Week 11: Review

The three websites that I chose to tweet this week and why:
http://corestandards.org-- This is a website where you can click on the state you are teaching in and see what the standards are. My friend who is a teacher in Mississippi says she uses this on a weekly basis to get their weekly standards for common core.

http://educationnorthwest.org/traits-- Useful for writing assignments. Offers an overview with research to support the 6+1 trade writing program, lesson plans, writing prompts, and rubrics. Also includes writing samples to practice scoring and see how other teachers scored the work.

http://teacher.scholastic.com/resources-for-teachers/-- Offers many different teacher tools such as student activities, lesson plan ideas, and bell work. Also includes information on scholastic books and an area where teachers can blog and get ideas from each other.

Brighton-- I enjoyed learning about the different types of parenting and the pros and cons of each kind
Parks-- I learned that the easiest way to make a parent an ally is to send something positive about their child before they have to come to me.
Parent Involvement Research Summary-- The ten recommendations for increasing parent involvement were helpful for me to learn.

Week 9: Reflection

Notice how Ms. Hall takes 10 seconds to review her expectations for participation:
I think by her only taking up that much time she is able to keep the student's attention. She doesn't harp on and on about what she expects. She just gets their attention and explains exactly what she expects briefly. Keeping it concise makes it easier for students to remember.

What is meant by the narrator's statement of "always show you mean business"?
I think that if you continually let things slide, students begin to lose respect for you and you slowly lose control in the classroom. If you always mean business, students will respect you as the teacher and will be more likely to follow rules and comply with what they are asked to do.

How does Ms Hall's positive approach encourage participation?
By continually verbally affirming the students she encourages them to participate. Like she said, for some students raising their hand and speaking in front of all of those people is a huge step so she wants to encourage them to continue to voice their thoughts. When she hands out stickers and cards, it is a physical positive response to students who are giving good answers. This is on top of the verbal praise she already gives.

How do you think this will or will not inform your practice as a teacher?
I am the type of person who learns by being positively affirmed so I will teach in this way, as well. Seeing Ms. Hall positively affirm her students verbally and through visible rewards gave me the idea of coming up with multiple ways to encourage students. For some students it might be the verbal praise that keeps them working hard but for others it could be a tangible reward. I think that by having multiple forms of encouragement I will be more likely to reach the entire class.

Week 8: Closure

The Kohn article for this week really opened my eyes. Although I had already decided that in my future classroom I would want my students to be a part in making the classroom rules, this article made it clear why this is so important. Not only is it important for students to feel like they are a part of the rule making, it also helps them to understand why certain things are acceptable and others are not. It helps them begin to develop a way of thinking that is not so black and white. Up until the point of reading this article, I thought involving the students was just a way of encouraging a student teacher relationship or getting the students to participate from the first day. I now see the bigger picture. Like the author said, "the process is the point". Helping the students to understand why certain things will help the classroom run smoother and helping them process why these expectations are important is opening a door to bigger discussions and a broader way of thinking for students.

Week 7: Field Observation 4

In the video we watched this week I like the classroom's organization and vibrant colors. I think they make the classroom an inviting place and I also think all of the fun colors would be a reflection of me and my desired style of teaching. When they showed the classroom at the beginning that was "calming" I did not like it at all. I thought it looked boring and cold. Most of the ideas in the main classroom I liked though. A couple of things that I think would not be appropriate for a middle level classroom would be the carpet for circle time and the different insects as labels for each group of desks. I think that there needs to be space for group reading time or other kinds of group work but the carpet idea seems to be a bit elementary. For instance, it could be awkward for growing bodies to have to sit in such a small space and so close to one another. The different labels are creative but a bit child-centered as well. I think that just giving different groups a color or letting them name their group could be a better alternative.
The idea of form following function means that things in your classroom should serve a purpose. When I think of this I particularly think of displays on the wall in the classroom, whether that be a bulletin board or something else. I think that wall displays need to be creative and fun but they also need to have a reason behind them, preferably one that encourages learning.

Week 5 Closure: Adolescent Development

This week, learning about teaming was interesting for me. This is a new concept to me but I find it intriguing. I think teaming can be very beneficial for young adolescents. I think that teaming can address young adolescent development by providing a sense of consistancy. This is a crucial part in young adolescents lives and having teachers who are all on the same page would be very beneficial. I also think they will benefit from having teachers who have bounced ideas off of each other and discussed what the best way is to deal with students. Between the team working through ideas, hopefully the students will end up being the ones with the largest benefit.
I think that there are a few methods to create a good classroom climate. I think first of all teachers need to make a point to put their students as their priority. With that in mind, I think teachers will be able to provide students with a positive and enjoyable classroom climate. Teachers also need to be able to make the material interesting to students. I think a good way to do that is to introduce group work or creative ways of learning the material. Getting students to work in a hands on manner can make it seem more relevant to them. I also agree with Parks in regards to rewarding students. Parks writes, "Stickers, homework passes, treats, awards, etc., really will motivate middle schoolers and are tools you can and should use in your classroom." (Parks 2010, page 18) These little things will make students want to work with the teacher to make the classroom a pleasant place for all.

Field Observation 3

This week I went and observed seventh and eighth grade students at lunch. There were roughly 200 students in the lunchroom when I was there. The first thing that I found interesting was that before students got in line to get their food they all went and claimed a seat at a table. I later found out that each group sits in the same area of the cafeteria everyday but the seats at the table change up. Then the students who were buying lunch went with friends to get in line to get food. I noticed that no student liked to be left alone at any point during the lunch period. I also noticed that students did not venture to other tables. Some students sat at tables with both boys and girls while other sat in groups of the same sex. After they had finished lunch some students got out notes or homework that they frantically finished. I could tell that the homework they were working on was most likely due in the class after lunch.

What I began to put together was that when Brighton said “most middle school students are more concerned with their social status than they are with their academic standing,” (Brighton 2007) he hit the nail on the head. Obviously, if they were more worried about their school work it would have been finished the night before when it was assigned. Instead, they would rather socialize with their friends during lunch and then at the last minute cram in homework and read over their notes. I also think that if spending time with friends is so important, Brighton was also correct when he wrote about student’s friends having an effect on what they believe. It was obvious sitting by certain people was important so I’m sure having common beliefs with these same people is important to these students as well.

I think it is vitally important for teachers to be aware of this strong need students have for interaction with their peers. It is important not only for social reasons but for their intellectual development as well. These students require this type of interaction for their development because for the first time they are beginning to form their own opinions instead of strictly adopting their parent’s beliefs. This is a major part in their journey to adulthood.

Field Observation 2

For this week's observation, I went and observed a middle school church service at Pinelake church. The beginning of the service took place in the large gymnasium and included singing and a speaker. The "big group", as they call it, included both boys and girls in grades 6-8. What I noticed first of all was the short attention span of the young teens. The room is filled with adults whose job is to make sure they stay quiet and attentive during the service and still the students tried to socialize with one another. It was clear that, just as Brighton had mentioned in the book, friends were the focal point. They are then split up into "community groups" where they go to different rooms divided up by age and gender. I chose to observe the 6th grade girls group.  It was just as the book had discussed in chapter four, the students who spoke up the most and answered the most questions seemed to be more confident in themselves than the girls who sat on the back row and seemed timid. The girls who were answering the questions were a group of six and I quickly found out they went to school together and were best friends outside of school and church. I could tell that the girls in the back, even when called on, did not want to try to steal the spotlight from these other girls. It was almost as if they were the popular girls at school and that the way others reacted to them was the same at school and outside of school. When the teaching concluded they were free to socialize until their ride came to pick them up. At that point I observed more male and female interaction. Some flirting was going on and I heard multiple times "I will text you later tonight". It was clear that they were very infatuated with the opposite sex.
The book laid out a pretty clear guideline and was almost exact in its description and what I actually observed. I did  have one major thought however, although the book suggests encouraging students to participate  in "groups that encourage positive values such as community service groups, sports teams, scouts, and religious organizations" (Brighton 25) I think it is difficult, if not impossible, for students to escape peer pressure and cliques whenever they are in a big group like they were that night. Middle school is such a difficult time for young adolescents to try to fit in and find themselves at the same time. Without proper encouragement and guidance from teachers and other adults around them, it would be easy for some of these students to slip through the cracks because they are the quieter type. This observation made me much more aware of the types of situations I will be dealing with in the classroom.