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.