Chapter 4: Active Learning

The fourth chapter of Meet Me in the Middle is an important one; it addresses the idea of actively engaging students with the content. Physically the middle school student is going through changes that make them uncomfortable in a typical school seating arrangement, thus causing fidgeting and behavior problems. The book offers a number of example activities that will get the students moving around while they learn. I think this is a very strong method. If I can get math students moving and using math they are way more likely to have it “click”. I like the small section about having a brainstorming session with your peers to find new ways to teach the same old stuff. I hope I am lucky enough to teach in a department that welcomes new ideas and encourages active learning.

Waiting for Superman

The film "Waiting for Superman" was done in a very powerful way. It succesfully engaged the viewer emotionally. But looking past the individuals involved in the movie is a big idea that the schools are continually failing our students. I am stuck on one part of the movie, well two actually but the money spent on prisoners is another long conversation in itself. But the part about the teachers union not even voting on the change to performance based pay really bothers me. There is no way you can look around and not acknowledge that changes need to be made. It might not have been the right change for the situation, but for the union to not even vote on it shows an arrogant sense of entitlement. Tenure should not be the goal of a teacher, and to make a second year teacher basically untouchable for life is a ridiculus business model.

Chapter 3

Backward design is the newest way to plan a lesson. While I saw it come together in practicum I am weary of only learning one way of doing things. It seems that is what creates grumpy old teachers that can’t change. The most important part of the design for me was a simple idea, high expectations. As a teacher we should find ways to challenge all the students and do so in a way that we expect them to work hard towards and succeed. The backward design model when used in an open environment like a college classroom where we can choose random technology projects as the end point may create some higher level thinking, but in a school run by standards and test results I fear the end product will be a standardized test score.

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.