Summer school begins next Monday. I am excited to be with kids again (other than my own!) I'll be taking a break from the middle school level as I will be the lead teacher for the group of students entering 4th grade in the fall. My own younger daughter will be a 4th grader this fall and she is quite a character. I seem to remember her sister being rather strange at this age as well, so I am interested to see if it is a phenomenon with 9 and 10 year olds, or if it is just my girls! (As an example of her silliness: last night my 9yo used a key to unlock my head, opened it up and said, "My it's very dusty in here. You must not use your brain very much! Let me just clean it up for you." At which point she, blew on my head and then closed me back up and locked it tight!)
I am a bit nervous about working with these kids as I've been in the middle school now for 16 years. I think I will have to make a conscious effort to slow down in my teaching. Right now my plan is to work in a genre study on folk tales and then work with them on strategies for reading expository text.
On the first day, I want them to be involved in setting the norms and guidelines for our work together. After that, I want to have them set goals for themselves. I am hopeful that they will be able to do this, and I know that they are going to need more scaffolding than I have to use with my middle schoolers. But I am not quite sure what that scaffolding should look like. I plan to try using a mind mapping activity to get them to think about how they want to be different at the end of our work together. Then perhaps to put their goals into words, I will use a close paragraph that they can fill in.
Please share any words of advice or wisdom!
Thursday, July 30, 2009
Monday, July 27, 2009
So Confused!
Sometimes learning new things can be very taxing! I'm finding this to be especially true with the new information I find myself bombarded with on Twitter. Here are the new terms I've been exposed to:
Skype
Delicious
Diigo
wiki
ning
Second Life
Moodle
And then there are the terms I already knew, but still have not much idea about how, when, where and why to use them:
podcast
ning
blog
I am taking baby steps with all this new information. As you can see, I've begun the blogging process. I am a part of a couple of nings, and I really like the networking and collaborating I get from that. But as for the rest, I feel like I just need someone to tell me which are the best tools to use.
I also need guidance on time management for all of this. On Twitter, many of the people I follow seem to be on the computer all the time! I am sure this is just my perception, but the conversations I see that took place while I slept leave me feeling jealous that 1) I missed out and 2) that I have to sleep! And aside from sleeping, I have to do all the other daily routines that being a wife, mother, pet owner, teacher, friend, daughter, etc. come with. I don't want to log hours on the computer!
So, someone (or lots of someones!) out there on the net, please share your computer-time management skills. And please help me sort out how to prioritize these new-to-me-tools.
Skype
Delicious
Diigo
wiki
ning
Second Life
Moodle
And then there are the terms I already knew, but still have not much idea about how, when, where and why to use them:
podcast
ning
blog
I am taking baby steps with all this new information. As you can see, I've begun the blogging process. I am a part of a couple of nings, and I really like the networking and collaborating I get from that. But as for the rest, I feel like I just need someone to tell me which are the best tools to use.
I also need guidance on time management for all of this. On Twitter, many of the people I follow seem to be on the computer all the time! I am sure this is just my perception, but the conversations I see that took place while I slept leave me feeling jealous that 1) I missed out and 2) that I have to sleep! And aside from sleeping, I have to do all the other daily routines that being a wife, mother, pet owner, teacher, friend, daughter, etc. come with. I don't want to log hours on the computer!
So, someone (or lots of someones!) out there on the net, please share your computer-time management skills. And please help me sort out how to prioritize these new-to-me-tools.
Saturday, July 18, 2009
Why Middle Level...cont.
The fact that many structures of model middle schools are being tossed by the wayside in these tough economic times makes it even more crucial for teachers to pursue graduate studies in middle level programs. We all know that in education, we're riding a pendulum that swings back and forth. Ideas come and go, but even if they have different names, the philosophies behind them are usually the same.
In the middle level program at CMU (and hopefully in all!), a teacher will first learn about the distinct needs and characteristics of these "kids in the middle." These sweet darling are undergoing such dramatic changes physically, cognitively, and emotionally. It is imperative to understand them in order to best help them grow into democratic life-long learners.
The second important part of a middle level program is the structures that best suit the needs of these kids. Teaming, flexible scheduling, advisory, parent communication and contact are all crucial elements. Teaching in a school that does not already employ these structures makes it even more important that we have qualified and knowledgeable staff who can advocate for them, and who have the desire to implement them in the toughest circumstances.
In order to understand middle level kids, we need to understand the diversities that enter our classrooms. These kids are diverse in every way-from their rate of their development to ethnic, cultural, and socioeconomic diversities. The middle level program will help teachers understand these differences and then go on to model the instructional strategies that will allow teachers to meet the needs of all students, in spite of their diverse natures and backgrounds.
Understanding curriculum that best meets the needs of middle level students is the next step in the journey to becoming a highly effective middle school teacher through the program at CMU. The National Middle School Association advocates for a curriculum that is integrated, rigorous, and incorporates student voice. This type of curriculum is best planned in collaborative teams, but even teachers who find themselves still working in isolation can implement the elements of effective curriculum within their own classroom.
Becoming a middle level specialist through an endorsement or masters program will enhance the practice of teachers at every level. It will change the way you teach. Maybe more importantly, as many middle schools do away with teaming and common planning time, flexible scheduling, and the other components that make a model middle school, it will make you an advocate to maintain instruction and programs that research shows are best for middle level students.
In the middle level program at CMU (and hopefully in all!), a teacher will first learn about the distinct needs and characteristics of these "kids in the middle." These sweet darling are undergoing such dramatic changes physically, cognitively, and emotionally. It is imperative to understand them in order to best help them grow into democratic life-long learners.
The second important part of a middle level program is the structures that best suit the needs of these kids. Teaming, flexible scheduling, advisory, parent communication and contact are all crucial elements. Teaching in a school that does not already employ these structures makes it even more important that we have qualified and knowledgeable staff who can advocate for them, and who have the desire to implement them in the toughest circumstances.
In order to understand middle level kids, we need to understand the diversities that enter our classrooms. These kids are diverse in every way-from their rate of their development to ethnic, cultural, and socioeconomic diversities. The middle level program will help teachers understand these differences and then go on to model the instructional strategies that will allow teachers to meet the needs of all students, in spite of their diverse natures and backgrounds.
Understanding curriculum that best meets the needs of middle level students is the next step in the journey to becoming a highly effective middle school teacher through the program at CMU. The National Middle School Association advocates for a curriculum that is integrated, rigorous, and incorporates student voice. This type of curriculum is best planned in collaborative teams, but even teachers who find themselves still working in isolation can implement the elements of effective curriculum within their own classroom.
Becoming a middle level specialist through an endorsement or masters program will enhance the practice of teachers at every level. It will change the way you teach. Maybe more importantly, as many middle schools do away with teaming and common planning time, flexible scheduling, and the other components that make a model middle school, it will make you an advocate to maintain instruction and programs that research shows are best for middle level students.
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