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.

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.

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.

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.

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.

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.