Boys and Girls Learn Differently

More than anything, I found the whole basis for this book to be incredibly interesting. There is not enough research on gender in the classroom and more of it could enable teachers to reach all students in a maximize learning environment. What struck me as odd was the fact that there are schools separating their math classes by gender, but no other subjects follow this model. I wonder what it is about math that makes the results distinct enough to make this executive decision where as other subjects prove too ambiguous. I also wonder if separating boys and girls in the math class would even matter if a heterogenous classroom employed skills that seem to improve scores for both (such as kinesthetic motion coupled with increased time on learning multiplication facts). I hope to look into this more when I have free time and I'm glad that this group was able to call my attention to it!

Becoming a Wiz at Brain-Based Teaching

This presentation was great. Being able to learn in small groups seems to be what works best for this class, and I know I enjoy it more than lecture. Team 1 did an awesome job of creating engaging activities while modeling the process of joining them under an overarching theme. For me, the most meaningful part of the presentation was the station that focused on student ownership of the classroom. I really like the idea of having students write a meaningful quote and designating a wall of the room simply for that sense of ownership and motivation. It's definitely a strategy I plan on using in the field!

Turning Points 2000: Chapter 2 & pgs 102-105

Chapter 2 of Turning Points 2000 highlighted the authors’ recommendations for creating a functional and successful middle school. The sections I found the most important were actually the ones regarding the staffing of such schools. “Staff middle grades schools with teachers who are expert at teaching young adolescents and engage teachers in ongoing professional development” is one of the best things that I believe can be done for the heath of a middle school environment. Not only does it push educators to a standard of excellence, but it also engages them in new developments over the span of their teaching career. Too often I feel that middle school educators are held the least responsible for the wellbeing of their students. Perhaps that is because the age group is viewed publicly as “tough” or “troublesome”. Perhaps this is rooted in my own personal feelings of resentment toward my personal experience in grades 7 and 8 and the lack of professionalism I felt from my teachers (which actually makes perfect sense after reading section 102-105). Either way, I do feel that keeping teachers sharp and holding them to developing standards is one of the best things that any responsible educator can do to be actively involved with their students’ development and learning.

Meet Me in the Middle: Chapter 15

I enjoy any tips I can get on dealing with parents. I found this chapter to be helpful and full of ways I may be able to employ parent interaction in my classroom, however, I still do not believe I will feel completely comfortable with it until I have had the opportunity to teach for a few years and gain personal experience. Since it's shown that students who have parent involvement in their education perform better, I definitely want to make parental communication one of my top priorities as a new teacher. Although this chapter was full of information, , I feel a certain weight around this topic and I don't believe it will be settled until I am in the field.

Turning Points 2000: Chapter 9

Involving community is one of the tasks I think I'll struggle with the most when becoming a teacher. Other than sending home notices, frequent emailing or even phone calling, what can I do as an educator without seeming invasive to students' and parents' lives? As a person, I highly enjoy working with people, so I can see myself as being a fairly active community member. I also believe in being proactive by seeking out the support of others before I need it. Hopefully this will enable me to make some sort of connection with the school's surrounding area in order to engage their involvement with functions. I suppose it depends on the community.

Although I am nervous for interactions with parents, I am sure I will learn where the concerning boundaries are as I become more practiced as a teacher.

Turning Points 2000: Chapter 8

I believe creating a healthy learning environment within each classroom is doable. Each teacher has his/her expectations of each student and everyone has a common understanding of the consequences for not meeting those standards. However, I believe the difficulty lies within the whole school culmination of these sub environments. Having inconsistencies in policy from one class to another can make the lines of appropriate behavior quite ambiguous to the young teenager and thus easy to overstep. In order to create this ultimately positive atmosphere, all teachers, faculty and staff must have a common understanding of what is to be requested of students. But that only addresses the behavioral portion of the healthy environment - there are many other factors that contribute to the overall well being of the school community. Such things as eating habits, social and cultural barriers as well as experimenting with sex, drugs and alcohol all contribute to the attitude of the school. All things are matters which need to be discussed and addressed as a middle school unit.

Turning Points 2000: Chapter 4

Once again we revisit the idea of shaping instruction to maximize meaningful learning. Although it is "great" to teach-to-the-test and produce high scores consisting of regurgitated information, what benefits students is learning with meaning. At one point, the author says that students should be producing knowledge instead of just parroting it back to the instructor. Gaining this information in a way that matters in contexts outside of the classroom leads to durable understanding that students will be able to use throughout their lives. It is the responsibility of the instructors to provide information to students in such a way that they may take away the maximum amount of content. Using such tools as backwards design and the WHERETO model give teachers a leg up in this process, although they are dependent on the educator's ability to properly enact them. If teachers commit to use these formats in their classrooms and if they are genuinely understanding of their students' educational needs, we might be on the right track to achieving this higher level of learning.

Meet Me in the Middle: Chapter 7

The name of this chapter really sums up how I feel about education in general ; fitting the lesson to the learner. For too long I feel education has been approached in a cookie cutter way where each student is expected to adhere to one form of teaching. If the student does not learn in that specific method, they're immediately considered non-compliant. I love the idea of differentiated instruction and it's all inclusive way of reaching students. This chapter was a complete throwback to Practicum. Once again, I was able to think about students in their individual needs and ways to meet those specifications within my classroom.

Meet Me in the Middle: Chapter 6

Too often "accountability" for students becomes synonymous with punishment for failing to reach high standards. In this chapter, the author made an excellent point of differentiating between the two. The best way to hold students to these expectations is to allow them to redo their work until they have reached their potential. He also mentions that giving extra credit is not the most effective way to earn more points toward a grade. The most meaningful way for a student to immerse in the material is to repeat the work they scored poorly on in order to gain better understanding. Wormeli also discusses the importance of teachers holding themselves to equally high standards and dedicate themselves to being an educator. On the whole, I enjoyed this chapter and it made me think about my role as an educator and what I want to accomplish in my classroom.

A Whole New Mind

All of the activities incorporated into each mini-presentation really enforced all the information that was being distributed. I especially liked the section about happiness and the health benefits of it. The most intimidating bit of information was the part about computer processing. Humans will never be faster than machines and they will only sharpen their precision with time. However, no computer will ever be able to replace such things as empathy, sympathy and play. Computers can out do us in many things, but humanity will never be one of those.

Awesome presentation.

Meet Me in the Middle: Chapter 3

This chapter discussed students brains and how teachers can play to the strengths of the human mind in order to create more long term learning. Primarily, the chapter focused on memory and retention of information. The book suggests providing an experience that engages all the senses as students are more apt to remember it. One tip I found interesting was making sure students are hydrated. It's a logical tip, but I would never have thought "Hey, this student isn't keeping up with the class... maybe he needs a glass of water!". Moral of the story: there are many strategies that feed into the natural processes of the brain ... and it's acceptable for students to get a drink of water during class time.

Meet Me in the Middle: Chapter 4

This chapter discussed incorporating physical activity into every lesson. Reading this reminded me of the Walton Elementary school that makes physical activity an integral part of math (http://www.wcsh6.com/life/community/schools/story.aspx?storyid=146577&catid=215). This is wonderful for including kinesthetic learners! I also like the idea of students not remaining in their seats for the full 80 minute period. There's only so much lecturing one can handle while still being an attentive learner.

Meet Me in the Middle: Chapter 13

I agree in getting students outside of the classroom and into the natural world. However, I think something as adventurous as a camping trip with a class is probably out of the question. That just seems like a misunderstanding or accusation of teacher misconduct waiting to happen. With proper chaperoning precautions, outdoor activities are an excellent method of guided exploration, but such academic trips should probably be limited to day trips.

Turning Points 2000: Chapter 3

Although I am a fan of the Backward Design, I feel that all too often educators "teach to the test" or other benchmark. I think this sort of planning model definitely pushes for student mastery not just a temporary memorization by setting goals then building a way to meet them, but it could be implemented poorly which would lead to yet another teacher hemorrhaging information for the sake of meeting a benchmark. Then again, I suppose that's not the true backward design if it's being used incorrectly. I guess what I'm getting at is I like the model but I think it'd be easy for less ambitious teachers to abuse it.

Meet Me in the Middle: Chapter 9

In this chapter, Wormeli essentially gives a breakdown of backward design while exploring the benefits of block scheduling. What I did find interesting was on page 102 where he said that low-achieving students are the ones who really benefit from block scheduling because of the support and adult exposure that longer class periods provide. I have always thought this sort of set up was good for me as a student and I now understand the advantage it provides to educators.

Meet Me in the Middle: Chapter 1

Stoking the Fires Within

“It all stems from attitude” – Wormeli, page 2

Chapter 1 of Meet Me in the Middle called attention to looking at education from the inside out, starting with teachers. Wormeli encourages educators to look at themselves and observe the attitude they are putting forth to their classes. An interesting technique he describes involves picturing your own funeral and imagining what you want people around you to say about your life. Take that image and project it onto the life you live. Wormeli also discusses the importance of communication and listening. He recounts his own experience of miscommunication with a student and uses it as a tool to advise other teachers to experience their class through the eyes of the students.


Synthesis:
From reading the class blogs, it seems as though we all support Wormeli’s push for positive attitude in the classroom, although it may not be 100% responsible for the success of a class. Good communication is key to becoming an effective educator and faculty member. Listening to and understanding your student’s perceptions and reactions to your teaching are essential to your success and, more importantly, your students’ achievement and ability to thrive in the school environment.

Turning Points 2000: Chapter 6

The thing I found most interesting about this chapter was the dry way it was written. Perhaps that’s just because I have just finished reading Wormeli’s chapters on these same concepts, but really I found this book to be quite dull. I understand the benefits of teaming and advisories and it is nice to have Turning Points be able to support these structures with hard data, but I found it difficult to keep myself engaged with the text.

Meet Me in the Middle: Chapter 12

Advisory groups are definitely beneficial in all school settings. These small groups allow all students to know each other, be a part of a team and get to know a faculty member in a less intimidating way. I remember my adviser from middle school as someone who was genuinely interested in my scholastic and personal well being and that support helped me through some of my rougher days. Over the course of the two years I spent in the 7th and 8th grades, I had the opportunity to know some of my peers who I would otherwise never have talked to. I like this model and I am eager to participate in one once I am out in the real world.

Meet Me in the Middle: Chapter 11

This chapter was about the structure of functional teaming within middle grades education. I think this model sounds beneficial to all involved and it definitely mirrors my own views on teaching. But however fantastic the idea might be, it has been my experience that the application of such a structure is difficult. There are some teachers who believe wholeheartedly in teaming while there are others who would rather middle school be built in a more high school preparatory way. This division among staff can lead to faults in the teaming experience and a disconnect for the students. In my personal opinion, I believe teachers who disagree with the set model of a school should not work at that particular institution instead of being an counteractive part in the middle school movement. Support and dedication from all educators is key to making this a success.

Meet Me in the Middle: Chapter 2

Motivating Young Adolescents

“Getting young adolescents to pay attention and learn is 80 percent of our battle in middle schools” Wormeli, Pg 7

As the quote above suggests, this chapter highlighted both the importance and challenge of actively engaging students in the classroom. Intrinsic motivation to learn is rare during these middle years of change and development, and for some learning becomes a less-than-primary focus while at school. Thus the responsibility for exterior educational stimulation falls to the classroom teachers and surrounding faculty. The strategies outlined in the chapter include expressing interest in your students, creating emotionally safe environments, using stories to relate content to the “real world”, expressing enthusiasm for your subject and meeting the learning needs of all students. After instilling interest and excitement in students, the next battle becomes one of maintaining this momentum throughout the school year. Wormeli addresses this concern and provides several example approaches such as using frequent and authentic assessment and feedback, using games and cooperative learning strategies to keep an edge of excitement, using music and communicating goals clearly.



Synthesis:

From reading the class blogs, I found an overwhelming support for the section dedicated to showing enthusiasm for one’s subject. In demonstrating our own passion for our content, we as teachers are able to show students that there is something to be excited about, while piquing their interest and pushing them to “see what we see”. Enthusiasm is contagious. When we are energized, we encourage others to become so, and perhaps even inspire them to go out and find their own passion.

This We Believe

Pages 1 - 26

This We Believe pages 1-26 discussed the fundamental basis of middle grades education. The part I found the most important was the description of education being developmentally responsive in order to reach the goals of middle level education. I agree wholeheartedly with the notion that education should center around what is developmentally appropriate and encouraging for this age group and that is one of the biggest tasks at hand for teachers in this stage of schooling. I am very glad that the authors addressed this and worked it in as a key principle in making a successful education for students ages 10-14, for I feel it can be frequently overlooked by adults who wish to treat these students as children while holding them to adult standards which further blurs the lines of expectations for them in this developmentally difficult time.

Pages 27 - 33

"Effective leaders challenge and change practices that do not serve students' best interests and confront issues not in line with the vision." This is a great summation of educators' responsibility to their students and the presence of the mission statement enacted within the classroom. I believe many schools have the ability to develop a meaningful and promising mission statement, but how many teachers actually stay true to it in every lesson they make? We should constantly be striving to achieve the level of excellence outlined in the very foundations of our schools. I also think some teachers can become too emmersed in what they want the students to be doing and in doing so, they are blinded to the ineffectiveness of their own practices. This quote serves as a reminder that students are always the number one priority and our goal is to do what is right for them, not what we assume will be "good for them".

*Note: This link is directed at making a healthier district, but the technique outlined is applicable to any kind of school reform.

Pages 33 - 42

"Staff embers are cordial to each other, teachers and administrators call students by name" This statement speaks volumes of the power of leading by example. If we as teachers and staff members can demonstrate respect and camaraderie for one another, we can model for students how to behave in a socially supportive manner. Given, there are the students who will not follow this mold and will still act out and bully. But I believe by doing this we are able to exemplify appropriate friendly interactions for those who may not be certain of their social role at this age. The other part I liked about this quote is the fact that they included administrators. Too often I feel as though principals and other school officials are disconnected with the students they represent. Having an administrator be able to address students by name is quite meaningful at any age, but can be especially powerful during this stage in schooling.

Pages 43 - 62

I really like that every suggestion in this book is backed with some form of practical research. This is a book all middle level teachers should invest in because these techniques implemented in the classroom could do wonders to change how these grades are taught nation wide. It also makes me wonder the effectiveness of the methods described; will it be effective if just one teacher enacts them or will the entire school have to dedicate to this reform? In that case, should the national learning standards altogether be edited to follow these guidelines? Just food for thought.

Meet Me in the Middle: Chapter 17

Chapter 17 discussed the very nature of adolescents. Most of the time, when something is made public about this age group, it is portrayed negatively. Very rarely is the public made aware of the incredible accomplishments made by these children. I do agree with Wormeli, that it is part of our job as teachers to give credit where credit is due. During such a difficult time in life, these students can use all the support they can get.

(I know the following quote doesn't really relate to my response, but it was too good to pass up)

"Either they weren't ready to receive what I had to offer, or I wasn't offering what they needed. But somewhere inside, they were germinating the seeds of what they could become."

Meet Me in the Middle: Chapter 2

Chapter 2 discussed the importance of motivating students in their learning and some strategies for enacting that feel in your own classroom. The section I found to be the most vital was the one on meeting students' learning needs. Knowing our students' learning styles and their individual intelligences helps us to develop more meaningful and effective lessons which aids in the success of all students. Not only does it benefit us in our class preparation, but I also believe this information enables students to become more self aware and interested in their own learning. Since becoming aware of my own learning and communication styles, I have found myself to be more of an active learner and often making adjustments to given assignments so that I can approach them in the way that is most beneficial to me. I would like my students to have these same resources available to them so that they might also have a more enriching experience.

Meet Me in the Middle: Chapter 1

Chapter 1 of Meet Me in the Middle touched upon the real emotional structure of one entering the field of education. The bit I found to be the most interesting was on page 2 where Wormeli instructs the reader to close their eyes and envision their own funeral and think of things they would like to be said about them. Wormeli suggests that we aspire to be that person that we want to be remembered as. This is wonderful advice and it is definitely a useful tool for reflecting on our own footprints that we will leave behind. Wormeli also called attention to the value of communication with others and especially stressed the importance of listening.

Turning Points 2000: Chapter 1

Chapter 1 of Turning Points 2000 primarily summarized the goals and objectives of Turning Points: Preparing American Youths for the 21st Century, a similar book which preceded 2000. In Preparing, the authors sought to educate teachers and school systems about ways to make a functional middle school based on the typical development of the young adolescent. The chapter also included data from schools that had implemented the suggested techniques and showed a significant improvement in standardized test scores across all content areas in comparison to the minimal improvement achieved by schools that did not use these methods.