Chapter 15: Parents as Partners in Twenty-First-Century Learning

Abstract

This chapter focuses on staying in contact with parents. Wormeli provides both a technological side and also more physical approaches. For technology, Wormeli explains how online teacher sites work and all the different ways they can be used (schedules, reminders, homework, quizzes, contact information, student samples, etc. There are a variety of them out there, and they all serve the same basic function: keeping parents up-to-date with what their child is doing in the classroom. Of course, not all parents are going to have internet in their homes. If that is the case, Wormeli suggests the following: sending postcards with a positive note about their child, inviting parents in the classroom, visit parents at home, send out quarterly newsletters, send out teacher report cards and surveys, and having both parents and students fill out index card inquiries.

Reflection

I really like the ideas in this chapter. I look forward to experimenting with a number of different sites that are out there. I want to make sure the parents of my students know what is going on at all times. I like the idea of parents and teachers working as a team instead of competing against one another. I also like the ideas that Wormeli gives for parents who may not have technology at home. My two favorite ones are postcards and quarterly newsletters. When you take the time to send a positive note to a parent, it shows them that you see their child as an individual, and not as part of a group. Newsletters are also important in keeping parents up-to-date. They are also tangible and can be hung up on refrigerators or cork boards.

Chapter 9: Involving Parents and Communities

Abstract

Parent involvement is a good way to improve student learning. When a student's family can meet certain criteria (comfortable home environment, high expectations, involvement in school), students are more likely to have higher grades, attend school regularly, have positive attitudes, and more likely to graduate high school and go on to college. Unfortunately, most parents think that taking a step back and letting their children do their own thing promotes maturity and responsibility. Others may feel intimidated by teachers because of their own bad experiences with school. Some may not be proficient in English. Some families just don't have the time. It is important to keep the school as open as possible to the parents. It can sometimes be helpful to create School-Family-Community Partnerships. These teams work together to make decisions, while regarding all opinions. The authors also discuss the key aspects of effective parent-school relations: establishing continuity between home and school, monitoring students' work, out-of-school learning, and on-site involvement. Finally, the authors provide ways to link adolescent learning to community resources. There can be service learning or career education programs. There are also certain after-school programs that students can join.

Reflection

I really enjoyed this chapter. I like how the authors provide a number of different ways to involve both the parents and the community. I fully support the idea of parents getting more involved with their students' school lives. They may see them in a whole new light. They may realize that their child has a talent for writing or mathematics or chemistry. If parents just let their child run free in order to "promote maturity," they may miss out on a lot of important happenings in their child's life. In my own classroom, I plan on reaching parents in any way that I can. I want to make sure that the parents of my students get to know me on a good note before I start calling them about how Sally hasn't passed in any of her homework.

Boys and Girls Learn Differently

I just want to start off by saying that you guys rocked my friggin' socks off today! Your presentation was extremely interactive and fun. I like how you constantly kept us guessing about what to expect next. I really liked how you had us rate ourselves on the brain spectrum and then had us follow it with the online quiz. I really would have considered myself to have a more masculine brain, but I guess not! The agenda was also very helpful because I like to know what's happening and when. I enjoyed the group dynamic because it got us interacting with people we don't normally sit with. The rotation station method was also very cool. Each table focused on a different aspect in different ways, so I definitely got a lot out of it.

I am really impressed with how much work you guys put into the presentation. The presentation of the material at the table groups was very fun and helpful. The brain cut-outs with our names made me feel connected to the presentation right away. I also really enjoyed the "Rite of Passage" note card with stickers. I liked walking out of there with something tangible to represent the work I had done. I also enjoyed how excited you all were and how you participated in some of the activities.

Great job everyone, I really feel like I learned a lot!

Chapter 8: A Safe and Healthy School Environment

Abstract

This chapter discusses the importance of keeping a safe and healthy school environment. In order to have a safe and healthy school environment, it's important to start with a healthy learning environment. This means keeping the classroom managed and the students disciplined. Students should know how they are expected to behave and know what will happen if they don't. Next, the authors give a six-step process for peer mediation and conflict resolution. They also highlight the importance of peer support groups. The next step in a healthy school is promoting healthy behaviors. This means knowing what risky behaviors are happening and knowing how to prevent them and having an effective health and physical education program. It is also important to have a health services program. This program helps the school develop a plan for its students.

Reflection

Though this chapter is mostly a review, I do like how the authors break it down. There are several aspects of providing a safe and healthy school environment. If all student needs aren't being met, then they will have a harder time focusing and learning. If they don't feel safe in the classroom, they won't be engaged. If they don't learn how to take care of their own bodies, they will have a harder time focusing. Keeping a school safe isn't just one person's job. It is a team effort and sometimes involves professionals in certain fields who can enlighten teachers and students alike about topics they know little about.

Chapter 4: Designing Instruction to Improve Teaching and Learning

Abstract

This chapter is about designing instruction. It provides three models for organizing instruction: authentic instruction (giving students worthwhile goals), WHERE (backward design model that explains where students are headed, hooks students, explores the subject and equip the students, encourages students to rethink their ideas, and evaluate results), and differentiated instruction (instruction based on the levels that students are at, their interests, and their learning profiles). Next, the authors provide their own recommendations for organizing instruction. They believe that educators should provide connections for students, give students some control, organize content around concepts, challenge students, stress experiential learning, provide collaboration opportunities, collaborate with colleagues and specialists, and many more tips. Finally, the authors discuss the use of technology in instruction and teaching reading.

Reflection

A lot of this chapter is a review from Practicum. However, I did enjoy the section about teaching reading. I like the section of tips for how to teach reading. One-to-one tutoring is extremely important when it comes to learning how to read. I currently do this in a second grade class, working with students one-on-one as they read "just right" books for their levels. I encourage them to think about what they've read and also help them pronounce words that they have trouble with. I think it's great when schools have a program that allows for one-on-one instruction.

Chapter 8: Effective Assessment

Abstract

According to this chapter, a lot goes into designing good assessments. First, the goals need to be clearly defined from the beginning. Let students know ahead of time what you expect for a test or performance task. Second, the assessment needs to be rigorous and motivating. Students need to feel connected to what they are doing and they need to know they are doing it for a real audience (other than the teacher). They need to be given choice and ownership in what they are doing. All of these things motivate students. Third, the assessment needs to focus on essential knowledge. What is it that we truly want our students to take away from this unit? Lessons need to be designed in a way that will help students reach the goals we have set for them. Fourth, the assessment should involve multiple disciplines. Include art, music, history, and science. Find a way to integrate current world issues. Fifth, good assessment is a valid indicator of what students know. Is the assessment congruent with the instruction that preceded it? Because it should be. Sixth, the assessment should produce reliable information about student learning. Seventh, good assessment includes a variety of formats. Don't limit students to writing the traditional essay. Get them excited about the other kinds of genres out there. There are multiple ways to share the same information and some ways are more effective than others. Finally, the assessment should be easy to grade.

Reflection

I really like the way Wormeli sets up this chapter. I like how he describes the characteristics and provides ways of going about it. I particularly liked the section on using various formats. It gets really boring having to write in the same way every time. It's important to teach students that there are other ways to share the same information. When students are allowed to choose from a list of formats, it creates a sense of ownership. They can do it in a way that makes sense to them. For example, I really liked the story that he opened the chapter with. The student succeeded once he was put into his own element. By allowing students to show what they know in ways that they understand, the success rate is going to soar.

Chapter 7: Differentiated Instruction - Fitting the Lesson to the Learner

Abstract
In this chapter, Wormeli discusses the essential features of differentiated instruction: early and frequent evaluations of students' understanding, adjusting the complexity or range of assignments, orchestrating the learning experience, varying instructional approaches over time, and differentiating content and skills, process and products. He also provides a list of characteristics of successful teachers of differentiated instruction. These characteristics include willing to take risks, empathetic, organized, flexible, tenacious, resourceful, able to collaborate, and having a good sense of humor. Next, he shows us how to design a differentiated lesson. At the end, he throws in a section about "gifted students" and how instruction should be differentiated for them.

Reflection
I really like his section on characteristics of teachers who have success with differentiation in the classroom. It's nice to be reminded of these things. I like that he also gives advice on how to better yourself in these areas. It's interesting to reflect on the skills I already have, and the skills that I need to develop further. I definitely feel like I have a pretty good sense of humor. I enjoy laughing at myself and awkward situations. Laughing just makes life easier. I also agree that it is important to collaborate with other teachers, so I don't think I will have a problem with that. When it comes to being resourceful, I feel like this is something that I will develop over time. It's all about being exposed to different situations and knowing what to do when they occur. It's hard to prepare for something when you don't know that it's going to happen.

Chapter 6: Accountability for High Standards

Abstract
This chapter is made up of three basic concepts: holding students accountable, holding ourselves accountable, and responding to standards. In the section about holding students accountable, Wormeli discusses th importance of encouraging students to be more responsible in school. For example, he believes that extra credit assignments should never be given. Instead, we should encourage students to revise what they have already done. This will get students thinking about how they can improve this time, and hopefully the next time as well. In the second section, Wormeli discusses our responsibilities as teachers. It is important to teach in a way that meets the needs of everyone. He also suggests giving students a chance to evaluate the teacher. Finally, he tells us what to do if we have a hard time rationalizing our lessons. In the third and final section, Wormeli wraps it all up with a discussion about standards. He provides a list of steps that can help us stay on track when trying to meet state standards.

Reflection

I really liked Wormeli's argument about extra credit work. By allowing students to do extra credit assignments, it only teaches them that they can do something completely unrelated in order to make up for what they should be learning. It is important to give students the chance to revise because most things, if any at all, aren't perfect the first time around. Extra credit work negatively encourages students to toss the original assignment to the side and create something completely different. But when students revise an essay, they are using skills that can be applied to a number of different assignments, not just the one they are working on currently.

Chapter 3: Brain Research Applied to Middle School

Abstract
This chapter provides varied information about how to keep students (and their brains) focused. Wormeli talks about the effects of memory (chunking and practice result in long term memory), emotions (scaring students away from plagiarism), and hydration (making sure they have access to water). He also discusses the importance of reviewing material after a lesson (we're more likely to forget the stuff that happens in the middle), using metaphors and analogies (gets students to think more abstractly), and using Bloom's Taxonomy (something Practicum has made us quite familiar with). In order to teach students how to reason, Wormeli recommends introducing them to logical fallacies, or common misconceptions. He gives several fallacies and explains them with helpful examples. Finally, he talks about student misconceptions and what we, as teachers, can do to avoid them.

Reflection

I really like his idea of letting students analyze logical fallacies. These are interesting to read about because we may be guilty of them without even realizing it. It teaches students to criticize everything they read. It may be especially helpful if students are asked to do research online. Furthermore, it was interesting reading this chapter because I read "Becoming a Wiz at Brain-Based Teaching" for our Book Talks. The ideas presented in each were slightly varied. When I first started the chapter, I was afraid that it was going to be the same information as the book. Thankfully, that wasn't the case. Wormeli focused a lot on keeping students focused and getting them to think analytically, while the author of the book I read focused a lot on the science behind it all.

A Whole New Mind

This presentation was a great introduction to encouraging students to start using their right brains on a more regular basis. As a whole, I enjoyed the presentation. The activities were a lot of fun and it was a great way to encourage interaction with peers. The six characteristics are things that I have heard of before, but have never really taken a close look at them. I really like the Story characteristic because as an English teacher, I could naturally weave it into my units. It shows how much variety can come out of the same line from a novel. Play is also an important characteristic because it promotes movement and it shows that work can still be fun. This presentation has certainly got me thinking in a slightly different way. For the most part, I consider myself to be both left- and right-brained but I tend to lean a little toward the left side. The activities in class have shown me the importance of being creative and also how to implement it in my classroom. Great job!

Student-Oriented Curriculum

This book talk was a great introduction to giving students more choice. I really liked how the group had us answer the questions at the beginning. It got us in the right mindset for student-orientated curriculum. It forced us to think back to our own experiences and whether or not we enjoyed them. The biggest thing that I took out of the presentation is the importance of letting students choose. However, it is also important to provide parameters. In other words, gives students a list of things to choose from, therefore creating a compromise. Students are still allowed to make their own choices but the teacher still holds a good amount of control. Finally, I really liked how they wrapped up the presentation. It was a great idea to put the quotes around the room and have us pick the one that stood out to us the most and write a little blurb about it. It made me think about my own experiences and beliefs and it was also great being able to hear what everyone else thought. Great job ladies!

Chapter 13: Outdoor Adventures

Abstract

This chapter is basically a how-to guide for taking students on overnight camping trips. Wormeli discusses the importance of getting students outside: there is always something new to learn. He believes that there are two things that make being outside worthwhile. First, students grow physically, emotionally, and intellectually. Students who spend more time learning outside feel like they have more control over their lives. Second, personal autonomy increases. Students will be more likely to tend to daily chores without being asked. Also, it creates a sense of gender equality when both boys and girls are participating in the same activities, it becomes easier to ignore the illusion of gender roles in our society. Next, Wormeli provides the reader with a number of different activities that could be done during an overnight camping trip. These activities include learning how to use math in nature, how to use a compass, how to survive in nature, how to write about nature, and many more. Finally, Wormeli gives the reader some ideas in how to convince the parents and also provides a list of things to keep in mind while planning the trip itself.

Reflection

Personally, I think it is a great idea to get kids outside and learning in a very different way than what they are used to in the classroom. Students are still learning and it is possible to integrate core knowledge like measuring, writing, and the like. Students may feel that it is less like school and more fun. Being an English major, I really enjoyed the ideas for writing outdoors. There is a great list of writing prompts about nature. This provides students with a more real-world inspiration and it is also giving them practice with the writing process (prewriting, drafting, and sharing). Also, I think it is very important that Wormeli gave advice for convincing parents. Sometimes it is hard to make such a fun trip also sound educational and meaningful.

Chapter 4: Active Learning

Abstract

Movement is necessary to keep kids focused. If they sit in one place for too long, for more than 10 or 15 minutes, they may get uncomfortable and start moving around. The author gives a great example of how he involved movement in one of his classrooms. It motivated a struggling student to approach a problem in a different way, therefore helping the student to understand it better. It is a great technique for turning abstract concepts into physical experiences. He provides both subject-specific examples and general examples for all classrooms.

Reflection

I think it is very important to keep students moving throughout the day. Personally, I have a hard time sitting for too long so I can't imagine how hormonal adolescents could handle it. I really liked the technique Wormeli used with his struggling student. I have done similar things in my own math classes and I had a ball. It is a great way of getting students involved and excited about the lesson. Of the suggestions at the end of the chapter, I particularly liked the one using the Summary Ball. It's a fun way of reviewing material from class. I also like the idea about having punctuation marks being represented by body movements.

Chapter 3: Curriculum and Assessment to Improve Teaching and Learning

Abstract

Teaching is made up of three basic parts: curriculum, assessment, and instruction. Backward design is what weaves those pieces together. Within backward design, there are two more elements discussed in this chapter: using standards as the basis for curriculum and developing assessments that embody the standards. By using standards as the basis for curriculum, teachers are meeting the needs of students as determined by the state. The author also discusses the importance of creating assessments based on the standards. Along with that, it is important to vary assessments and allow students to make choices when appropriate. The chapter has a lot of great examples of assessment: informal checks for understanding (class discussions and observations); traditional quizzes and tests (weekly quizzes); interviews, questionnaires, and conferences (talking with students); and performance tasks and projects (authentic and a great alternative to tests and quizzes).

Reflection

This chapter was basically a review of what I learned in Practicum. We are taught to create the lessons with the end goal in mind or else the lessons may come out completely unrelated. I think it is important to follow the standards but I also like the point in the chapter about comparing and selecting standards. It would be impossible to teach everything the students need to know in one year. Some standards have to be dropped and it is up to the teacher to determine which ones. Also, I really like the idea of students keeping portfolios of some of the best work they’ve done throughout the year. The students choose the work that they want to put in it and include a cover letter reflecting on their improvement over time.

Chapter 9: Planning for Block Scheduling Synthesis

Abstract

This chapter discusses the benefits of block scheduling. The transition from 50 to 80 minutes is an important one because it gives the teacher enough time to teach, provide practice opportunities, assess progress, and answer any questions. The book discussed one way to set up a block schedule. The classes would alternate from Monday-Thursday and then Friday would be a normal day with 50 minute sections so each class could meet. To show us some of the benefits, Wormeli puts us in the hands of Joe Goodteacher as he creates a lesson on sales tax and interest for his math class. We have the opportunity to see his thinking process in each step of creating the lesson. It poses questions that are worth considering when planning 80-minute lessons and it also shows us the lesson itself. Once Joe has had his say, Wormeli takes the stage and provides us with some more helpful tips when it comes to planning extended lessons. He gives us a step-by-step process for creating longer lessons. He also tells us how to deal with absent students, like assigning homework buddies or reviewing material at the beginning of each class.

Reflection

As a class, we appear to have differing opinions about block scheduling. Most people feel strongly one way or the other. I think a lot of this is based on our own experiences with block scheduling. If someone didn't like a particular subject, he or she may have struggled with 80 minutes straight of that class. On the other hand, if someone needed the extra time to fully understand a concept, the 80 minutes was extremely helpful. For those of us who dislike block scheduling, it seems to be a matter of homework load, confusion, and boredom. For those of us who are fans, it is all about the understanding and more time for planning. We especially seemed to like the idea of having Monday-Thursday as block days and then using Friday as a full day with all classes.

Chapter 9: Planning for Block Scheduling

Abstract

This chapter does a great job of describing the transition to 80-minute blocks from 50-minute periods. 80-minute classes meet every other day. Some schools have Friday as a traditional day with 50-minute periods so that each class gets a chance to meet. In this chapter, Wormeli puts us in the hands of Joe Goodteacher as he creates a lesson on sales tax and interest for his math class. We have the opportunity to see his thinking process in each step of creating the lesson. It poses questions that are worth considering when planning 80-minute lessons and it also shows us the lesson itself. Once Joe has had his say, Wormeli takes the stage and provides us with some more helpful tips when it comes to planning extended lessons.

Reflection

It is interesting how this chapter prepares us for the change from 50 to 80 minute blocks. But in reality, that is all I'm really used to, as both a teacher and a student. Unfortunately, my middle school was set up with 50-minute periods every day. But once I got to high school we had 80-minute blocks every other day. After four years of that, it is hard to imagine being in a class for only 50 minutes. Thankfully, I was glad to see that Mt Blue Middle School was set up with 80-minute blocks every other day. It made it much easier to get to know the kids and provided enough time to actually accomplish something worthwhile. Though this chapter was extremely helpful and I'm sure I will refer to it in the future, I don't have any fears about teaching for 80-minute blocks.

Chapter 12: Teacher Advisories

Abstract

This chapter provides a great overview of teacher advisories. Wormeli tells a great story about a dangerous hiking trip he took with his advisory group. They all accomplished things they wouldn't aware they could do. It seems they all walked away with a memory of a positive experience. Wormeli discusses the importance of all-day advisories and suggests some possible activities. These include service activities such as raking leaves, picking up trash, or painting playgrounds; physical activities such as a ropes course or bowling; reflection activities such as having discussions and writing in journals; and social activities such as ice cream socials and taking field trips to new and exciting places.

Reflection

When I was in middle school we had something called "homeroom." We would go there at the beginning of every day and sit there for about 10 minutes. The teacher would take attendance and maybe share a couple of announcements. But that was about it. I really like the idea that Wormeli puts forth about all-day advisories. It's a great way to keep kids actively participating and it also helps with getting to know students at a more personal level.

Chapter 11: Teaming

Abstract

As can be seen from the story at the beginning of this chapter, being on a team allows teachers to pay close attention to the students that may need it more than others. They are dealing with a smaller number of students and all four or so teachers deal with the same students on a regular basis. This provides multiple view points of how students act in certain classes. This chapter also discusses the importance of subject integration. This could include teaching students how to write letters in an English class when they are about to write letters to historians in a history class. Next, this chapter also hits on the importance of having a core set of values as a team. All members should help create these values, and also believe in them 100%. Finally, this chapter gives some advice on how to keep up with team meetings. It recommends creating a schedule that works for everyone so the meetings can remain productive.

Reflection

I look forward to using subject integration when I become a middle school teacher. I think it's a great idea. It allows students to make connections in all of their classes that they are taking. It may seem overwhelming when all four homework assignments they have due on Friday are completely unrelated. But when they have an art piece due on Monday that has to do with the narrative piece that is due on the Tuesday that has to do with the science project due on Wednesday, it might feel like students are actually learning and having fun at the same time. I remember doing an integrated project in the 6th grade. I don't remember what it was exactly, but I do remember that it was based on an important period in history. In each class, I was required to complete individual projects that all revolved around the same project. I specifically remember writing journal entries as if I were an important person from the past. At the end of this integrated unit, we presented what we had done to the parents in our community. It was a really great opportunity and really created a sense of ownership.

Chapter 6: Organizing Relationships for Learning

Abstract

Good relationships are important when it comes to education. If a student knows that somebody cares how well he or she does on an assignment, that student will be more likely to get a better grade. Unfortunately, the opposite is true as well. In order to create meaningful relationships, it is important to pay attention to the size of the school. In a big school, a teacher couldn't possibly get to know each and every student on a personal level. One way to improve this, whether the school is big or small, is to create teams. For example, this could include two teams for each grade. Each team would have a separate group of teachers and a separate group of students. This chapter provides a number of good tips for building a successful team. These range from teacher-student ratios to effective scheduling. When it comes to creating and sustaining a successful team, this chapter recommends allowing enough time for it to fully flesh out. Also, teachers need to be trained and need to understand what changes will occur during this process. Finally, this chapter discusses the importance of an advisory. This allows students to spend time with a teacher in a non-academic situation. These generally occur at the beginning of the school day and last no more than 10 or 15 minutes. Some schools recommend meeting for a longer period of time later in the day, to allow for the forging of relationships.

Reflection

Wow, this chapter was jam-packed with helpful information about effective teams in middle schools. I've had my own experiences with teams and I agree with how effective they can be (when done right). At my practicum placement in Mt Blue Middle, the students were broken into 4 teams: two for the 8th graders and two for the 7th graders. Each team had approximately 80 students. Each team was also broken down into four sections. These sections of students were hand-picked by the team teachers and also went to every core class together. This is a great idea because it allows teachers to break up certain conflicting personalities and it also helps the students become comfortable with their peers. The other effective piece of building teams is the idea of looping. This is when students come into a school as 7th graders, meet their team and teachers and then as 8th graders have the same teachers. I never experienced this for myself, but i have seen it in my experiences with teaching. I think this is a great idea and it helps students truly grow.

This We Believe

Written by the National Middle School Association, This We Believe provides an overview of what the NMSA does for teachers and young adolescents. It is important for teachers to recognize that middle school students are experiencing a lot of change and most of them don't really know how to deal with it. The NMSA provides resources that help teachers help their students in a very unfamiliar process. Students are changing physically and mentally and teachers have to be prepared for anything. Not only are the students changing, but so is the culture around them. Family structure, gender roles, technology and diversity are all changing at a fast rate. These affect how students learn and what students learn. This book provides helpful tips for creating a successful middle school community, and also provides ways of achieving that overall goal of success.

This section of This We Believe describes characteristics of a successful middle school community. Each characteristic is just as important as the next, but I will discuss a few that jumped out at me. First, I think it is very important for middle school teachers to be properly trained to work with young adolescents. Granted, we have all been there at one point in our lives, but for some of us it has been a long time and we may not remember what we felt and experienced. I was going through some strange times when I was in middle school and a lot of my teachers didn't know how to deal with it. They gave detentions, bad grades, and other teacher-like things, but they never actually stopped to have a conversation with me about what I was going through. Maybe if they had just done that before punishing me, I might have learned something about myself. Second, it is 100% necessary for students to have a trusted adult at the school that they can turn to for anything. I didn't have this until I reached high school, and it really is a shame. I never felt comfortable talking to any of my teachers in middle school because they just didn't know how to respond. At that age, students are experiencing a variety of emotions and teachers absolutely have to be prepared for anything and everything.

This section provides detailed descriptions for each of the 6 ways of reaching those beliefs. It states the important difference between "covering" and "learning." I think it is especially important that the curriculum be relevant to the students. Middle school kids are very self-centered. If the lesson doesn't have something to do with them or the world around them, they probably aren't going to care as much. Also, if the work isn't challenging enough, they might get bored and give up. Teachers need to provide an environment that allows students to explore and try new things. It is especially important to adapt teaching approaches that work for all students. This could mean using a variety of assessments and evaluations or providing structures that work well for every student. Of course, teachers have to remember that students do have lives outside of school and they are going through a lot at one time. Students need to be reminded to take care of themselves and ask for help when they need it. When I am a teacher, I absolutely plan on being there for each and every one of my students.

The final section of This We Believe does a nice job of wrapping the paper up. It gives its purpose and the message it wants its readers to walk away with. It gives advice about what individuals in certain fields (teachers, principals, parents, superintendents, board members, and teacher educators) can do to use and pass on the knowledge they have learned from this paper. As an aspiring teacher, I will focus on what teachers can do to help out. I really like the idea of reviewing your own teaching methods and comparing to what is in the paper. If certain areas don't match up, maybe it's time to rethink certain styles and methods. Teachers should always be learning new ways to teach and engage students. No unit should be the same each team it is taught. Students change, culture changes, and teachers change. I also find it very important to be a role-model for your students. To most of them, teachers are trusted adults. If a teacher does something that normally wouldn't be considered okay, it may have an effect on the students. Finally (but most importantly), it gives an in-depth look at young adolescent characteristics (physically, intellectually, morally, psychologically, and socially). These are important to be familiar with because young adolescents are going through a very strange time and may not know how to deal with it. They need trusting adults around them that can support them in every way possible in order to create the ultimate learning experience.

Chapter 17: The Truth About Middle School Students

Abstract

This chapter is all about the media's view of young adolescents. The media only focuses on the negative aspects, not the achievements that Wormelli listed at the beginning of this chapter. I'm glad that he brags about his student's accomplishments because someone seriously should. Wormelli understands the importance of knowing your students. We have to be patient and be willing to play multiple roles in our students' lives. We have to take pride in what they do and who they are so they will be motivated to keep up the good work.

Reflection

This might just be my favorite chapter so far. The graffiti wall is a brilliant idea and I certainly plan on implementing it in my classroom. Not only does it allow students to express themselves, but it creates a wall of adolescent wisdom that will always be there when someone needs a little motivation or a good giggle. I also really liked his point about his troublesome student's success after middle school. It just goes to show how young adolescents are still growing up and some may take longer than others.

Chapter 2: Motivating Young Adolescents

Abstract

This chapter provides a lot of helpful tips when it comes to motivating middle school students. Mostly what I got out of this chapter is how important it is to find ways to relate to your students. Express interest in your students. Tell them some of your own (appropriate) stories. Especially stories that will make you seem more human. Get excited about what you're teaching. Make sure students understand your expectations of them. Have students do activities that they have never done before. These kinds of things will get students hooked on what you are trying to teach them.

Reflection

I've heard many times that in order to teach middle school, you just have to be crazy. If you aren't willing to get down to their level, they will be less motivated to learn. The ideas in this chapter are great. I have always believed in the importance of having fun when it comes to learning. Students need to be interested and excited before you can even think about explaining a new topic or assigning homework. If you can get your students excited about a topic, the rest really does take care of itself.

Chapter 1: Stoking the Fires Within

Abstract

According to this chapter, the education professions appears to have somewhat of a stink attached to it. Negative bumper stickers and posters don't exactly help out with that misconception. Wormelli is saying that as teachers, our job is to change the way society views our profession by going beyond just the basics. We have to take a good look at ourselves and our teaching philosophies and determine what needs to change. Finally, this chapter makes a good point about good listening. Good listening can lead to good communication, which is very important when working with adolescents and even coworkers.

Reflection

I think the point made about attitude was a very important one. How we act in the classroom will certainly affect how our students learn. I really liked the story about the adventure trips teacher because it showed that tomorrow really is a whole new day. Things might go wrong but that is no reason to give up. It is important to start everyday with a positive attitude or else you will just wind up in a vicious cycle of always being discouraged. When I am a teacher, I plan on going with the flow and always staying positive. If students can tell that we are stressed out and unmotivated, they will be less likely to learn from us.

Chapter 2: A Design for Improving Middle Grades Education

Abstract

Ensure success for every student. With this statement as the main idea, this chapter provides a number of recommendations that allow students to succeed. Together, the seven recommendations will create a very positive learning environment for the students. No recommendation is any more important than the others, as all should be taken into consideration equally. These seven recommendations are nothing more than a revision of the 8 provided in chapter one. This goes to show that teaching methods need to change as our culture changes. There is no way around it. When brought together, the 7 recommendations form a "design system" because each element affects the other elements. In other words, if you adapt one element, how does this change your use of the remaining elements? Again, the first two chapters are only setting us up for future chapters that take a more in-depth look at the middle school movement.

Reflection

I really like the idea that we aren't just teaching our students about William Shakespeare or World War II. We also have to teach them how to survive as human beings. Not every student is going to have a positive living environment and if that is the case, we need to make sure that they are learning everything they need to know about being a good citizen, how to stay healthy, and how to be caring and ethical. At this point in their lives, middle school students are experiencing so many new things and their curiosity and nativity in certain areas may affect how they live their middle school years. I believe it is very important to point our students in the right direction and provide them with the necessary resources to being successful in both school and whatever comes after.

Chapter 1: A Decade Later

Abstract

What is the middle school movement? Basically, it is the attempt of teachers, administrators and parents to create a better learning environment for middle school students. These people understand that the way we live is changing at a very fast rate and it is important for teachers and students to be at par with this change. They have come up with 8 essential principles that should be followed when dealing with middle schools. These basically describe the responsibilities of middle school teachers and how the curriculum should be organized. This chapter also discusses what the average middle school student is experiencing outside of school. They are experiencing a transition in their lives unlike any other: puberty. On top of that, the middle school environment is much different than that of elementary school. Other than that, this chapter is giving a brief overview of what the rest of the book is going to be about.

Reflection

How do these thoughts affect my future classroom? Let''s focus on one of the eight essential principles: "Large middle grades schools are divided into smaller communities for learning." I have seen this practice in the flesh on a couple different occasions. I experienced it myself as a middle school student. Each grade was divided into two teams. Students would only have classes with peers on the same time. On top of that, each team was assigned five core teachers. So we would always be interacting with the same people on a regular basis. This also makes it easier for the teachers to keep track of who their students are and have the time and energy to put into every single one of them. To break it down a step further, my practicum placement was an 8th grade English class. Again, each grade was broken into two teams. Also, each team was broken down into four sections. These sections had the same core schedules. Team placement was very carefully thought out by the team teachers and other administration. Taking it even one step further, the students would have the same teachers for 7th and 8th grade. This allows teachers to see an academic growth in each student.