Monday, January 31, 2011
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.
Sunday, January 30, 2011
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.
“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.
Thursday, January 27, 2011
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.
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.
Saturday, January 22, 2011
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."
(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.
Thursday, January 20, 2011
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.
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