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.
Showing posts with label MMM. Show all posts
Showing posts with label MMM. Show all posts
Monday, April 9, 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.
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.
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?
Monday, February 6, 2012
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.
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.
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.
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