Turning Pionts 2000 Chapter-6

Abstract:

Chapter Six is all about building and organizing relationships that promote an optimal learning environment. Studies have shown that that when teachers focus on building relationships with students their students do better than if the focus were purely curriculum based. Chapter six suggests that schools maintain small teacher to student ratios. This increases the chance of students and teachers building strong relationships not to mention the various other benefits smaller class sizes offers. While small schools are the best option in large urban areas this doesn't always seem possible. Turning Points suggests that these largely overpopulated schools build schools within schools. These sub-schools operate as their own entity which at least gives the illusion and most of the benefits of a small school. Using a team approach, allowing time for planning, and implementing advisory time are also recommendations for building better relationships with students.

Reflection:

My middle school class had about 9 or 10 students in it at any given time. I certainly benefited from the smaller class sizes. I had three teachers and they usually knew what was going on in each others class room with any particular student. My school was in a small town so, whether you wanted them to or not, teachers knew pretty much everything there was to know about you. This was good and bad. While teachers were aware of your home life and various situations that most teachers in larger areas are left out of the loop about, students were left without any autonomy - something middle school students strive for. I think that relationships between teachers and students should be important; however, I think that teachers can not force this relationship to happen and that it should be built on the students terms.

Meet Me In The Middle Chapter- 12

Abstract:

Chapter twelve addresses the role of advisory experiences at the middle school level. The old concept of "advisory" was to meet for a small amount of time daily to develop some type of extra curricular learning experience. This was a problem because it did not leave advisers much time to create or teach any sort of meaningful or interesting lesson. At the same time it didn't leave students much time to become engaged with the material or build a relationship with their adviser. Wormeli discusses a new philosophy about "advisory periods." Instead of meeting for small amounts of time Wormeli proposes students meet with advisers fewer times in larger chunks such as day long field trips. Wormeli suggests that this is where real relationship building activities can take place and students can engage in meaningful, uninterrupted, learning.

Reflection:

I had an advisory period when I was in high school, I also witness the same thing during my practicum experience. During this short 20-30 minute period the only thing I saw get accomplished was last minute homework and gossip. I think that it is too hard for teachers to plan anything that is fun, meaningful, and exceptionally quick on a daily basis. I think that a few day-long events would be much more beneficial to students and teachers alike.

Meet Me In The Middle Chapter-11

Abstract:
This chapter is about working as a team and the various benefits that it offers at the middle school level. Working as a team with your colleagues, instead of viewing your classroom as an island, offers you the unique ability to identify and fix problems. If a student is experiencing a problem in your classroom his other teachers might be able to offer you ideas on how they solved/avoided it in their classroom or they might be having the exact same problem as you. If the entire learning community, including parents, are aware of this problem then there is an increased change of finding the source and continually reinforcing the effort to fix it. If you work on a team with teacher of other subjects you can use this to integrate material in ways that you alone may have never thought of doing. Also, working on a team offers you the opportunity to apply the same core values to every class that a student is in rather than a mixed hodgepodge of rules.

Reflection:
I like the idea of working on a team and solving problems as a group rather than as isolated events. I think that integrated material is an amazing way for students to learn thematically. I think that it is very confusing and frustrating for students to have to keep in mind : school rules, class rules for Ms. Jone's room, class rules for Mr Healey's room, and rules for the cafeteria. If everyone is working within the same core values then the rules shouldn't vary wildly. I think that this would eliminate a lot of confusion for kids at this age.

This We Believe

1-7

The authors of This We Believe share a common thought with the authors of Meet Me in the Middle and Turning Points 2000: students at the middle grade levels are going through vast and rapid changes in their school work, peer interactions, bodies, and recognition of the world around them. This We Believe recognizes several ways that student’s lives are altered during this time period (mostly outside of the classroom). We as middle grades educators need to be aware of the underlying circumstances that come as a package deal with the demographic that we work with. While we can’t control all the things that happen outside of the classroom we do have control over how we handle them in our classroom.



9-19

It is no longer enough for middle school teachers to be the “cast aways” of the educational system; educators should not teach middle grades simply because they couldn’t find a job in their desired elementary or secondary positions. Teachers of middle grades must show a passion and understanding for the specific dynamics of the age group that they will be working with.

A quote from these pages that I really enjoyed was “The team is a home away from home, the place where students work and learn together with teachers and classmates with whom they identify.” I think that out entire educational system should adopt philosophies such as this. I believe that it is a much-needed change from the original advent of public schools and their missions that we have stuck with for so long. School should no longer be physically based on prisons and mentality behind them should no longer be based on keeping kids from being public nuisances during the day. A “home away from home” and center for collaborative learning is a much different way to approach education.

This section begins with the statement “ Successful schools for young adolescents are characterized by a culture that includes…” I find it interesting that out of the 8 characteristics listed after this 6 out of the 8 can be directly controlled by the teachers or the school officials. Only two of these characteristics introduce variables such as students, their families, and the community. This sends me that message that if I am committed then I can make it work.

19-34

I think that creating curriculum that encompasses all of the demands that This We Believe sets forth is challenging, exciting, and terrifying. While I agree that all of these characteristics need to be met I feel as if a teacher meeting all of these requirements is akin to that of a parent met with the challenge of providing well-rounded, wholesome, organic, nutritional meals at a price that they can afford to pay while working two minimum wage jobs. I think that in order for all teachers to be able to meet these standards for curriculum major changes within our societal and financial systems need to take place. I don’t feel as if MOST teachers are provided sufficient funding or tools to make their curriculum what it should and needs to be. I am not in opposition to the statements made in This We Believe, I am more in opposition to the massive road blocks preventing teachers from providing students with the best education possible.In the midst of government budget freezes and financial cuts it will be hard (not impossible) to find the support that teachers need to create successful curriculum.

34-51
I think that the “call to action” is important and should be embraced on a grass-roots level. I don’t think that trying to make anything happen on a national or state level would have as much impact as a localized single-school oriented effort in a community. I believe that schools can make a difference in a community as most everyone has ties to the school in their community (no matter how strong those ties are).

I think that it is very important for middle grades educators to be aware of the characteristics of the age group that they work with. I think that it is also important to not stereotype the students that you work with. Although This We Believe has conducted extensive research to understand the characteristics that encompass middle grades students I believe it is even more important to view each student as a unique individual.

Meet Me in the Middle - Chapter 17

Abstract:

Adolescents in the middle grades are often perceived as the worst grades to teach. They are viewed as drama ridden, hormonal, out-of-control, children with almost no brain development. In this chapter Wormeli attempts, fairly successfully, to dispel these myths about the age group he works with. While he concedes that there are adolescents who make poor choices and thus give their demographic a bad reputation he also attributes a lot of this to “growing up.”

Reflection:

I think that students in middle schools need strong guidance. They are incredibly willing to learn and try new things; however, in the wrong setting these moldable youths can become sadly misdirected. Students at this age are so eager to prove that they are mature and adult that they need the right outlets to prove this in. Outlets such as babysitting gigs, that Wormeli and his wife provide are great sources, unlike smoking, drinking, or sexual experimentation at much too young of an age.

Meet Me in the Middle - Chapter 2

Abstract:

This chapter is about motivating students to learn in your classroom. While we can’t all have a “multimedia playground” for a classroom there are many ways to get students involved in what you are teaching. Students engage when they are given the tools to do so. Stories or physical/tactile examples of what you are trying to teach; Wormeli uses the “a lot” as a way to physically engage student attention by using the room to show the space between “a” and “lot”. Wormeli continues to emphasis the important of showing your own passion for your subject as the best motivational tool in your classroom. He continues to stress the fragility of middle-schoolers self esteem and the importance of a safe environment. He also suggests that teachers ask parents for information about their child that could be useful to you.

Reflection:

I really liked the “poker chip” metaphor that Wormeli cited. I think that it is a near perfect example of what most students go through in the run of a day. I think that there are several ways that a student can gain or lose chips that teaches don’t even see during the day. We need to be sensitive to this aspect of student life while also giving them the tools to learn how to govern their own chips so it’s not such a gamble. I think that it is important to give middle schoolers the change to get up and move and engage. While they are getting older and growing and becoming more mature they also have a lot of “elementary” still in them. Creating lessons where this kind of activity is built in could be very useful because then specific recess time might not need to be taken out of the day.

Meet Me in the Middle - Chapter 1

Abstract:

This chapter underlines the importance of attitude in the classroom, “The teacher is the attitude.” Wormeli, stresses that teachers should lead by example in their classroom. If they show passion for their subject, and respect for students then most of the time student will follow suit; however, a dangerous situation is when the opposite can occur. Too many times teachers allow themselves to make a snarky or flippant comment to a student and it opens a floodgate from their peers. Middle school students are at an impressionable age where their need for adults to model good behavior is imperative for their development. Wormeli understands that these rules for behavior do not just apply to students. Our viewpoint, attitude, and the way we approach things can change the way we interact with students, and colleagues alike. Wormeli suggests that we make sure we understand exactly what our students or colleagues are saying by practicing conversational techniques as simple as paraphrasing to ensure understanding.


Reflection:

The introduction of this chapter reminds me of when I played sports. My coaches would always tell us that if we went onto the court/field thinking that we were going to loose we would. This seems similar to Wormeli’s point that a negative outlook of one’s profession as a teacher, represented by slogans on coffee mugs or bumper-stickers, will not equal success in the classroom. I think that anytime I have had a teacher who has shown a passion for their subject I have wanted to learn that subject ten times more than if they had not. Excitement for what you are teaching can be a huge motivational tool.

Turning Points 2000- Chapter 2

Abstract:

Chapter two outlines the original eight recommendations that the first Turning Points set forth. These original eight served their purpose for many years but it was seen fit to change or rewrite some of these eight guidelines to a more modern and relevant list. This changed the list to seven guidelines built from the original eight. Also, the list was no longer simply a list. It became an interconnected web that linked each of the guidelines to each other. This is a very important change from the original report. Some of the original eight were split to become separate identities that were expanded on while others were combined to create a stronger solidified point. The language was updated to fit the changes in educational regulations.


Reflection:

I think that these guidelines could be implemented in my classroom and amongst my fellow colleagues. By focusing on these aspects while building curriculum and changing the way my school system works I could enhance learning for all of my students. “Using Instruction Methods That Prepare All Students To Achieve High Standards,” means that I need to be aware of my student’s different learning styles. “Provide a Safe and Healthy School Environment” means that I need to ensure the community in my classroom and in the school, as a whole, is one conducive to learning and thriving. These are not the only important guidelines though, as the chart indicates they are all interconnected and the success of one is reliant upon the success of another.

Turning Points 2000 - Chapter 1

Abstract:

The chapter introduces us to the report that turning points released. It continues in to a further discussion of the implications of this report. The authors then provide data regarding performance from students that attended middle schools that used the information from the report and the suggestions that Turning Points outlined vs. schools that did not. Schools that adhered to these recommendations preformed significantly better on standardized tests than those that did not. This chapter sets forth the outline and thesis of the rest of the book.


Reflection:

The authors of Turning Points suggest that a massive reform of all middle schools take place in order to strengthen a very weakened education system. These changes do not include only the factors of “what” and “how” we teach but who we teach. Many impoverish and underdeveloped school systems are often ignored leaving out a vast majority of the population. Essentially the authors believe that if we find a way to use Turning Points strategies in all of our school systems we just might find a way to improve education for grades 5-8. The “who” factor directly impacts me as a teacher because many school systems in Maine stem from a low socio-economic area/families. Appling these principals is a fairly inexpensive way to vastly improve education.