"This We Believe" starts out by stating that all middle school students deserve schools and teachers that support them during a difficult time in their life. In order for this all to happen the school's organization, curriculum, pedagogy, and programs must be based on the needs of the students in the school. In order for all of this to be effective, middle schools have to follow 14 characteristics that are interdependent and must be implemented at the same time. These characteristics are split into two categories, characteristics that the culture of the school must have and characteristics that need to be provided to young adolescents (p.7). Young adolescents go through a lot of changes during their middle school years and they need the support of their schools and teachers to help them succeed.
Successful schools for young adolescents are characterized by a culture that includes educators that enjoy it and are prepared, collaborative leadership, a shared vision, a supporting environment, high expectations for everyone, active learning, an advocate for every student, and family and community partnerships. Middle school teachers have to be prepared to teach young adolescents, developmentally they are unique to other age groups. Not only do teachers have to be positive in the classroom, but they have to be positive role models in the hallways, in the cafeteria, and at recess. If students see positive relationships between adults and see adults working together, they will start to do the same, not only with teachers but with their peers. Young adolescents are more mature than a lot of people give them credit for, so also having high expectations for all students will help them succeed in middle school.
Successful schools for young adolescents provide a curriculum that is relevant, challenging, integrative and exploratory, multiple learning and teaching approaches that respond to their diversity, assessment and evaluation programs that promote quality learning, organizational structures that support meaningful relationships and learning, school-wide efforts and policies that foster health, wellness, and safety and multifaceted guidance and support systems. Young adolescents will not respond to a curriculum that they don't find relevant or challenging. It is the teachers' job to make the connections for their students, and allow them to explore different aspects on their own. "They need, for instance, the chance to be a member of a musical group, though never destined to become a professional musician, to have a part in a play, though never to become an actor, or to create visual images through drawing and painting, though never to become an artist" (24). Young adolescents need the opportunities in the classroom to see which way they learn the best, and this can only happen through multiple teaching approaches. A good way to do this is through technology. Technology opens up new learning opportunities for students, and new teaching strategies for teachers. Finally young adolescents have to be graded on assessment and evaluation, not just one or the other. Teachers need to see how much progress is being made and what the level of achievement is.
In order for middle schools to become successful middle schools, there are a lot of people that need to support the school during the transition. Firstly, the teachers have accept the new methods of teaching and use it in their classrooms. Principals have to make sure that it is being used properly by all teachers. Parents need to become familiar with the changes going on in their child's school. The first step to becoming a successful middle school is the simplest - read This We Believe: Successful Schools for Young Adolescents. Creating middle schools that can handle all the responsibilities that are talked about in this book takes a lot of work, and to start the transition everyone needs to be on the same page. Young adolescents have different characteristics then students that are younger or older than them. They are going through periods of physical development, cognitive-intellectual development, moral development, psychological development, and social-emotional development. Young adolescents can't be successful during their middle schools years by themselves, they need support in and out of school. This We Believe can teach us not only how to teach them, but how to help them succeed.
Wednesday, January 30, 2008
Sean's Blog.....It's Pretty Sweet
"This We Believe" begins by talking about just how important middle grades education is. Middle school students, ranging from ages 10 to 15, are constantly changing physically, emotionally, and intellectually. These students need a school where healthy growth is promoted and students can become life long learners. Adolescents are not the only thing changing; the times are changing as well. Race, poverty, and ethnicity all play an important role in the lives middle school students. Family structures have changed from nuclear and extended families to families that vary in number, ethnicity, race, and gender. Some of these families lack the right amount of parental supervision as well. To be successful middle school teacher we need to recognize all the changes around students' lives and listen to the ideas offered in the book.
A major theme from this section of "This We Believe" is communication with students. It is important to be there for students and let them know that you can be someone that they can talk to. Moreover, involving families and the communities around the student is a positive effect. Kids at this age tend to (for the lack of a better word) "copy" what adults do because when they see an adult doing something they assume it is the correct behavior. It is important for teachers to try and remain positive in school and to work together with other teachers. When students at this age see positive interaction like that then they will tend to treat both teachers and classmates with respect. Finally, a successful middle school is one where teachers and students are engaged in learning together. Students and teachers working together give students deeper levels of understanding and motivation.
The next issue that "This We Believe" tackles is middle school curriculum. They say that curriculum in middle schools (in order to be effective) needs to be relevant, challenging, integrative, and exploratory. It mentions how curriculum had changed with the introduction of new laws and state and federal standards. Curriculum is different in the 21st century and need to fully accommodate to students. Also, teaching skills need to change as well. Teaching should now enhance and accommodate diverse skills and prior knowledge of students. Every student has an individual learning style and teachers need to recognize this. Assessment/evaluation programs and organizational structures that support meaningful relationships are also kept in mind when selecting teachers and organizing a curriculum. One last important aspect of a school curriculum in the 21st century is the implementation of health awareness in schools because a regular health program can interfere with learning while promoting proper health throughout the school will not.
The final section of "This We Believe" starts off my offering different actions for everyone that is involved with students in middle school. It lists actions for teachers, principals, parents, superintendents, state boards and departments of education, and teacher educators. The main actions pertaining to teachers include reviewing teaching styles and talking in depth about team teaching. The other actions listed for the other groups are quite useful, as well. Next the books discusses the changing characteristics of adolescents. These include physical, cognitive, moral, psychological, and social characteristics. It is important to remember that all students will being experiencing these changes at different times in their adolescence. With the help of a caring and concerned middle grades teacher students will thrive to succeed and know that they will have plenty of help throughout their middle school years.
A major theme from this section of "This We Believe" is communication with students. It is important to be there for students and let them know that you can be someone that they can talk to. Moreover, involving families and the communities around the student is a positive effect. Kids at this age tend to (for the lack of a better word) "copy" what adults do because when they see an adult doing something they assume it is the correct behavior. It is important for teachers to try and remain positive in school and to work together with other teachers. When students at this age see positive interaction like that then they will tend to treat both teachers and classmates with respect. Finally, a successful middle school is one where teachers and students are engaged in learning together. Students and teachers working together give students deeper levels of understanding and motivation.
The next issue that "This We Believe" tackles is middle school curriculum. They say that curriculum in middle schools (in order to be effective) needs to be relevant, challenging, integrative, and exploratory. It mentions how curriculum had changed with the introduction of new laws and state and federal standards. Curriculum is different in the 21st century and need to fully accommodate to students. Also, teaching skills need to change as well. Teaching should now enhance and accommodate diverse skills and prior knowledge of students. Every student has an individual learning style and teachers need to recognize this. Assessment/evaluation programs and organizational structures that support meaningful relationships are also kept in mind when selecting teachers and organizing a curriculum. One last important aspect of a school curriculum in the 21st century is the implementation of health awareness in schools because a regular health program can interfere with learning while promoting proper health throughout the school will not.
The final section of "This We Believe" starts off my offering different actions for everyone that is involved with students in middle school. It lists actions for teachers, principals, parents, superintendents, state boards and departments of education, and teacher educators. The main actions pertaining to teachers include reviewing teaching styles and talking in depth about team teaching. The other actions listed for the other groups are quite useful, as well. Next the books discusses the changing characteristics of adolescents. These include physical, cognitive, moral, psychological, and social characteristics. It is important to remember that all students will being experiencing these changes at different times in their adolescence. With the help of a caring and concerned middle grades teacher students will thrive to succeed and know that they will have plenty of help throughout their middle school years.
Ryan's This We Believe Blog
"This We Believe" starts out by outlining the challenges facing adolescents today. Developmentally, they are going through a time of change. During this time they are also being bombarded by the media and are facing peer pressure to try new and potentially dangerous things, such as drugs, sex, and alcohol. Today's adolescents also have a much more diverse family life than in even the recent past. All of these things mean that middle-grade students need more than just the standard education that Junior Highs have been providing for the last century. As teachers, we need to be committed to implementing all of the following ideas set forth by the National Middle School Association in order to improve the education and development of our students.
TWB's first section is about the culture of a strong middle school. Teachers are a critical part of that culture. TWB argues that teachers of the middle grades need to be trained specifically in the needs of adolescents, something that is hard in a school like UMF, where our certification runs K-8 and 7-12. Teachers also must be positive role models for their students, because as individuals they are at a very impressionable age. Teachers also need to work together as leaders and follow a common mission statement, that way they can guide all of their actions. I believe this shared vision is a great way to point a large group of teachers, who normally would march to the beat of their own drum, in the same direction. Part of this vision should be that teacher and students have high expectations of each other, because it pushes them to achieve more. This We Believe concludes that schools should have an advocate/advisory program for its students and should involved the community in it's learning, because both of these things provide more attention to the students and push them to achieve more.
TWB then discusses the things that schools need to do for their middle level students in order to be successful. They start with curriculum, because it's the vessel that a school's goals are accomplished. It most be relevant, challenging, integrative, and exploratory. This curriculum should use diverse instruction methods that appeals and challenges every student. As a teacher, you also have to use authentic assessment in your units. It helps if your students set their own goals, and then are evaluated based on their individual progress. As we've read in our other books, teaming in schools helps to make them smaller and improves teacher/student relationships. Physical and mental health are also very important in today's day and age. TWB states that schools need to encourage exercise through activities like gym, health, and extracurriculars. I think this is incredibly important in today's age of obesity. Mental health is also troubling for our children today, and a strong middle school needs to make sure it's teachers and guidance counselors offer the support that developing adolescents need.
TWB goes on to provide everyone involved in the different aspects of schooling with a way to get involved in the process of implementing their recommendations. One of the overarching goals this section provides is for everyone to read TWB and become familiar with it's recommendations. It makes me feel accomplished to know I've done that. I focused a lot on reading the aspects concerning teachers and parents. I really liked the idea of teachers getting colleagues to come and observe them. I don't think we get enough peer feedback, and if you have someone who shares your educational values, you can really improve your pedagogy. One of the most important things they say for teachers is to always remain an advocate for your students. I think whenever we do something in our classroom, we should be asking ourselves, "How can this help my students?" An important thing that parents can do is to volunteer in the classroom. I think this could allow them to make a difference and implement small pieces of TWB's philosophy without infringing upon the schools and stepping on anyone's toes. Lastly, I was glad to see that UMF is following these recommendations by using TWB in our curriculum.
TWB closes by going over the characteristics of the young adolescents we will be dealing with. While I found this section helpful, I really think it's a discussion for the beginning of the paper, not the end, because it is the reasoning for making change. Physically, our student swill be growing rapidly and may feel awkward in their changing bodies. Additionally, they will need time during the day for physical activity. This means that it is important for us as teachers to incorporate bodily-kinesthetic learning into our lessons. Cognitively, our students are beginning to be able to think abstractly and are curious about the world around them. For this reason, we need to allow our students to uncover the material for themselves, and to challenge them with their work. They also love to work with their peers, so activities like jigsaws and group projects should be used. Adolescents are in a time of transition morally. Stuck between being self-centered and recognizing the feelings of others, they may not always make consistent decisions. They are also capable of recognizing the grey area many issues have, but are very idealistic in their thinking. All of this being said, they still rely on adults and see them as role models. The most important thing to know about them psychologically is that their self-esteem fluctuates and is very impressionable, so the smallest amount of praise can make their day and even a little criticism can bring them right back down. Socially, they are also vulnerable, and will seek out a group to identify with. I think that as teachers we can make our class that group, so that our students don't have to identify with the clicks that seem to ruin school for so many people. Adolescents are at a crossroads developmentally, and it's our job as teachers to help them make a smooth transition.
TWB's first section is about the culture of a strong middle school. Teachers are a critical part of that culture. TWB argues that teachers of the middle grades need to be trained specifically in the needs of adolescents, something that is hard in a school like UMF, where our certification runs K-8 and 7-12. Teachers also must be positive role models for their students, because as individuals they are at a very impressionable age. Teachers also need to work together as leaders and follow a common mission statement, that way they can guide all of their actions. I believe this shared vision is a great way to point a large group of teachers, who normally would march to the beat of their own drum, in the same direction. Part of this vision should be that teacher and students have high expectations of each other, because it pushes them to achieve more. This We Believe concludes that schools should have an advocate/advisory program for its students and should involved the community in it's learning, because both of these things provide more attention to the students and push them to achieve more.
TWB then discusses the things that schools need to do for their middle level students in order to be successful. They start with curriculum, because it's the vessel that a school's goals are accomplished. It most be relevant, challenging, integrative, and exploratory. This curriculum should use diverse instruction methods that appeals and challenges every student. As a teacher, you also have to use authentic assessment in your units. It helps if your students set their own goals, and then are evaluated based on their individual progress. As we've read in our other books, teaming in schools helps to make them smaller and improves teacher/student relationships. Physical and mental health are also very important in today's day and age. TWB states that schools need to encourage exercise through activities like gym, health, and extracurriculars. I think this is incredibly important in today's age of obesity. Mental health is also troubling for our children today, and a strong middle school needs to make sure it's teachers and guidance counselors offer the support that developing adolescents need.
TWB goes on to provide everyone involved in the different aspects of schooling with a way to get involved in the process of implementing their recommendations. One of the overarching goals this section provides is for everyone to read TWB and become familiar with it's recommendations. It makes me feel accomplished to know I've done that. I focused a lot on reading the aspects concerning teachers and parents. I really liked the idea of teachers getting colleagues to come and observe them. I don't think we get enough peer feedback, and if you have someone who shares your educational values, you can really improve your pedagogy. One of the most important things they say for teachers is to always remain an advocate for your students. I think whenever we do something in our classroom, we should be asking ourselves, "How can this help my students?" An important thing that parents can do is to volunteer in the classroom. I think this could allow them to make a difference and implement small pieces of TWB's philosophy without infringing upon the schools and stepping on anyone's toes. Lastly, I was glad to see that UMF is following these recommendations by using TWB in our curriculum.
TWB closes by going over the characteristics of the young adolescents we will be dealing with. While I found this section helpful, I really think it's a discussion for the beginning of the paper, not the end, because it is the reasoning for making change. Physically, our student swill be growing rapidly and may feel awkward in their changing bodies. Additionally, they will need time during the day for physical activity. This means that it is important for us as teachers to incorporate bodily-kinesthetic learning into our lessons. Cognitively, our students are beginning to be able to think abstractly and are curious about the world around them. For this reason, we need to allow our students to uncover the material for themselves, and to challenge them with their work. They also love to work with their peers, so activities like jigsaws and group projects should be used. Adolescents are in a time of transition morally. Stuck between being self-centered and recognizing the feelings of others, they may not always make consistent decisions. They are also capable of recognizing the grey area many issues have, but are very idealistic in their thinking. All of this being said, they still rely on adults and see them as role models. The most important thing to know about them psychologically is that their self-esteem fluctuates and is very impressionable, so the smallest amount of praise can make their day and even a little criticism can bring them right back down. Socially, they are also vulnerable, and will seek out a group to identify with. I think that as teachers we can make our class that group, so that our students don't have to identify with the clicks that seem to ruin school for so many people. Adolescents are at a crossroads developmentally, and it's our job as teachers to help them make a smooth transition.
Thursday, January 24, 2008
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