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!