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!

Restorative practices circles

Life had gotten hectic and I had not done a community building circle for awhile.  I decided that I needed some input on our Camp Jordan experience from the kiddos so we did a circle.  Two weeks ago, our team went away on a two-day overnight at Camp Jordan.  Students participated in team building and science activities while hanging out at Branch Lake.  Then, we finalized our team name and the winner was...Team Fox.  Yes, this year we get to be foxes instead of cougars - yay!  The whole cougar thing when you are a teacher just does not feel right...

Anyway, students went around and it was so good to see that they loved it, wish it was longer, and want to go back.  Their favorite activity was the Ropes Course and close behind was the night hike.  Another favorite was finding the porcupine in the tree.  Watching the grins on their faces and hearing their laughter as they remembered things that happened was priceless.  Even though I was remembering parts where I was ready to pull my hair out, when I heard their responses I remembered why it is so important to provide these extreme team building experiences to my kids:  we bond and build our community in a way that no one can take away.  We become a family as we eat together, clean up together, learn together, tell stories at night around the campfire, and deal with the snoring.  Then, we reflect upon our learning and experiences with a circle.  I love the circles because everyone has a voice and is heard and it reminds me of a family having a conversation around the supper table.  I got some great data down about the trip as the students shared.  I will use some of the quotes as we share our experiences in newsletter.   Other quotes I will use for reasons to support continuing to go on the trip each year.

Reflections after class...

One of the questions I have continued to have since getting my job 9 years ago is how can we get our faculty on the same page in terms of Middle Level Practices?  I think that some of my faculty members feel like what we said high school people think of middle schools: it is too gushy, gushy feel good fluff.  Of course, these are also the people that have not taken a class or go to conferences regularly.  I think people need to realize that things change over time and that middle level practices are important to the success of the adolescents we teach.  So, how do we get them on board? 

One of the reasons that I asked about when we would need a middle level endorsement or a middle level license is because I think that may help people get on the same page or realize they do not belong in middle school.  That may sound harsh, and I know it does but I am so frustrated with how old school practices are done at my school sometimes.  I believe that part of the reason we struggle with student morale and behavior is because not everyone feels the importance to build a team and a safe community.  I have heard teachers say that they are not here to get to know the students but to teach them.   When I hear this I get so upset and I wonder if we were forced (for lack of a better word) to take classes or go to conferences about middle level in order to get an endorsement/license that either those teachers would not be able to argue against middle level practices.  I also think the administration needs to make such practices a priority and without the administration on board nothing will change.

Thinking about best practices...

This week with the reading I did I realized that we do need more research on middle level best practices.  Last year at a faculty meeting our principal had us download Bright Futures and asked us to read it.  As what often happens at our faculty meetings, we ran out of time to truly discuss the document.  The feel was negative though for many of our faculty members.  Someone brought up that there was not enough research in there saying why we should implement these practices.  As I read Goal #5 in the Success in the Middle article, I immediately thought of that faculty meeting and the research comment.  Perhaps with a faculty that feel they already do what they need to we do need the research piece that looks more at all of the characteristics implemented together and not at one piece like research for advisory groups.  I wish I could say that more of my faculty understood the adolescent but I do not think that is true.  Research may help them see it is time to morph some of our practices. 

That being said, I think our faculty has been so focused on testing and how to get off of our AYP status that all of our professional development has to do with standards, differentiation, and data analysis and not looking at the adolescent as a whole.  Perhaps if we could realize that if we changed some of our practices to match those in Bright Futures we may actually meet all learners and be able to get off of CIPS.  We have one subcategory that missed and we are getting close to having too few of our socio-economic students meet the standard as well.  It is a lot to take in and I do think that our faculty want to do better.  I also think many want to change but can only handle so many initiatives at once.  I do not know how to bring about the change now because there is such a focus on that AYP status. 

Back to School 2010

Phew!  What a week with the heat, but we made it...
I am eager to start this year with the group - they seem to have a lot of enthusiasm and I cannot wait to see where we will go in the curriculum.  Differentiating as many lessons is possible is my professional goal this year.  I worked on creating an entire differentiated unit this summer and am working on more units as we get there.  I also want to allow more choice in the classroom and get back into more integrated studies so I have a lot of work ahead of me but I am excited to begin...