The Importance of Middle Level Education

This chapter stresses the importance of helping our students to learn and practice good habits. While they are theoretically getting this advice from parents as well, students are likely to be influenced by friends rather than adults during the middle level years of schooling. While there are ever present peer distractions in schools, teachers can help students by modeling positive behaviors and helping to set the standards for a healthy lifestyle. By showing students the value of a healthy life, they are more likely to recognize the daily necessities of living a healthy lifestyle. This goes beyond teaching students to eat healthy food and to exercise, and includes teaching healthy habits in terms of teaching about the realities of alcohol, tobacco, and other potentially harmful situations.

Another interesting aspect of this chapter was the notion that while there are many positive aspects of middle level education, they must be combined in order to be effective. While teams, exploratory opportunity, and advisory programs are always necessary, they hold no effect without a pairing of the three. I found the list of criteria for effective teachers to be very helpful, especially in terms of students and teachers who work together in active learning and the idea of each student having a teacher as an advocate. I feel that teachers must demonstrate a motivation and dedication to the content they teach, but also to the students asked to consider and engage in this content. While this may seem like an obvious statement, it seems that many teachers become far too goal oriented at times, thus placing standards above individuals. This chapter provides a nice reminder of the true value that we as teachers should constantly work to achieve and maintain.

The Truth About Middle School Students

Abstract: This chapter discusses moving beyond only knowing students in an academic light, and instead recognizing the tasks they accomplish in their daily lives. While it is certainly valuable to understand the academic interests of our students, this information means little without understanding what this student has achieved at home. Wormeli makes an excellent point by beginning the chapter with a list of the enormous tasks his students have achieved. While it is easy to get swept away in the negative connotations associated with middle school students, we can not forget that these are occasional circumstances, and that not all students will exhibit these negative behaviors. By ignoring these generalizations and valuing our students as individuals, we will show our students that they matter more than statistics, and we believe in their abilities to grow and succeed.

Synthesis: I would really love to post blank sheets throughout the classroom for students to write thoughts and reactions upon. I want students to recognize that their thoughts are valuable, and that there are always appropriate situations where they may voice these opinions and words of wisdom. In addition to this, I would like to find a way to share the successes of my students while in class. Whether this is an academic, athletic or personal success, I believe that these should be celebrated. However, in order to do this, it will be necessary to verify with students that they are comfortable with having such things shared with the class. If not, I would like to encourage students to note important events in writing journals or with me personally.

Motivating Young Adolescents

Abstract: Wormeli takes a very interesting approach to building interest in academic subjects. While it may feel that consistent entertainment would hook our students, the reality is that it is possible to maintain a captive student audience through simply engaging students in relevant, interesting topics. I really enjoyed Wormeli’s suggestion that we as teachers take the place of an absent student within the classroom, and complete the assignment as we ask our students to do. By placing ourselves in the position of our students, we will recognize the strengths and weaknesses of our lessons, and become far more capable of altering the downfalls of the lesson. This chapter also discusses the ways in which we might increase comfort within the classroom, through personal recognition and positive reinforcements. If our students believe that they are capable of success, and know that we recognize that they are capable of success, they are likely to challenge themselves in ways they might have never envisioned.

Synthesis: I feel that this is the aspect of teaching that I failed to meet while in Practicum. While I hoped to make my students feel comfortable, I had a difficult time feeling comfortable enough to put myself forward and allow my personal interaction. This is something that I certainly hope to improve upon, thus Wormeli’s suggestions were very helpful in this manner. Since this may be something that is difficult for me, I will simply start with smaller steps, such as greeting students at the door and calling students by their first names in order to help them feel comfortable. I love the idea of using stories to increase student interest and motivation, as I feel that most students do tend to become more comfortable as they hear both personal stories and stories relevant to the subject topic. Also, Wormeli explains the significance of ensuring that students are the most actively engaged in the beginning of a lesson. Rather than using this time to discuss bland information, this should be used as the hook, as discussed in Practicum. By building momentum, I will be able to create an engaging atmosphere where students will be interested in learning more about the subject.

Stoking the Fire Within

Abstract: This chapter begins with an interesting argument. By presenting the ever present negativity associated with the teaching profession, teachers mock themselves in a manner that demeans the work of educators. I found it interesting that one of the first statements mentioned was, “Those that can’t do, teach” (Wormeli 1) as I have always found this to be incredibly insulting. While this might be considered a simple joke, Wormeli makes an excellent point in his argument that this statement deliberately mocks education. I really liked the positive focal point of this chapter, and the articulation that it truly is the little things that count in teaching. This means taking responsibility for our actions, and being proud to do so due to the positive nature of these actions.

Synthesis: In order to actively play a positive role in the lives of my students, it is necessary for me to always keep these ideas in mind. Rather than looking at teaching as merely a paycheck, we must instead see the building blocks set forth when we teach our students valuable lessons. Similarly, I enjoyed Wormeli’s point that all activities that do not build toward student development are a waste of time for both the student and the teacher. I want my students to see me as someone who truly cares respects their previous knowledge as well as their interests, with an ever present goal of helping them to succeed. By acting as a low ego teacher, I hope to take the focal point away from myself as teacher, and instead show students that they have control over their own educations. Finally, the example of the student who believed he had been unfairly called out months before in the hall reminds me of just how careful I need to be in confronting my students. While the teacher had simply meant his comment as a joke, the student had seen this as a personal attack. This reminds me how sensitive I must be of unintentionally hurting my students.

A Design for Improving Middle Grades Education

Chapter two is built around the idea of the student as a well balanced, “whole” person. The ideas behind this concept indicate that the student is intellectually reflective, working toward a successful future, and a good, caring, ethical and healthy person. In order to successfully build a curriculum for our future students, we must first view them in this light and recognize that they are ever capable of being pushed and achieving more. With this in mind, we must also nurture this person in order to ensure that they maintain positive health and ethics.

Synthesis: I found the recommendations to be especially useful in how best to plan for middle level students. By recognizing that students require information relevant to personal experiences, I as a teacher will be capable of building lessons intended for middle school students rather than removed information. In using standards that will push students to achieve more, students will be capable of building upon prior knowledge while at the same time recognizing that they are capable of achieving more than they might have initially thought possible. I really enjoy the idea of continuing education for teachers as this pushes teachers to recognize new teaching strategies and to be constantly learning with students. By constantly remembering these factors, I will be able to reach my students on a deeper level and build upon the knowledge they have learned in past years.

Turning Points: A Decade Later

Abstract: This chapter discusses the crucial turning points present within middle level education. While many of the changes seem minor, these changes have an impact on student learning and comfort. For example, the decision to alter the middle level grades from seventh to ninth to fifth or sixth to eighth grade significantly altered standardized test scores. Where once students had averaged test scores of 250, the alteration in grading produced scores from 275 to 315. At the same time, the goals of the middle level classroom have been far more clearly defined, stating that students will work in communities, team teaching will broaden student understanding, teachers and parents will work together toward a common goal, and the significance of general health and wellbeing will be stressed throughout the school year. While the curriculum remains the same, the emotional and social well being of students is brought forth in an effort to ensure that all students feel comfortable within their learning environments. However, an interesting aspect of this change is that research has proved that many of these students are not achieving the standards required for their particular grade level. While students are comfortable, there is still the necessary move to ensure that students are still learning as they should be.

Synthesis: By implementing strong, consistent objectives, teachers are likely to follow these guidelines and thus follow through on the practices developed to help all students. In order to successfully teach in a middle school, I will need to be prepared to work in a group setting and communicate with all who work with my students. This will be significant while working with various teachers within my team, past and future teachers of my students, the parents, and in some circumstances, educational technicians for students with various learning difficulties. In order to strike a balance between the curriculum we must cover and the individual needs of all students, I will need to recognize the history of each student as well as individual learning styles. To help all students transition successfully and happily from elementary to middle school, I hope to ensure that all students are comfortable enough to learn. I hope to instill in my students an interest in creative thinking, as well as several strategies to ensure that they are able to build upon the natural adolescent ability to think in these ways.