The opening pages of this book presented multiple ideas and goals that have proven to create successful middle schools. Students at this age level are all at different stages of development in their lives, and each child is going to experience this developmental growth in different ways. That being said, educators must realize the importance of teaching to the students by addressing their needs first. As a teacher, I need to be able to relate to my students, to find what makes them think, what they are interested in, and how to engage them. This chapter discussed the importance of not only teaching how to create a healthy lifestyle, but the importance of leading by example and demonstrating a healthy lifestyle. As a teacher, I am going to be looked up to by my students, so I need to be prepared to be a positive role model for them. Adolescents learn from what they see, and educators need to always be aware of that. Middle school educators must also remember the role that society plays on their school community as well. Students at this age are clearly more influenced by their peers than they are from their adult figures, and society begins to influence how adolescents act in a variety of ways. Environment does play a huge factor on an individuals behavior, so depending on the school in which one teachers, to a point, says a bit about the type of student body in that school. The author also presents the National Middle School Association's mission statement which is: National Middle School Association is dedicated to improving the educational experiences of young adolescents by providing vision, knowledge, and resources to all who serve them in order to develop healthy, productive, and ethical citizens.
Middle school educators must realize the role they play and young adolescences lives. All teachers and staff who work in the school community must present themselves as positive role models who demonstrate enthusiasm through their actions. This chapter describes the role a principal must play in the school community in order to create effective collaborate teaching style, which in the end promotes effective learning. The principal is the lead figure in any given school, and should present him/her self as such. Training to become a certified middle school educator is always changing and requires a significant amount of work. Any person who has a desire to teach children at this age level must have a passion for teaching. This can be said for educating at any grade level, however educating middle schoolers is instilling life skills and building on the basics of citizenship and content education. In middle school, teachers must be motivated and prepared to gain the interest of the students. Throughout this chapter, the author clearly stresses the importance of creating a successful learning environment in order to have an effective middle school classroom. A school community should support and promote learning by first providing a safe learning atmosphere for all students. As a behaviorist, I am in firm believe of a positive learning environment to help influence engaged learning.
One of the most difficult tasks that a teacher is faced with is how to design curriculum that is going to truly help students understand content. Students in middle school are distracted by so many other things going on in their lives, changes that are physical and emotional. Some students are only in school because they have to be, and do not care about listening to what the teacher has to say. Children at this age are developing at different rates and this can make it difficult for middle school teachers to create lessons that will engage the interest of all of their students. This chapter presents a couple ideas that should help generate curriculum that will engage students. The author says that lessons should be relevant, challenging, exploratory, and most importantly prepare students for the 21st century. Another aspect this chapter focused on how effective collaboration can be. All middle school educators should design integrated content curriculum and teach as one big community. Once teachers are able to build relationships with their students, they will understand student's specific needs better and as a result will be better able to teach to their needs.
The main focus of this last section of This We Believe was to outline how to actually implement the ideas and suggestions of the National Middle School Association Education System. The author described how each different position in the school community has their own role, and in order to create an effective learning environment for middle school students all people involved in the school system must do their part. It is the responsibility of the entire school community up to the director of education at the state level to play their role to the best of their ability, and educate themselves as to always be developing and advancing. All educators in the learning community must evaluate their performances often if they want to create successful changes when needed. This chapter also discussed that educator must look to colleagues for advice, and should strive to create collaborative team teaching within their schools.
Tuesday, February 15, 2011
Thursday, February 3, 2011
Chapter 9: MMM
Chapter nine discussed the benefits of block scheduling versus traditional class period lengths. The block scheduling format is not only helpful for teachers in that they are more inclined to vary instruction and spend adequate amounts of time on different subject material, but it's helpful for students. The author mentions the students that 'are invisible in traditional scheduling' because they require additional attention from the teacher. The chapter also discusses other considerations, such as how to deal with missing work and students who are absent, other methods of instruction (such as guests, extended simulations or activities, activities that build on developed skills each week, etc), and what block scheduling can do for professional relationships with other teachers.
I found this chapter interesting because I experienced block scheduling in my middle school, high school, and in Phillips Elementary School when I did practicum, and each method was different. I think that the basic concept of more individualized education for each student, more exposure to specific contents, and teacher and lesson collaboration between the team teachers is great. Rarely do I see it play through. At Phillips Middle my social studies teacher and the english teacher did an integrated unit which I though was really cool, and what team teaching is all about. The foundation is there, we just need to improve the methods by which we team teach.
I found this chapter interesting because I experienced block scheduling in my middle school, high school, and in Phillips Elementary School when I did practicum, and each method was different. I think that the basic concept of more individualized education for each student, more exposure to specific contents, and teacher and lesson collaboration between the team teachers is great. Rarely do I see it play through. At Phillips Middle my social studies teacher and the english teacher did an integrated unit which I though was really cool, and what team teaching is all about. The foundation is there, we just need to improve the methods by which we team teach.
Tuesday, February 1, 2011
Chapter 6: TP2000
Chapter six discusses the strategies that can help create a vibrant learning environment for middle school students. One of the key components was relationships; developing and maintaining relationships is a crucial part of the learning environment and can help young students be more successful. The size of the school was also discussed, and if the number of students cannot be limited, the creation of smaller learning communities like 'wings' or 'pods' is a valid alternative. Usually schools with teams have that type of school structure. This allows the students to have a feel of a smaller school even if that isn't the case, and allows students to develop more meaningful, deeper relationships with the small percentage of the students that are in their wing, pod, etc. This is also true of the teachers; having a few teachers will allow for stronger bonds with the teachers in the particular area of the school.
I know from my own experience I grew quite attached to the teachers from my wings in middle school, which were all divided up by teams. I found it to be a very successful practice because each team had its own science, english, math, and history teacher, and then the entire school shared electives. I have also heard in some schools, the teachers you have for the first year move up with you as you change grades. While this could be a good practice, especially if a strong relationship has been developed, I worry if a student were to not get along with a specific teacher or have strong opposing opinions, how uncomfortable that student might be.
I know from my own experience I grew quite attached to the teachers from my wings in middle school, which were all divided up by teams. I found it to be a very successful practice because each team had its own science, english, math, and history teacher, and then the entire school shared electives. I have also heard in some schools, the teachers you have for the first year move up with you as you change grades. While this could be a good practice, especially if a strong relationship has been developed, I worry if a student were to not get along with a specific teacher or have strong opposing opinions, how uncomfortable that student might be.
Chapter 12: MMM
Chapter twelve discussed how important it is to be a good, just adviser to the students you teach. Being able to communicate with your students in different situations is an important part of developing strong relationships with them. The author used an example of taking his students hiking and experiencing firsthand how their classroom attitudes were different from their attitudes elsewhere. He suggests taking the time to engage your students in different activities to further bring out the different sides of the students' personalities. This can also double as personal development for the students, as they can hone different skills and talents they may have and get positive feedback from their classmates.
The ideas that the author puts forth in this chapter are really interesting. I think taking the time to experience your class and teachers in new ways like this puts things into perspective a bit, and could also bring the team teachers close together when they see each other outside of school walls. Being able to take your students outside the school will help that class environment grow, as students and the teacher are able to communicate on a different level, which will help the student teacher relationship.
The ideas that the author puts forth in this chapter are really interesting. I think taking the time to experience your class and teachers in new ways like this puts things into perspective a bit, and could also bring the team teachers close together when they see each other outside of school walls. Being able to take your students outside the school will help that class environment grow, as students and the teacher are able to communicate on a different level, which will help the student teacher relationship.
Chapter 11: MMM
Chapter eleven discussed team teaching, and how the teachers formulate working plans that compliment each others' plans; that is, if one teacher has a test coming up in their class, the other teachers are able to schedule their tests to fall on different days. Team teaching also allows for further collaboration, which would be made much more difficult if they didn't have this connectedness between each other. Teachers can plan units that interconnect, for example, if the history class is discussing the sinking of the Titanic, the science class can build Morse code transmitters. The team teaching aspect allows for more integrated activity, which further encourages students to communicate and collaborate on their own.
As far as this chapter is concerned, I agree with more integrated instruction, as I think it's easier to grasp certain concepts when small parts are revealed throughout different disciplines. I think it's equally important for integrated units simply for the 'good example' teachers set for students as an example of good communication.
As far as this chapter is concerned, I agree with more integrated instruction, as I think it's easier to grasp certain concepts when small parts are revealed throughout different disciplines. I think it's equally important for integrated units simply for the 'good example' teachers set for students as an example of good communication.
Chapter 17: MMM
Chapter seventeen discussed the negative media representation that middle school students are introduced to. The author included the rampant outbreak of sexually transmitted disease as the most significant example. He also discussed several incredible feats that his middle school students have achieved that certainly outshine the negative. His students have raised substantial sums of money for good causes, managing websites, performing at events that have thousands of people in attendance, coordinating construction projects, and an avid reader of 2,000 books in the time of 4 months. The entire chapter suggested taking any previously held notion about middle school students and re-evaluating that notion, because the results may surprise the person who doubts.
In this chapter, I liked how how he incorporated a graffiti wall in his classroom. Not only is this something I would enjoy as a student, but I could see myself as a teacher waiting excitedly to see what people wrote on the paper. I think the whole point of this chapter is to trust the middle school students in your class enough to be savvy, smart, and intelligent. Because the media tears them down, many teachers' minds are poisoned with the media representation, and that trust is lost. I have always believed that you should trust someone and treat them with kindness until you're given a reason not to.
In this chapter, I liked how how he incorporated a graffiti wall in his classroom. Not only is this something I would enjoy as a student, but I could see myself as a teacher waiting excitedly to see what people wrote on the paper. I think the whole point of this chapter is to trust the middle school students in your class enough to be savvy, smart, and intelligent. Because the media tears them down, many teachers' minds are poisoned with the media representation, and that trust is lost. I have always believed that you should trust someone and treat them with kindness until you're given a reason not to.
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