. Students will also gain confidence because everyone will be admiring the effort they put into it. I also think all the work would be great decorations for the school as a whole.
Monday, January 30, 2012
Meet Me in the Middle Chapter 12
I had to really stress my brain to recall my memories of an advisory type class in my junior high experience. Turns out, we had a homeroom. We met there for roughly ten to fifteen minutes a day for attendance, announcements, and the pledge of allegiance. I had every class, except for the elective type classes, with my homeroom peers. Unlike most advisory or homerooms, I really got to know all my classmates, at least in an educational setting, because I spent almost all day, every day with them. However, I would have definitely learned more information about my peers if we had done the all day advisory programs like this chapter mentioned.
The pros of all day advisory programs are pretty vast. Students get out of the classroom, can help out the community, learn a new fact, get some exercise, get to really know their classmates, and lots more. However, I am curious as to how to make them work effectively. The chapter talked about all these great ideas, like hiking trips and community service clean up days, but how do we know that those will actually foster positive feelings? I know that when I participated in those types of days, my peers thought they were lame and a waste of time. A lot of my peers convinced their parents to sign them out of school so they did not even have to go! I wish the chapter gave me hints as to how to make these days effective and a good experience for all.
The pros of all day advisory programs are pretty vast. Students get out of the classroom, can help out the community, learn a new fact, get some exercise, get to really know their classmates, and lots more. However, I am curious as to how to make them work effectively. The chapter talked about all these great ideas, like hiking trips and community service clean up days, but how do we know that those will actually foster positive feelings? I know that when I participated in those types of days, my peers thought they were lame and a waste of time. A lot of my peers convinced their parents to sign them out of school so they did not even have to go! I wish the chapter gave me hints as to how to make these days effective and a good experience for all.
Meet Me in the Middle Chapter 11
During my practicum experience at Mt. Blue Middle School, I got to experience the community type teaching. I did notice that the students tended to be able to ask for help from each other much easier because they knew for sure that other students in their community were doing the same assignments as they were because they had the same teacher. However, some of the other benefits that this chapter mentioned I did not get to witness first hand.
I would have loved to see the integration piece of community teaching. I think it would be great to be able to do a unit combining English, social studies, science, and math concepts that are interconnected some how. I feel this way the teachers are bound to find a subject that students like. If a student does not necessarily like math, he or she may be more likely to learn, and like, the math content if it applies to his or her favorite subject of social studies. Teaching is all about making the content fun for students and if that means applying math to a history idea or some science material, I am all for it. In eighth grade, my teachers kind of did something like this. It was a special year in my town’s history so all the students had to pick a building on Main St. and make a scale model of it, find out what the building was used for when the town was first established, and write a paper describing the history of the building. This involved using mathematics concepts of scalars, history facts and research techniques, English paper writing strategies, and art skills to complete the final project. My peers and I enjoyed this project more than we would a research paper and math exercises and we learned a lot about our town in the process! If done correctly, this integration idea can really spark students’ interests and help them learn more effectively.
I would have loved to see the integration piece of community teaching. I think it would be great to be able to do a unit combining English, social studies, science, and math concepts that are interconnected some how. I feel this way the teachers are bound to find a subject that students like. If a student does not necessarily like math, he or she may be more likely to learn, and like, the math content if it applies to his or her favorite subject of social studies. Teaching is all about making the content fun for students and if that means applying math to a history idea or some science material, I am all for it. In eighth grade, my teachers kind of did something like this. It was a special year in my town’s history so all the students had to pick a building on Main St. and make a scale model of it, find out what the building was used for when the town was first established, and write a paper describing the history of the building. This involved using mathematics concepts of scalars, history facts and research techniques, English paper writing strategies, and art skills to complete the final project. My peers and I enjoyed this project more than we would a research paper and math exercises and we learned a lot about our town in the process! If done correctly, this integration idea can really spark students’ interests and help them learn more effectively.
This We Believe p. 27-33
“…for improvement cannot depend on any single person,” (pg 29). This quote sums up this entire section of reading. In order to have a middle school benefit its students to its fullest potential, every single person in that school needs to work collaboratively. Teachers, administration, parents, and students need to all be looking out for the best interest of the students. In order for this to be done effectively, the school officials should have a mission statement so that parents and students know what to expect from the school. The mission statement process should be revised on a fairly regular basis to keep up with new practices and parents and students should be involved in that process to make sure their thoughts are heard too.
Other ways to ensure that middle schools benefit the students is to make sure administration and teachers are up to date on the latest teaching practices and ideas that are out there. Just because something worked twenty years ago does not mean it is still the best out there now. It is up to the administration to set up effective teacher workshops so their staff is well informed. The tricky part is ensuring that educators actually get something out of the workshops. Programs focused on school improvement or discussions among teacher communities about some of the newest ideas are just two of the ways in which principals and administrators can aid in the professional development of their teachers.
Other ways to ensure that middle schools benefit the students is to make sure administration and teachers are up to date on the latest teaching practices and ideas that are out there. Just because something worked twenty years ago does not mean it is still the best out there now. It is up to the administration to set up effective teacher workshops so their staff is well informed. The tricky part is ensuring that educators actually get something out of the workshops. Programs focused on school improvement or discussions among teacher communities about some of the newest ideas are just two of the ways in which principals and administrators can aid in the professional development of their teachers.
Wednesday, January 25, 2012
This We Believe p. 1-26
I do not know if it is because this is a newer book, or if a lot of education books say similar things, but I thought that a majority of the information in this section is almost exactly what I have been hearing in my education classes for the last three years. I know that this was applying it to middle school students, but the teaching strategies they told us to use are ones that I have been practicing in lesson plans in both practicum and methods. All last semester we worked on having exploratory learning in our lessons, integrating as many multiple intelligences as possible, and using a variety of formative and summative assessments. The only difference between what I have been practicing and what this book says I should do is take into account the developmental changes that middle school aged children are going through compared to their high school counterparts. This is an age where students make decisions that determine future behaviors and decisions. It is up to teachers, coaches, parents, and other relatives to help guide students into making healthy choices. Everything from academic goals to decisions about drugs and alcohol need to be modeled and guided so we end up with well-rounded students at the end of their schooling.
The other main concern that needs to be kept in mind is that no student will develop at the same rate. Every single child goes through puberty at a different time and it affects him or her in a different way. Middle school teachers need to keep this in mind when setting bench marks and deciding on the curriculum.
The other main concern that needs to be kept in mind is that no student will develop at the same rate. Every single child goes through puberty at a different time and it affects him or her in a different way. Middle school teachers need to keep this in mind when setting bench marks and deciding on the curriculum.
Monday, January 23, 2012
Meet Me in the Middle Chapter 2
It is very difficult for educators to gain students’ attention and get them motivated to learn. Honestly, who wants to be forced to go sit at a desk for six hours and listen to adults talk about subjects that do not pertain to you? Some subjects in school were hard for me to get through because I did not see the point in them, and I was one of the “goody-goody” students. If I was struggling to stay motivated for classes, I can imagine the difficulty that every other student is facing. My job description says I need to help students succeed in my class and in order to do that to the best of my abilities, I am going to have to grab the attention of my students and get them to want to learn my material.
This chapter mentioned a lot of great ways to motivate students to learn. However, I feel students will want to learn if my classroom is a safe, encouraging, and fun place to be. If teachers make a point to apply the material to students real lives and make them feel comfortable with the material, themselves, and each other, they will make the learning process that much easier and enjoyable. I want my classroom to be a place where math is fun and making mistakes and not getting the “correct” answer are learning opportunities to see how the math is actually working. There are math problems every day in the real world and if my students can see these connections they will be more apt to enjoy it and actually want to learn it.
This chapter mentioned a lot of great ways to motivate students to learn. However, I feel students will want to learn if my classroom is a safe, encouraging, and fun place to be. If teachers make a point to apply the material to students real lives and make them feel comfortable with the material, themselves, and each other, they will make the learning process that much easier and enjoyable. I want my classroom to be a place where math is fun and making mistakes and not getting the “correct” answer are learning opportunities to see how the math is actually working. There are math problems every day in the real world and if my students can see these connections they will be more apt to enjoy it and actually want to learn it.
Meet Me in the Middle Chapter 1
In order to be the most effective teacher, I must look inside myself and know my philosophies, quirks, and even listening style. My job is to help my students succeed and do well in my classroom, but I cannot do that unless I know myself and have an idea on how others perceive me. One of the main points that this chapter talked about was that teachers need to be enthusiastic about their jobs. We cannot be under the impression that teaching is meant for those who cannot do anything else. This will not only make our jobs miserable, but it will also hurt the students we are responsible for teaching. Students are not going to learn effectively from someone who does not love what he or she is doing. This is not a problem for me since I have wanted to be a teacher since I was nine years old, but it is a shame that students are at the receiving end of teachers who hate what they are doing.
Another great aspect I got from this chapter was the “high” and “low” egos. I realized I am a “low” ego type person. I enjoy helping someone learn a concept and I try everything I can think of to make sure that they truly understand. I also am not afraid of not knowing the exact answer or making a mistake. On a variety of different occasions during tutoring I have been corrected by a student because I have rushed and made a silly mistake, or have had to read the text book or even ask for help because I simply did not feel certain I knew the right answer. My students felt more comfortable with me after seeing that I am a normal person too.
Another great aspect I got from this chapter was the “high” and “low” egos. I realized I am a “low” ego type person. I enjoy helping someone learn a concept and I try everything I can think of to make sure that they truly understand. I also am not afraid of not knowing the exact answer or making a mistake. On a variety of different occasions during tutoring I have been corrected by a student because I have rushed and made a silly mistake, or have had to read the text book or even ask for help because I simply did not feel certain I knew the right answer. My students felt more comfortable with me after seeing that I am a normal person too.
Thursday, January 19, 2012
Turning Points 2000 Chapter 2
Like the first Turning Point recommendations, the Turning Points 2000 suggestions seem like obvious ways to help students succeed. Actually, they seem a lot like the 10 standards required for certification here at the University of Maine at Farmington. The wording is slightly different from the first set, but overall, I think teachers and schools should be doing most of this stuff anyway. The only idea that is not obvious is the learning communities one, but after doing my practicum in a middle school that used this recommendation, I can see the perks and the disadvantages to it. Simply changing this one thing does not solve the problem at hand, though. Like the chapter said, our classrooms need to be updated as well. I wish teachers were more open and receptive to these changes because they can really benefit the students’ success, which is what we are all about. However, if schools only change bits and pieces, not all the problems are being solved. Chapter 1 said that middle school is a big adjustment time for students. This means that if there are major gaps and issues with the curriculum and classroom practices are not addressed, students will be suffering not only academically, but also psychologically and emotionally as well.
There was one line in this chapter that summed up how we should look at schools; “Schools should be proactive, not reactive…” (p. 24). Obviously we know something is wrong and right now we are in the reactive stage. We are simply trying to fix what is broken. Instead, educators, administrators, parents, and students need to figure out what is going to work to ensure students success and implement it.
There was one line in this chapter that summed up how we should look at schools; “Schools should be proactive, not reactive…” (p. 24). Obviously we know something is wrong and right now we are in the reactive stage. We are simply trying to fix what is broken. Instead, educators, administrators, parents, and students need to figure out what is going to work to ensure students success and implement it.
Turning Points 2000 Chapter 1
The original Turing Points ideas seem like common sense recommendations. It is obvious that we need to teach all students equally and get them to succeed. However, I am appalled that the schools are not applying these concepts. I know it can be tricky to get everything done at once, but without all the pieces the students are the ones that suffer. The disturbing test results from the text say it all. When schools use bits and pieces of the Turning Points ideas, they do improve, like from 1990 to 1998, but students are still lacking. One third and one quarter are not good numbers for those at or above the proficient mark in reading, writing, and mathematics. I wonder if all the recommendations are in play if the results would be better.
I do not think I have ever known how important middle school was to students until I read this chapter. I knew it was fairly significant, but I guess I forgot how nerve wracking my junior high experience was. It is true; middle school/ junior high school can be very intimidating to students. If teachers do not take this into account, or treat them like mini high school students, then they are not going to succeed. My education courses thus far have said that we need to know our students individually and know how to educate each one of them best. I feel that this would be a great starting point for middle school teachers in helping overcome the difficulties that seem to be facing our middle schools.
I do not think I have ever known how important middle school was to students until I read this chapter. I knew it was fairly significant, but I guess I forgot how nerve wracking my junior high experience was. It is true; middle school/ junior high school can be very intimidating to students. If teachers do not take this into account, or treat them like mini high school students, then they are not going to succeed. My education courses thus far have said that we need to know our students individually and know how to educate each one of them best. I feel that this would be a great starting point for middle school teachers in helping overcome the difficulties that seem to be facing our middle schools.
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