Ch. 15: Parents as Parents in Twenty-First Century Learning

Through the twenty-first century learning method that Wormeli describes in this chapter enlightens us on exactly how we should involve parents in schooling these days, phone calls,
e-mails and sometimes text messages can be acceptable to keep everyone on the same page
with learning. Parents should be involved in every step of the learning
process. I think my way of twenty-first century learning would be setting up a
wiki in which parents and students could both access so they would know what
happened on each day, the homework and if any slips needed to be signed. With
this system teachers could post daily, weekly or monthly homework assignments,
tests and quizzes, project directions, maps, student samples, vocabulary lists,
reminders, research findings, book list, recommended websites and much more.
The advantages of keeping it online allows us to build on what worked and
eliminate what didn’t without having to flip through books and binders of
lesson plans, so this web-setup helps both teachers and parents. With a
website, like a wiki, students will be more apt to hand in work on time and
study harder because their parents have access to it as well and will always
know if they are done their work. Wormeli listed suggested sites on page 173 to
setup grades, quizzes and reminders. He also emphasized on e-mail parents are
more apt to answer an e-mail than to answer a voicemail because they have the
time to process what’s being said when it is time more than the spoken word or
a setup meeting. There isn’t enough time in the day to call every parent or
have random check-up meetings, but sending an e-mail just takes a couple of
minutes just as replying to one. Wormeli also listed other ways to emphasize
involvement in and out of the classroom, again some we already knew about and
are common sense but will come in handy when in the classroom as ways to reach
out. The one thing I absolutely disagree with is home visits. I feel that a
home visit is an invasion of privacy, I wouldn’t want my students parents
coming to my house and snooping around so why should it be acceptable for me to
go to their house to observe how they interact with their children? I could see
this happening in a more low-income based preschool like a ‘Head Start’ more than
in a middle school setting. I feel this would also cause more time and stress
on both the teacher and the parent because the teacher would have to drive to
each house and the parent would worry as to if the dishes are put away or the
floor is vacuumed. Surveys and newsletters are always awesome standbys and my
personal favorites. I loved when the newsletters were sent home in my middle
school and they had quotes from students or little drawings that helped put the
parent in the student’s shoes. Overall, Wormeli had great ideas as to how to
get parents involved in the twenty-first century and I am sure that I will flip
back to this chapter once I have a classroom of my own and struggle with this
concept.

Ch. 9: Involving Parents and Communities

I would like to think that it is common sense that if parents are involved in their child’s learning that the child will benefit and be more successful in life and academics as a whole. Jackson
and Davis emphasized this aspect by writing a chapter on how to get parents and
community members involved in learning so success is achieved. Through reading
this chapter I kept thinking to myself and writing in the margins “Duh,” “Of
course,” and “Doesn’t everyone know this,” but I guess in some households the
norm on schooling has gone out the window. Parents no longer think that it is
their specific job to enrich their child’s life on the knowledge of academics
and be interested in what their child is learning at school, after all that is
where their tax money is going, right? In my household, I was a three sport
athlete, I worked at part time job and I was in all the school plays, my parents
were on the sidelines cheering me on during sports, in the audience during my
performances and “nagging” me to do my homework. They were always interested in
the new things I was learning, the field trips I went on and the amount of
homework I got in a night. With their involvement, I felt that I had to prove
myself and show what I could achieve. It saddens me to think that some parents
don’t even care what their child does after school let alone what they learn in
school. Family involvement is very important because it helps boost morel and
self-esteem in a child. With the involvement from others besides teachers they
know and realize how to act and behave in the “real-world” and their self-worth.
We should always give credit where credit is deserved. The children or young
adults as they may be are the kin of their parents and I feel it is their
parent’s responsibility to bring out the best in their children. Davis and Jackson
listed non-expensive things parents can do to show involvement on page 196 and
I feel that these three things should take place in every household. They are
(1) create a home environment that encourages learning, (2) express high (but
not unrealistic) expectations for their children’s achievement and future
careers, and (3) become involved in their children’s education at school and in
the community. By following these three expectations most students are able to
get higher grades, better test scores, have more positive attitudes, receive higher
graduation rates, better attendance and fewer placements in special education
as well as high enrollment in postsecondary education (colleges). The school
also profits because they know the parents by name and get the support for what
they do and how they do it. Throughout the chapter there were many ways on how
to involve parents that I may use in my classroom and spread school wide, but
most of them I felt we learned in practicum and were common sense like mentor
programs, after-school programs, and community service. I think another great
idea would be to have the parents read the same book as the students and have a
discussion with parents versus students so the students come show their
knowledge and the parents could enlighten their children on different ways of
reading the text (this worked out well with A Clockwork Orange in my
high school English class). I feel involvement helps all around: parents,
teachers and students and should be implemented throughout the whole year.

Boys and Girls Learn Differently

Through Jasmine and Mykayla's book talk, we learned a lot about differentiating by gender. Boys are more apt to be competitive while girls are more shy and nervous if they are wrong. The author suggestion seperating gender to reach a comfort level. I don't find this a reality though, how will they be exposed to the opposite sex and their opinions if we always seperate them. Jasmine's story about the little boy in her mother's class breaks my heart because little boys need that interaction with other little boys to be themselves but as children grow up they need a mixture of both genders in order to find themselves. Some aspects of the book, I feel I will use in my classroom like (1) the recovery room, (2) the 60 second rule, (3) same gender grouping, (4) book retrivals and (5) talk about its/write about its. Each of these processes will build character and individuality which will bring out the best in ALL students. This book will come in handy in the future and I feel that I will purchase it to keep it in my teaching library. The other thing I appreciated from their talk was the topic of mandatory sports and how a 'sport' doesn't have to be the normal sports we think of/hear about on a daily basis. Sports are good to relieve stress and also to give a sense of character. Teachers should have different sports incorporated in their teaching like daily hikes, yoga, frisbee, walks, etc. to keep students fit and focused.

ch. 8:A Safe and Healthy School Environment

Have you ever understood why the students
that played three sports a year was in the high level track? In this chapter Jackson
and Davis explain why a safe and healthy school environment is important and
how we can maintain one. Health and fitness can affect an adolescent’s learning
and that is just not health and fitness from the student but from the school
itself. Did your school offer a healthy meal? Did you have free time for
exercise? Was your P. E. class year round? Did you have recess in middle
school? These questions if answered yes to the majority than you indeed came
from a healthy environment and were taught to be healthy and fit. What about
safety? Did you fear bullying? Were you scared of a lockdown or shooting? Was
there graffiti on the walls? Did your teachers belittle you? If answered no to
these questions than you were in a safe environment as well. Finding a balance
between safety and healthy is difficult to reach so Jackson and Davis help teachers
evaluate themselves by listing out standards for a healthy learning
environment, classroom management and discipline, promoting positive
interethnic and interracial relations, peer mediation and health promoting. The
two sections that hit me the hardest were the interethnic and interracial
relations and peer mediation because a lot of it has to do with the students
themselves. I love the idea of having students
mediate with each other to help solve their own problems because it tends to
allow them to take ownership and build confidence levels in themselves and
trust with those around them. Overall, this chapter will be a reference to me
when I have a classroom of myself.

Ch. 4: Designing Instruction to Improve Teaching and Learning

Through this chapter, we were exposed to the
challenges of a curriculum. How should it be set up? What do we want to
accomplish? And, how can we accomplish it for all learners? Jackson and Davis
stress that our main goal is to ensure that every student achieves success. As
middle school teachers our vision of a “successful” 15 year-old student is (a)
intellectually reflective, (b) caring, (c) healthy, (d) ethical, (e) a good
citizen and (f) en route to a lifetime of meaningful work. Educators are placed
in the school system as the heartbeat of the students—they are responsible for
the teaching and the learning process. Sometimes the teachers become the
students of the students to make the process full circle and rewarding. The
three things to make learning successful when integrated together are
curriculum, assessment methods, and students as well as the instruction. The
instruction is the meat and potatoes of the classroom and includes the tools,
strategies, lessons, and activities. This setup is much like the backwards
design we used in practicum. The curriculum is what is being accomplished all
together, the assessment is a way to have students demonstrate what was accomplished,
and the students needs, interests and concerns must mesh to make learning
successful. I disagreed with the equity and excellence section greatly because
I grew up in a tracked school. I hated how the upper levels and lower levels
had different projects from each other and choice was eliminated. I believe
that if all schools were untracked than students would have a greater chance to
become stronger and show their full potential. Tracking, I feel, is a way to
pull the weaker students down and push the higher achievers up at the same
time. Don’t we want to push everyone to success? I enjoyed reading about the
two models, WHERE and differentiated instruction and I feel both of these would
boost student achievement and overall success. When a student is engaged he/she
would be more likely to do their best and give effort to their work. Through
both of these instruction methods, choice is the key. This chapter also focused
on reading and learning how to read. I found it heartbreaking how many young
adolescents actually couldn’t read. I know in my classes, strategies will be
sought out but I loved the idea of libraries in the classroom with books on
content in all reading levels. When I was in middle school we had reading buddies
at the elementary school, where we’d go over once a week and read to a first
grader. I felt that this was beneficial to both the middle school student and
the first grader. I think this “buddy reading” should be implemented in all
districts so that reading is still the focus but not priority.

Ch. 8: Effective Assessments

We must remember that effective assessments do not have to all be the same. Why grade 15 written reports when students can show the same thing in different forms? Why not give choice? Why not take home a variety of projects that represent the same outcome? Wormeli reassures us that this approach of differentiation while assessing is perfectly normal and usually more enjoyable. Grading does not have to be hard or strenuous at all. Yes, we need a new criteria for each project, yet, the overlying point is did the students accomplish what you wanted them to learn, was your essential question met…Students should have the opportunity to show off their talents and meet expectations in their own, unique style. For example, at the beginning of the chapter, Wormeli talked about Danny who struggled with reading. Wormeli let him do his book report in a form other than writing the summary in order to achieve. While Danny sang and played his guitar, he was able to express what he learned from the book. We need to give students the option to show their true colors and not hid behind a giving assignment that they cannot do well at. The thing that stuck out in the chapter was the section on the goal. I find it interesting that the good assessments define at the beginning of the chapter and not the end of the unit. When the student and the teacher are on the same level the outcomes will improve tremendously because both parties will clearly understand what is expected. In my classroom, I hope to bring some of the examples of group and individual assessments that were mentioned on page 93 because they include MI’s, differentiation, socialization and imagination. A well-rounded student is subject to knowing who they are at least one of these levels; we are the coaches and guides that have the will and ability to bring these aspects to life. While assessing we need to know the difference between a “good” assessment and a “valid” assessment; a good assessment is a valid indicator of what students know and are able to do while valid assessments give students a fair and equal chance to show what they know and can do. As teachers, guides, and coaches, it is our job to assess while students are at their best. The main concern we should have while assessing is, “Did they meet our objectives?”—if the students understand our goal, the essential questions and the objectives, then we have done our job; it should not matter how they show what they have learned only that they do show that they have learned what we expected them to learn.

Ch. 7: Differentiated Instruction--Fitting the Lesson to the Learner

In differentiating instruction and lessons for all, we must remember to teach the content. All students are different and learn in different ways. The most important thing we need to keep in mind is what is essential to know. Wormeli said, we all have “fluff” in our lessons and must be flexible enough to change the “fluff” for the student’s interests and abilities. Some students need this extra information to push them to succeed while others imagine without the push and have the consistency to always ask why to get the information they need. I may be alone here, (and I’m ok with it), but I’ve never thought it was fair to give more work to the stronger students because of the myth that they can handle it and less work to the lower achievers. Why separate the workload in a week or month by giving the stronger readers two or three book reports and the struggling reader’s only one? I believe in differentiation, no doubt, but young adolescents are judgmental creatures and will quickly be able to pinpoint the stronger learners and the weaker ones and know where they fall. This will affect self-esteem, I feel. I was a strong reader in middle school but instead of having to do more, my teachers would have me compare the books I read in one report so essentially I was never doing more so it would not show, yet the teacher would know that I read four books versus Joe’s one, but it was something only the teacher and I would know. The opposite goes with math and myself, I would be at the lower spectrum. If my peers knew this, I feel I would be more self-conscience, therefore, we need to keep our students comfort levels in mind as well. In order to differentiate, we must remember that we have to be empathetic to our student’s interest, organized with grading, graphic organizers and be well-informed about the different areas within the content as well as be comfortable, flexible, tenacious, and resourceful within the classroom and have the ability to collaborate and include humor to the lessons. With all these things in mind, Wormeli helped me believe that differentiation is the key to a successful learning situation. My only fear is picking on the weak/strong achievers in the classroom therefore I won’t assign more, yet I would opt to assign choices and have information in different venues available, for instance, what I would expect if they were to draw the book report synopsis, or make an iMovie, Podcast or blog and how I would grade a written report versus an oral report. Having differentiation helps learners grow and succeed, but in every class we should have limitations and expectations for all to achieve. On another note, we, as teachers need to keep in mind the multiple intelligences to spark our student’s interests and boast differentiation.

Ch. 6: Accountability for High Standards

This chapter brought me back to that scene in the movie Freedom Writers where I believe his name was Jamal gave himself an F in the class. The work was his accountability, but how he learned it came from Mrs. Gruwell. So, in giving himself an F it was in terms giving her a big “F-you” as the teacher meaning he didn’t care and he didn’t learn anything. Wormeli turned this point back to a kid in his class, Jared, who stumbled on an oral presentation. He was uncomfortable speaking in front of the class, but Wormeli pushed him until all of his words fell into place. The student should and has the ability to lead their own destination, but the teacher is accountable when the material is not understood. We have to come to terms with this concept and manipulate our teaching to better fit our student’s needs. While holding our students accountable, we should step back and let them be their own guide and come to us only with questions that they or their peers cannot assess on their own. Although, we want to hold students accountable for their actions, we are important people in this journey of discovery as well, just like Mrs. Gruwell pointed out to Jamal. When students struggle, we struggle as well because we are weary as to if they grasped the material or just sit there nodding their heads pretending to listen. Wormeli suggested that if we respond to the standards at the same time the students are accountable for their work and efforts then academic excellence will be met. On pages 65-67, Wormeli left a bulleted list that I am sure I will reference back on when the sharing of accountability gets lost in the shuffle of life. These are just some tips such as standards are not limits, they are minimums and think unconventionally, always putting the student first, so that we now where we stand and where we should go with our lessons so that students will contribute a fair amount.

How to be a "Wiz" at Brain Based Teaching

"We are preparing students for a world we know nothing about," is an excellent quote that helps us see things through our students eyes. Change is always present, can we keep up with the change in the world, in classrooms, etc.? Through Jenny and Meghan's presentation on the book, I took a lot of notes because of the many activities and projects we could do to keep our students interested in this changing environment. Although change occurs and our technology will never be the same from year to year we are still expected to be role models and guides for our students during their schooling journeys. The way the book was set up helps as to accommodate to every student, personality, MI, etc. We have to remember that although our students will be learning in a time of high technology that we can always lean back on the pen and the paper to guide them. The "back burner box" was an excellent idea that will most likely find a place in my classroom, because it helps students take their mind off what is bothering them and refocus on the classroom. Although, we are not their parents, it is our job to assure that our students needs are being met, so we must push all the things we do know on our students so the things we do not know will slowly fall into place. The unknown becomes the know with imagination, will and curiosity much like the journey Dorothy took in OZ and the journey Jenny and Meghan described in the author in the book tried to accomplish in her own classroom and spread to other prospected teachers. I think through their discussion, I will buy the book and use it in my everyday practice to make my classroom a more successful and reassuring environment for my students.

Ch. 3: Brain Reseach Applied to Middle School in Meet Me in the Middle

In this chapter Wormeli focuses in on the brain, how it works, why it functions and what stimulates it. When we understand the brain then we are able to understand how it affects the development of adolescents. When I was in high school, I remember I would work hard to memorize the information I needed for the test and after the test if I felt it was not relevant, I would forget it. As an inspired teacher, I now know how important memory is in teaching. We must involve all students and accompany learning with stimulating activities that boast knowledge and growth. I like the concept of “wait time” Wormeli exposed us to on page 21. This concept of “wait time” helps extend processing. We need to allow time between announcing and asking the question, asking the question and calling on someone to answer it, calling on someone to answer it and requiring an answer, and student’s answer to the teacher’s response because the brain is hard-wired and needs simulation in order to recall certain aspects in life at this age group. Giving “wait time” allows the brain to process where it is suppose to go and how it is going to get there. I personally became attracted to the idea of the emotion learning because of puppy background. Feeling like you are part of the situation helps the buildup of the mood of the classroom. The aspect of “plants” as parents may seem like a great idea but may have some time constrains and schedule conflicts. Blooms taxonomy plays a big role in the way students learn along with several activities such as euphemism, weasel wording, and bad analogies to build engagement and keep the information solid and in reach. There can be misconceptions, but there are always a way to pull through with the ways to prevent misconceptions on page 37-38. Overall, a lot of what Wormeli touched on in this chapter will be useful and handy while teaching in my own classroom in order to reach the students as a whole.

Student-Oriented Curriculum presented by Cam, Charli and Kaitlyn

After listening to the book talk, I am well aware that 13-16 statements are in fact true, but it is our job as teachers to push students along and help them catch on with the concept of being in control. They are the one driving the vehicle. The vehicle may stop at various places to learn, but not every students vehicle will stop at the same place. Every student has different interests and different views on what is important for them to learn. Student-oriented curriculum pretty much helps students teach themselves, where the teacher guides them along the way, but let's them see the big picture where they want to focus in on it. For example, if the unit is on health, some students may pick health in sports other students may want to know about diseases where others may even be concerned with addiction and depression problems. Each of these sub-categories can be broken up and explored across the field. This way of teaching is beneficial because the long-term teaching goal is met and the students are learning in a way that suits them. The curriculum is indeed demanding because you as the teacher must have the ability to answer all questions that arise, but the reward is greater because the students are learning what they want to learn when they want to learn them. I feel that in a classroom setup like this students will participate more frequently because they are engaged and learning what they want rather then what the teacher has planned for that particular day. Overall, I think this setup is worth a try and very beneficial especially when team teaching. It may be more work but the students grow more and essentially need less because when they are engaged and focused on the topic research becomes fun and easy.

ch. 13: Outdoor Activities from Meet Me in the Middle

It is true that outdoor activities build confidence and self-esteem as well as boosting personal anatomy. I remember at least three times a year we would go to the AMC and exploring. Sometimes we would sleep in huts and other times it was just day trips where we’d snowshoe, use compasses to get out of the woods, take hikes, explore trails and investigate trees, plants, animals and rivers. We must teach conformity as well as individuality so group building exercises and individual reflections are a key to successful outdoor learning. I don’t really see it feasible to go camping all the time or feel that it would be approved, but maybe once a year for an end of the year activity it would work. The build-up of day trips would allow it to be integrated with all content areas and the camp week would be the reward. Because, I am not very mathematical or scientific all the activities I like have to do with finding self, artistic aspects and English. Surviving nature and outdoor problem solving help students get grounded so I feel with these activities students will learn the things they need to learn to be individuals and also conform to work together. Creature features and sketching just seems way to fun to not include in the camping trip. Parental support and chaperones are needed to have any field trip be a success. Not to disagree with Wormeli, but overall, I feel a “camping trip” may not be totally do-able, but instead we could have several day trips throughout the year where we focus on different activities, different content and different ethical reasons. I really like the idea of “giving back” by doing a service project on one of the trips. Outdoor Adventures help students become grounded and even if it rains they can be memorable if you prepare enough.

ch. 4: Active Learning of Meet Me in the Middle

Active learning is the best form of learning. It is determined that if the students are not interested in the subject or engaged in the content then they are NOT there yet. We, as teachers, must find ways to push are students to be there all the time and be willing to grow and learn. Wormeli described many ways to activate learning in the classroom that I will keep in mind when I have a classroom of my own. Reading the setup of the student who did not catch on to learning ratios helped me zoom in on the different aspects of teaching. Teaching is not sitting in a room listening to the teacher talk for 90 minutes. Teaching is involved, interactive and involves movement of all the multiple intelligences. We can have active learning by kinesthetic, verbal, musical, spatial or naturalistic involvement. As Wormeli said, “movement helps transfer an abstract idea into a tangible sensory impression.” Before setting up an activity, we must know clear, essential information to pass on. In my high school, we were allowed to take a ceiling tile home and write a quote, paint a picture or illustrate a word that meant a lot to us. When we finished the tile it would go back in the ceiling as be a place for eyes to wonder when in thought or trying to gain ideas or brainstorm. This active learning idea that Mr. Hamel used is like Wormeli’s maintaining a bulletin board, carousel brainstorming, adding papers to wall and diagrams with chalk. Some of Wormeli’s ideas are very useful and some I would have to tweak to fit for an English classroom. Rap songs, the “wave”, rewriting traditional songs, summary ball, Olympics, punctuation marks, demonstrating pronouns and drama are the ideas I will most likely use. Overall, movement and motivation work hand and hand and lead to engagement and growth in all classrooms.

Ch. 3: Curriculum and Assessment to Improve Teaching and Learning

Through this chapter Jackson and Davis look at the lesson plans and curriculum with the end in mind. This process is called the backwards design. Through my experience in practicum, the backwards design worked to see the whole picture, the assessments, the objectives and the lessons. With the backwards design, we must base the objectives on the standards, what are students need to know at the end of the lesson. I feel that through this design the students are more apt to learn more because of the freedoms through the design. As long as formative and summative assessment takes place during the lesson we can see progress in the students’ growth. Therefore, none of the students have to do the same task for a lesson to be learned and growth to subside. The backwards design is an excellent way to set up a classroom curriculum because ALL students can meet or exceed high standards. We need not to “dumb” down the curriculum and its lessons, but, reveal connections, reality and interests for all. Through the backwards design, we must follow the standards that the NEGP sets forth for us to reach every individual student and bring out the best in each and every one of them. The standards are (1) concerned with the essential ideas (having understandings and questions you want your students to know by the end of the lesson), (2) useful and clear, (3) rigorous, accurate and sound, (4) brief, (5) feasible and taken together, (6) assessable, (7) developmental, (8) selected and modified or supplemented by consensus, and (9) adaptable and flexible. With these standards and the end in mind anything is possible. Therefore, I believe the backwards design is the best way to set up any lesson with any content.

TWB final blog

Synthesis
Overall, this section of This We Believe dealt with the adjustments every teacher needs to make for successful learning towards all. We need to keep in mind the 16 characteristics needed for a interactive school atmosphere, goals the students should be able to reach in their adolescent years, as well as the different forms of development. Having a safe, protect climate set up is just as important as the content you teach. Interacting with colleagues, parents, students, etc. all use different voice and it is important to understand how, when and why interactions must take place. The NMSA set up this book as a mass load of knowledge in which we can either remember or discard, we do not have to take everything they say as the truth, but can run with most of the information to form an excellent curriculum for all. Knowing our students and being role models for them is one of the most important aspects to me because I was the shy student that only spoke up when teachers made an effort to know my name, ask me how my day was or just smile. Students need to know that we are there for them. Through these two links how to be a role model and becoming a better role model help teachers learn the do’s and don’ts of being a teacher. How do I show that I am approachable? Another aspect comes through the interactions of other faculty and through organizing fun activities throughout the school year as well as knowing your students as a whole. In this link about student interaction , we learn why students do what they do and how we can help them. They all have different MO’s and need a push and some guidance to bring out the best in them. This push for the best comes through the different forms of development and the teacher’s ability to engage. This link on developmental milesones, helps us understand the growing and changing adolescent. Why do they do what they do? What is important for us to teach? Why teach? This also plays into the MI’s we learned about in practicum (MI overview) in how and when we should interact, and engage our students. There is also the leadership and organization role, we as teachers, must take on

pages 42-63

In these pages the NMSA helps establish what an advocate is supposed to do as well as having backup research for all the characteristics of a “successful” school and characteristics of young and developing adolescents. We, as teachers, must take in to consideration all aspects of the blooming child whether it is physical, emotional, psychological or intellectual. Every child is different and grows or blossoms as it may be into the adult they are meant to be. This may take several years or only months for the young adolescent to find who they really are. As teachers, we are guides and advocates to bring out the best in our students. According to the NMSA, the “notable characteristics of young adolescents are in the physical, cognitive, moral, psychological and social-emotional dimensions of development,” (page 53), all of which are important and all of which should be the focus in the classroom. Through these last pages, I figured that the NMSA urges us to be good role models, excellent observers and consciences of the world around us. We must not only focus on the students but the community and the parents as well because they are in fact all influences on the students. They help the students make choices by guidance so we must be aware of where they go in life and why. I appreciated how the NMSA broke down each developmental characteristic between pages 55 and 62 to show us what we should look out for during these adolescent years and how we can be of assistance because going into the classroom blind would not be beneficial for anybody affected in the teaching atmosphere (principal, colleagues, teachers, parents, community members and students themselves). They described each developmental factor physical, cognitive-intellectual, moral, psychological, and social-emotional in a way they we can manipulate the way in which we teach in the way in which students learn. This section, I feel, will be very helpful when placed in a classroom as a reflective piece in which we can get a sense of re-focus, why are we in this profession and how can we enforce change state-of-mind, a sense that can help us be better teachers overall.

Pages 33-42

This section focuses on the culture and community characteristics brought to life on the chart on page 14 by the NMSA. The subsequent section of this particular characteristic includes the school environment, adult advocates, guidance services, family involvement and community and businesses at large. I personally feel that this characteristic is the most important in forming a well-rounded person out of the young adolescent they start out as in the middle school. We must teach them to be respectful, confident and competent citizens, role models and individuals. In doing this they must know that they can confide in us and the community, we are there for them, we have their backs. Maybe, I realized it more in my school because it was so small, but our middle school “team” worked and ran like a family which made communication and questioning easy. The students always knew their place in the school and that no question was a “dumb” question, most teachers were always pleasant and friendly, always willing to help as well as the presents of parents, who were constantly volunteering, chaperoning and willing to help out and change things when needed. Our school ran like clockwork with the help of everyone contributing, it was never a one-man act, which is the type of school I’d love to work in. I love the quote on page 41 that says, “Schools do not presume to educate children alone,” the school is not and should not work as a separate entity of the town. In my high school, unfortunately for block scheduling we could not do it in middle school, we had the opportunity to have a school to career. Our guidance counselor would set us up around town in jobs we wished to have after graduation. It would last for a full 9 weeks and we could go anywhere that was willing to help and advocate for us. I was placed in a 2nd grade classroom for 9 weeks and a Freshman English class for 9 weeks. It was a great opportunity to see the different age groups and figure out where I wanted to go in life. Some students went to the hospital others to construction sites, etc. but this “apprenticeship” helped build us as citizens and community members as well as allow the community to help in our education. These characteristics overall help form a school as well as a community and I feel they are very useful in the “real” world.

Ch. 9: Planning for Block Scheduling

Wormeli stated it very well on page 102, “I figured out that what my students learned from the curriculum is more important than what I covered in class.” I feel that learning comes from everywhere and everything around us, we should not be concerned with hitting every key point as long as every student “gets” what you want them to learn. If you spend two class periods on something and the students uncover another aspect that they want to study in which you haven’t planned out, teach it. You are there for them. There are advantages and disadvantages for block scheduling. I never went through blocks though. At my school I saw the same teachers every day at the same time for 90 minute blocks a semester (high school) and everyday all year for 45 minute periods (middle school). I felt the set-up at my school was tedious and boring. There was no change so you felt like a robot half-way through the year. Wormeli’s set-up works much better, in having alternate days for students. It becomes less boring for both the students and the teachers, I presume. His set-up in the chapter on building plans for the curriculum reminded me a lot of the backwards design from practicum in starting with the end in mind. This process helps see the bigger picture through lesson objectives, formative and summative assessment, the design as a whole, inviting activities, which I’ve always known as “hooks” and group work, setting context, making a mood and what you want the students to learn, the “experience”. When all these aspects work together, success in the classroom can and will be reached. Extensions were also explained further as ways to include other content areas which is helpful in making our integrated units and were a refresher from what we learned and used in practicum.

Turning Points 2000 Ch. 6: Organizing Relationships for Learning

Jackson and Davis articulate the places where improvement is needed in the classroom. They believe that we must (1) change the curriculum, (2) change teaching methods, and (3) change assessment strategies. Through these three main components we also need to visualize solids relationships with our students and the other teachers we interact with on a daily basis. I appreciate when they say education “happens” through relationships because if we’re not happy with who we’re around we are less apt to pay attention and stay focused. At least, when I am uncomfortable in a situation, I shut down, I don’t participate and I’m blank. Students are capable of this shut down to or sometimes, they go to the other extreme and become the class clown. Motivation derives from support. Therefore, if our students are supported then they will be motivated to succeed. Numbers come into focus during these changes. How many students on a team? How many teachers? Is it better big or small? I agree with the smaller the better in the classroom atmosphere, but I also think a “good and successful” school will have a wide-range of dynamic teachers, maybe ten maximum so that each team has two teachers of each subject so variety occurs and not everyone does the math the same way or read the same books, yet, they can bounce ideas, curriculum and strategy off each other. In practicum, the teams worked out well and think overall they are beneficial depending on the persona of each team teacher and how they hold themselves and work with each other. I could live with it.

Meet Me in the Middle Ch. 12: Advisories--A Proposal for Change

Wormeli sets advisories up in 3 forms (full day, monthly and individual) throughout this chapter, in my school our advisory teacher was the teacher we had first block. Our advisory teachers basically took attendance and gave out report cards at the end of each semester. We had no real contact with them, whereas the advisories described in this chapter seem extremely beneficial. Wormeli first introduced the chapter with a story, I kept wondering what the point of telling me about a field trip was until I reached the end. This field trip was an advisory trip that should have never happened due to weather, but in the end the students all learned how to work together as a team. They grew together. Through the teacher’s flexibility, she learned that there are teachable moments everywhere, for instance, page 144 hit home when the kid said, “Is this what you meant by irony?” A classroom is not the only place to learn or teach. I see the full day advisories as the most beneficial set-up because the advisor has the time to get to know all of his/her advisees and have active, engaging conversations that build confidence and independence. Having an advisor, a home-base, gives all students a place to feel safe and a person to confide in. I wish my school would have had something like this in middle school because it helps build life-long relationships as well as gain ownership for actions. I also agree full-heartedly with having the guidance counselor involved in advisory because then it gives the students another loyal person to trust and confide in.

Meet Me in the Middle Ch. 11: Teaming

For me, teaming is an odd concept, I didn’t have a team in middle school as is explained in this chapter my team was a 7-8 grade set-up where all the 7th grade teachers and all 8th grade teachers were the same. We had 5 teachers (math, science, social studies, English and French), each of which had a home room, yet, they all just taught their own subject. I appreciate the way that Wormeli set up teams in the book. Teams are meant to foster relationships and teach students to be more responsible and respectable. In the “teams” my middle school was set up in, we had no one teacher to rely on—all of our teachers were all so called advisors. They all knew us which worked as both a good and bad at the same time. Although they saw us for who we were, they all had the same stamp upon our heads because they all saw us for an equal amount of time whereas in the book, Wormeli said the team leader was meant to advocate and facilitate the classroom. As teams meet regularly they must brainstorm on how to spread curriculum and assignments to each class and figure out when they can integrate. I absolutely wish my middle school teachers would have integrated curriculum more. I believe with this there would have been more of a drive to succeed then there was from the get-go.

pages 27-33 of This We Believe

The second group of characteristics to create “successful schools” for young adolescents is leadership and organization. In this grouping the NMSA things teachers need to possess a shared vision, committed leader (ship), courageous and collaborative leader (ship), professional development and organizational structures. When teachers bounce ideas off each other it forms this community bond where each person is a leader in their own way and they essentially are the building blocks to a “successful” school. I found it interesting that “mission statements” were brought up in this section because I always thought they were more administrative than on a teacher level, yet, the NMSA made a good point by saying, “the mission statement takes into account the district philosophy and goals as well as relevant official guidelines,” (27). Although I don’t agree with mission statement solely falling on the teachers back, I find it excellent placement for the “mission statement” being placed in the subset of leadership and organization because the “mission statement” sets up a school, it is the rules, and regulations everyone must follow to ensure success. These mission statements include the learning each student needs to achieve, the very best knowledge that we have about the human growth and development of youngsters ages 10-15 and the accepted principles of learning. Our vision must be uplifting and idealistic across the board. Across the spectrum as a whole (core knowledge and growth) we must introduce the outside components inside the school. We need parent involvement as well as community interaction. After all, our job is to create well-to-do citizens so why isolate them from the community? Collaboration and organization is the key component to leadership. The NMSA made it clear about how we should teach and learn effectively to boost the morale of the middle school team as a whole.

Pages 1-26 of This We Believe

Throughout these first 26 pages, I conclude that the NMSA has a solid opinion on what a middle school should consist of and how the teachers should relate to their students. In middle school, students are constantly changing and growing and maturing at different paces. Middle school is the link in the pre K-16 curriculum and is the most crucial time in a young adolescent’s life. Middle school essentially sets the stage for success in high school and further, throughout career goals and planning for college. The middle school movement started in the 1960’s and continuously changes. In the 1980’s, we are taught that the “middle grades” is where the teachers and specific practices are the main focuses. Further, into chapter 2, we see the continuum of the curriculum, “middle school students deserve an education that will enhance their healthy growth as lifelong learners, ethical and democratic citizens and increasingly competent, self-sufficient individuals who are optimistic about the future and prepared to succeed in our ever-changing world.” Isn’t this a lot to ask of ourselves and our students? Where do we start? How does this whole process work? On page 14, the NMSA introduces us to a chart of 16 characteristics of the “successful school” for young adolescents, which at first glance seems overwhelming, but when supplemented together help create an excellent place for learning, engaging, growth and success. This portion of the reading focused mainly on curriculum, instruction and assessment. Teachers need to value each of these aspects across the board, just as students would so the engagement factor is always there. In this first category, we must remember that we have to be sensitive to each individual and their learning styles. We are essentially role models for are students. If they cannot connect with us, then who can they turn to? When focused on curriculum, it is important that we make connections to real-world and their individual interests to reach a particular goal and objective. It is key to focus on issues that matter to keep the attention of our students. This chapter overall felt like aspects we already should know through practicum but drove all the important aspects home as to how and why we do what we do.

Synthesis and Abstract on Ch. 2 Turning Points 2000

Abstract
Throughout this chapter, Anthony Jackson and Gayle Davis focus the Educational setup on the 7 recommendations every teacher should follow. These recommendations are
1) Teach a curriculum grounded in rigorous, public academic standards for what students should know and be able to do, relevant to the concerns of adolescents and based on how students learn best.
2) Use instructional methods designed to prepare all students to achieve higher standards and become lifelong learners.
3) Staff middle grade schools with teachers who are experts at teaching young adolescents and engage teachers in ongoing, targeted professional development opportunities.
4) Organize relationships for learning to create a climate of intellectual development and a caring community of shared educational purposes.
5) Govern democratically, through direct or representative participation by all school staff members, the adults who know the students best.
6) Provide a safe and healthy school environment as part of the improving academic performance and developing caring and ethical citizens.
7) Involve parents and communities in supporting student learning and healthy development.
This is illustrated as web on page 25, where we can see how each piece works together to ensure success for “every” student in the end. In a middle level curriculum collaboration is sought out to be the key to success, it gives the opportunity to bounce ideas off one another (students and teachers alike) and forms that bound that, “we all similar and you are not superior to me.” Collaboration puts us on the same level. There should be a press for parental involvement for is pushes students both inside and outside of class. They will always have someone to collaborate with and help them. Out of the 7 recommendations, I feel #7 is the one many school districts need to still work at. Project Appleseed is an interactive website that helps community members, parents, teachers, and administrators work together to improve and support student learning as a whole.

Through the portrayal of the “envisioned” 15-year-old (page 22), we wonder how he got to be this way. This link, multiple intelligence in the classroom helps us identify who are students are before we start teaching so that we can ensure that they are being taught at their level of need. The “envisioned” 15-year old has five main characteristic which are:
1) Be an intellectually reflective person
2) A person en route to a lifetime of meaningful work
3) A good citizen
4) A caring and ethical individual
5) A healthy person
These five characteristics should be formed through their middle school years, so, it is our job to teach our students in this manner and build confidence and community based learning. After all, we must strive to be “proactive and not reactive” (24) meaning that every teacher should look for the best in all or every one of their students which ensures success for every individual across the board.

Synthesis

Through reading everyone’s blog we all had the same concerns, questions and interests they were (1) how can we involve community and parents in education, (2) the importance of the 7 recommendations and (3) the characteristics a young adolescent should carry. I found that through this chapter we agreed across the board that “schools and families must collaborate to establish continuity,” (24). This continuity is important for a child to succeed. They need to be hearing the same things from in a classroom as what they are told in their house. They need support. With this community based learning teachers also need shift the “core” material to be interesting to each individual. We need motion to change because structure will never be visualized or in motion unless change and structure support each other. Through that statement I conclude that learning needs to be fluid and come natural. The support from outside forces needs to be visualized hands on in order for it to work in middle school classrooms. Maybe by posting work around town, in the newspaper, etc. students will realize their stance and importance in the community. Some ideas for community and parent involvement comes from activities in the classroom that include parents, teachers, community members and students alike. Through this involvement we can build on the person as a whole be bouncing off points from each recommendation because each child is an individual who learns in different processes and needs support in various areas. If we include community and the recommendations as a web, we will have success in every student.

Now, I want each group to take a look at these management techniques and discuss how community involvement and the 7 recommendations will help develop the struggling student into the “envisioned” 15-year old student (22). We will then discuss the importance of a pendulum balance between core knowledge (classroom perspective) and community based learning. Will you involve the community? Did your school involve the community? How? When? Did it help you?

Ch. 2 Motivating Young Adolescents

Ch. 2: Meet Me in the Middle
Motivating Young Adolescents

Wormeli explains that getting young adolescents to pay attention in class and learn is 80% of our battle in middle school, whereas the other 20% is just pedagogy (the content material). Sometimes the best way(s) to know if a student is getting anything from the material is to place yourself in the students’ shoes by doing the task yourself. What would you change? How would you change it? Did you feel motivated as the student? Motivation comes in numerous variations across the board. I am motivated first if the material is of interest to me and secondly if I feel comfortable in the classroom. This comfort-level is not just by how the seats feel, the lighting/ heat in the room, yet by respect level and notion of freedom of speech. Will my answers by discarded or ridiculed? Is there favoritism? We need to make classrooms a neutral ground where everyone can learn together, yet at their own pace and level. We can reach a certain level a motivation by using several of the techniques explained in this chapter. I feel the main source of motivation is having enthusiasm for the subject at hand. One can do this by building suspense, telling stories, offering vivid lessons, using games, giving feedback and catering to the multiple intelligences by using a boom box and letting students use their bodies. Many of Wormeli’s ideas were those of which we explored and testing in practicum to make a classroom that meets the needs of ALL of our students.

Ch.1 Creating a Culture of Learning

Creating a culture of learning is the key to being a successful teacher. Through this chapter Wormeli gave insight about the importance of knowing ourselves. We must look at who we are and who we want to be remembered as before we become a teacher. What inspires us? Why are we inspired? What is our motivation? How can we motivate others? This aspect of who/ what do we want to be remembered as reminded me of the poem, “The Dash” we read in high school during our Holocaust unit. This poem was written by Linda Ellis and illustrated the fact that people don’t always remember you as the person (caring, kind, etc.) but what you did in your life, what exactly filled that dash, not the years but the accomplishments. The dash referred to that little mark between your birth and your death. This understanding self notion also reflects that plaque in our living room at home that reads “In hundred years, it will not matter the car you drove or the money in your bank account, etc. but how you effective the life of a child.” These are teaching notions we should take to heart instead of the bumper stickers that read, “The best thing about teaching is June, July and August.” Bumper stickers like that make those around us believe the myth that those who can’t do it, teach! We as teachers need to listen to our students, the staff, their parents and the community on ways of improvement. We underlying need to show we care and we want to make a difference in order for our beliefs to feel real and be recognized and believed us the truth.

Pages 102-105 of Turning Points 2000

Pages 102-105: Turning Points 2000

Through these pages, we are introduced to the licensing procedures of the teaching community. Although middle school is its own continuum, we have overlap because the elementary education majors are certified K-8 and the secondary majors are certified 7-12. Where does middle school fit in? Is it less important? In the “middle school” certification field, teachers take a test and then are certified 6-9 which is considered the young adolescent years where change and fears set in. This licensing for middle school certification is not required, yet one is more apt to get the job if they can show they placed in effort further than others in the field. Having this gap makes most feel like middle level certification is unimportant whereas it is the most crucial years of a student’s life. They learn and discover more about themselves as well as become independent and vulnerable due to relationships and puberty. As teachers in this level we must show a guiding hand and be there for encouragement along the way.

Ch. 2 of Turning Points 2000: A Design for Improving Middle Grades Education

Ch. 2 Turning Points 2000
A Design for Improving Middle Grades Education

The design begins with an average 15 year old and contributions he or she should be able to bring to society. They chose a 15 year old primarily because that age is the transforming age from young adolescent to adolescent. Everything an adolescent obtains would have been learned by this point in time. The average 15 year old should be an intellectually reflective person who is on the right track for a lifetime of meaningful work. This 15 year old is a good, caring and ethical citizen who is mostly of good health. To ensure all adolescents grow up in this standard model of the 15 year old, we must first obtain a goal of success for every student. These goals are backed up by a list of 8 principles or recommendations (pg 23-24). The two that stood out was to (1) be proactive instead of reactive, meaning every teacher should look for the silver-lining, the good in the students and (2) collaborate, meaning that everyone (students, teachers, parents, administrators, and the community at large) should be on the same page. This collaboration helps bounce ideas back and forth and make students feel important and attainable. With collaboration there forms a mutual respect for one another. Turning Points is also used to help us teach a core of curriculum knowledge that ties in to adolescent concerns. When the materials interest the students’, they are more apt to be engaged and focused on the learning as a whole. Therefore, the main goal with teaching by the Turning Point Standards is to ensure that every student fulfills Turning Point vision of becoming an intellectually, reflective person, a person en route to a lifetime of meaningful work , a good citizen, and a caring/ethical individual as well as being a healthy person. Turning Points should work as an intangible method in young adolescent life; it is stagnate whereas everything and everyone around us is changing. It helps pressure this ability that we need something steady in our lives for success and obtaining our goals as individuals. This should start at home, but for those less-privileged the school and the teachers must provide a base and that is where Turning Point takes a role in young adolescent’s lives and well-beings.

Ch. 1 of Turning Points 2000: A Decade Later

Ch. 1: Turning Points 2000
Turning Points—A Decade Later

Turning Points worked as reform of education. It was a changing process that ensured success in young adults. Is it ferocious to say that through this one report, this one plan of action, we will find success across the board? After reading this chapter, one would realize that every step in the Turning Points step-up is backed up by numerous facts and accusations that prove this method of teaching is the most crucial and beneficial in the young adolescent mind. Turning Points was first published in 1989 where change was emerging and the foreshadowing of what an adolescent education looked like deemed clear and possibility driven. Whereas previous in 1986 the CCAD was primarily established as a “place to challenge adolescents” per say. This challenge presented new materials in which students were unable to grasp right away. And in 1987 the council established a Task Force on Education of young adolescents. This Task Force examines 10-15 year olds and identifies promising approaches in improving their education and promoting their healthy development. At this particular time period it is heart-wrenching that middle schools are falling short of meeting educational and social needs of millions of its students. The Turning Points report was established for these particular students with 8 essential principles in mind (all of which are important and located on page 2). Through this model, students, parents and teachers are able to see the whole picture, a starting point and an ending point where all goals are attainable. Through the configuration improvements and pull, we find an urge to change structurally and organizationally. Teachers provide math manipulatives and extended writing assignments to make work more adhesive. Through the change middle schools became warmer, happier places. Overall, adolescents are tough, trying years where self-esteem drops and self-discovery begins. As teachers, we must open our students up to think creatively, identify and solve meaningful problems, communicate and work well with each other and develop a base of factual knowledge with the key focus of equity. We are all the same. We cannot judge. Our expectations must be the same across the board. “Teachers cannot come to expect more of their students until they come to expect more of their capacity to teach,” reminds me so much of the movie Freedom Writers where the students have to grade themselves and Mrs. Gruwell takes the “F” one of the students placed on his own paper as an “F you” to her because it is universal that teachers are and should be accountable for the performance of the students’. After all, they are the ones providing the material. Turning Points, in my eyes seems to work and make each person seem as a pendulum working off each other and collaborating to achieve a goal instead of simply having a teacher dictate what should and should not happen.