"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.
Thursday, March 22, 2012
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?
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