EML 595 Reflections

If I had to select the three biggest ideas that came from class that I will bring back to my classroom they would be integration, technology, and parent communication.  Although, there were many more ideas that I enjoyed hearing from others I would have to say these are the big ones for me.  Learning more about charter schools was something that I found fascinating too, since I knew very little about them before.

I have always been interested in integration and a truly integrated classroom.  With all of the mandates and our CIPs status, I have felt pressured to get through so much specific curriculum that I have backed away from integration.  When I take classes like these I get motivated to do what is best for kids and that is to give them more voice in their learning.  I will do something this year with integration.  Then, my goal for next year is to try maybe two units using a more integrated approach.  This year, I am thinking that during our disease unit in science I will let students come up with questions they have under that topic and then have them help to create the rubrics and projects for the unit.

I have started using edmodo with the students.  I felt that the blogs we keep for class gave me a chance to comment on things that were important to me in class and outside of class.  Others were able to give me advice and comment on my thoughts.  I would like my students to experience this as well.  After students get more familiar (and once I get more familiar) with edmodo, I think I will give some time for students to comment on their learning, ask questions, and respond to each other.  The foundation is set for this work to begin.

Finally, I am eager to bring some knowledge about middle school students to parents.  Communication with parents is constant, but I never really talk to parents about adolescents in general, we are usually focused on their child.  By bringing in some background knowledge of what research has shown is good for middle school students, I think we can build better understanding in the community of why our school looks so different from the elementary and high schools.  I am excited to continue this work and to meet with parents in the spring.  I am also working on Coffee with the Counselor where parents will be invited in to meet in a group with the guidance counselor.  We will create some different activities for each meeting, but it is designed to be there for parents to learn more about adolescence.

Pondering...K-8 schools vs. Middle Schools

After reading the history of Middle Level Schools and the George articles, I thought about the comments made about many places going back to K-8 or even K-12 schools.  I thought about Brewer schools becoming a K-8 school soon and I though about Glenburn where a close friend's daughter attends.  Then, I thought about my school and my own middle school experience.  I am not sure it would have mattered to me as an adolescent whether I went to a K-8 or a 6-8 school.  I adapted pretty well to school and was good at "doing" school, which did give me many of the middle level experiences I read about and see/participate in now.  However, I remember seeing students that were not involved and as I look back I wonder if some of our strategies were in place if those students would have felt left out.

I watch what we  try to implement at our school and I just can't imagine the same flavor of giving students that middle school experience if they were just a part of a K-8 school.  Our whole school celebrates birthdays on the announcements every morning, as well as giving "kudos" to students.  Could that happen in a large school?  Announcements must be really long if it does happen.  Do the kids get as many individual acknowledgement?  There are so many tenets for a great middle school that is mentioned in Bright Futures and This We Believe that partially fit a younger grade model but not all.  What happens to building a small community "we are in this together" feeling?  I just do not think it would work as well in a larger school with many grades that require many different needs.  I love the smaller school.

Last week, our principal went through a personal tragedy and the response of the kids was wonderful.  They insisted on creating cards that the entire school would sign.  When he came back to work the students were caring and supportive but not "in your face" overwhelming.  In a small school where we all created and use our Words to Learn and Live By and have built a community atmosphere, this happens.  Does it happen in K-8 schools?  I am not sure but I just do not think it can possibly feel the same.

Building Community

When I think about all that I want to do with integration and integrated studies, I remember that building community is an essential piece of the puzzle.  In the Andrews article, she discusses that when students feel supported, they try harder and achieve more.  She mentioned that it is not only teachers who need to support students but other students as well.  such an atmosphere is created when you have done the leg work of building a strong classroom community.

Taking the time for students to get to know each other and to do team building activities enhances relationships and is well worth the time spent.  I know that by making connections with each other through such games students are gaining insight into other students' lives and learning to work with all classmates at different times.  As a team, we talk through things when they go wrong and celebrate when things go well.  We become a family and I see students act differently than other 6th graders who have not had that same opportunity to truly get to know each other and their teachers.  When you are a family you have a supportive structure in place where students feel connected and encouraged to take risks and to try new things.  With integrated studies, we need students to feel comfortable and safe to step outside of the box in their thinking.

When I reflect on integration after reading, I know I am not where I want to be on the continuum, but I realize that at least some of the important structures that need to be in place for a successful integrated unit, are there.  Now I need to work on getting to the next step where we actually question and plan together.  A caring, safe foundation is there, it is time to build upon it.

Advocacy

As I reflect upon my recent reading of the newest This We Believe, the advocacy section struck a chord in me.  One of the aspects of middle level education that I have noticed several times that is missing from our building is that of an advisory program.  Our guidance counselor has always stressed the importance of all children in our school truly connecting with at least one adult and I thought of that as I read page 35 (especially since it basic restates that same sentiment).  I believe that with our initiative laden school, adding another layer like advisory groups may be too much for some to handle, but what an important aspect we are missing!  So, how can we get the program started where we have buy in?  I would like to think just because it is good for kids would be enough but the overwhelmed feeling of staff would probably only become more pronounced and I am not sure how to handle that.

On page 35 of This We Believe there is mention of maintaining professional development to help be successful in the role of an advisor and I wonder if that is enough of a promise to promote the change in our school.  My initial thought is no but I wonder if there are some schools out there where people who are not interested in the advisory program have to become involved.  I know some of you who are in class with me have advisory programs in your school so I would love to hear more about what you do.  Thanks!

Math Dilemma

I just had a math vertical team meeting today.  Every time we talk it we always seem to bang heads on one specific topic: tracked math classes.  Many math people on our staff feel that we should teach math differently than our other classes and track them.  They think we should have a separate algebra class and geometry class for some kids and then have regular math classes.  Our principal feels that this is not the direction to go in since he believes that we can reach all learners within a differentiated classroom.  It seems like we keep coming across this because faculty believe the only way to service students who need a "harder" math class is by pulling them out.

To me, this goes against middle level philosophy.  I do not recall reading (or listening) about tracked math classes in our exemplary middle schools project.  Am I forgetting any?  Anyway, I was just wondering what your schools do for math and how successful you feel it is - keeping in mind what our principal keeps coming back to:  you may feel that you are meeting the needs of the higher end students but you are making the struggling math students feel inferior.

As a little extra background info for you last year the 5th grade started tracking their math classes (without discussing this with us which I believe is an issue since we do not run our math program that way).  This year, I have students who are surprised that they are doing so well in math since last year they were in the "low" or "dumb" math class.  I also have students whose parents are absolutely irate to think that their child will not have a pull out math class with the one gifted and talented teacher we have for our whole school.  Anyway, your thoughts and some ways that you feel math works for your kids is greatly appreciated!  

Merit Pay

After reading some of the Teaching in Maine blog tonight I was reflecting upon merit pay.  There were several articles in there saying that although there needs to be more research done, merit pay did not bring about higher test scores.  This got me thinking about the current situation at our school where we are beginning NECAPs this week (due to recent NWEA testing we wanted to give kids a break before they had to take another test).  We are on year 2 of our CIPs plan and the principal keeps saying he really wants us to do our best to get off of CIPs.  Of course, it is not as though we have not been trying to.  He mentioned there being some sort of incentive for teachers whose students do well but wants to make sure that he does not pit people against each other.  To me, this is a horrible idea.  We all work hard and who is not trying to help our students learn more?  I do not want to become a teacher who only teaches to the test and that is what the push of the nation feels like right now with merit pay and Race to the Top.  What I am wondering if the research shows merit pay does not make a difference why are we talking of going in that direction?  Why promote competition in the school instead of collaboration?

The Things you Unexpectedly Learn...

Chewonki came into our classes today for an owl presentation.  The kids have been talking about  adaptations in science and have been reading about owls to start reading the class book Owls in the Family in their LA class.

First of all, the presenter was a great-kid friendly presenter and the kids were so well behaved when they learned that the owls would get scared and we would not be able to stay if they got out of hand.  Not only did the kids stay engaged but they shared their knowledge and asked great questions and were able to get a close up look at the owls (so beautiful and one talked to us) because they were so quiet in the voices and body language - of course in a regular class day they are rather boisterous and squirmy!  I guess it just reinforces the interest level in hands on activities.  A definite presentation to look into if you teach anything about owls.

Anyway, what I wanted to share that I had not known a lot about snowy owls.  When she briefly described the snowy owl she showed a male and female I learned that they nest on the ground.  The female actually has quite a bit of brown all over her body to blend in with the nest - the male is mostly solid white.  Well, being the Harry Potter freak that I am, I was mortified: the lovely bird who "plays" Hedwig in the movies who is female in the books must be a male.  Sheesh!