Chapter 9: Planning for Block Scheduling

This chapter seemed to be a reiteration of practicum. I understand that with longer period times I can take different approaches to my content area. I also know that variety is the spice of life, so it is not enough to simply have the time to use, rather I must be properly prepared to utilize the time that keeps the students actively engaged. I have not seen many schools that have block periods for math classes but I hope to change that when I get to my job location (Two years in of course…). There are perfect examples of long class periods being wasted to poor teacher preparation right here on campus. It is not enough to simply babble on for an hour and a half. Teachers should use the time to actually allow the students to learn and use the material.

Chapter 12: Teacher Advisories- A Proposal for Change

The need for change in middle schools includes a new approach to the advisory groups. When I was in middle school we did not have any type of advisor groups. The schools I have subbed in have a daily STAT period that is supposed to be an advisory period but turns in to an unstructured study hall. The idea, that advisory groups should meet less frequently and for longer periods of time makes perfect sense to me. It takes the daily grind of academics out of the equation and allows students an opportunity to develop a healthy relationship with an adult that cares about their well being. I would fully enjoy being a part of a middle school that took this approach. Kids do not need a study hall everyday to take the place of a relationship with a positive role model. If the groups met with hours to spend together, they really could develop community involvement with the students.

Chapter 11: Teaming

This chapter discusses important aspects to teams that teach young adolescents however I could not get past one line in the core values section. In a bulleted list of a school teams core values the very first one stated: All students belong to all of us” (pg 139). I think that is a major part of what is wrong with the education system, teachers and administrators too often think with a “me first” mentality. The teachers should think about what is best for the students. It should read “we belong to all students”. It is way too easy and common place now to only worry about what affects you, but as teachers we need to be able to put ourselves away and really focus on what the students need.

Chapter 6: Organizing Relationships for Learning

The focus of this chapter is the idea that positive teacher-student relationships are one of the most important and long lasting concepts in the middle school. Curriculum is important of course but what makes a lasting impression on these students are the adults around them. The book argues that team teaching approaches with a small teacher to student ratio is a great way to develop trusting relationships that will promote growth. I agree with the idea. It is important for students to feel comfortable with their teachers so they can freely explore their ideas. If a student feels that the teacher is out to get them, or any idea they have is a bad one, that student is way less likely to participate in the learning experience. If a team of teachers can reach the students as individuals it would be far easier to help the children grow.