Week 6
Over the few weeks of this course, there have been some major things that I have taken away. From when I was in middle school, I remember school being a crazy time. As AMLE: This We Believe points out, middle schoolers experience rapid changes: physically, mentally, socially, and emotionally. I think this is very important for adult educators to realize because sometimes we tend to forget what changes occur in middle school. Although this was one small point made throughout the course, it is still quite important to remember and realize before entering a middle school classroom.
Another key takeaway in which I gathered from this course is trying to teach students a love for learning rather than just teaching them the “right answers.” Sometimes I also feel as if this point is forgotten as a middle school teacher. There are certain standards teachers have to meet and at times, if test scores are not met, teachers are let go. No wonder there is such pressure on raising test scores and teaching students the correct answers. However, I think this is when differentiated instruction comes along and really helps teachers out. Before this course, I didn’t really have the correct understanding of what differentiated instruction was. I thought that it meant that teachers plan different ways of instruction for each individual student, which is not the case. There is not enough time in a day for a teacher to do that. Differentiated instruction can help teachers show students a love for learning and what that can look like. When I was in middle school, I remember different types of differentiated instruction. Some teachers had a powerpoint and a lecture, other teachers provided small group activities, and others even incorporated interactive games such as Kahoot quizzes. Although, I have also seen some classrooms in which teachers do the same type of lesson structure all the time, which is boring and not fun. But my question stands for teachers who are in special education programs. I have been at a placement at Elim Christian School where everyday lessons are structured in the same ways to promote routine and regularity for the students. This makes me wonder whether differentiated instruction would be helpful for students with disabilities or whether that would throw them off in their school day.
Another crucial point that I took away from this course is how schools should provide positive climates. The essence of a happy, healthy school is reflected in the talk one hears. Staff members are cordial to each other, teachers and administrators call students by name, and students interact comfortably and respectfully with adults and peers” (AMLE 33). I think this is so important to understand. In all 4 of my placements, I have seen both positive and negative school climates. In every placement I have had, teachers have something bad to say about another teacher or parent. I understand that some situations you just need to talk about, but when that talk occurs in the classroom or in the teachers lounge, that is not a positive school climate. I have also had a placement in which my cooperating teacher had no clue of some of her students’ names! Now, that is just not alright. That is another aspect of a negative school climate. Yet, at the same time, I have also been in placements where teachers and students have interacted so well. Past students say hi to their past teachers in the hallways and the teacher still knows that student’s name. I think that is a wonderful school climate. I have also been in a placement where the teacher(s) interact with the school janitor. I think that interaction is so important for students to see because that shows that everyone is equal to each other.
Overall, I think that this course provided a lot of great insights into what it looks like and should look like to teach in a middle school classroom. Teacher’s need to understand what students are going through during a crazy time in their lives, teachers need to show students the importance of learning, teachers should understand differentiated instruction to help benefit all of their students, and the importance of a positive school climate is beneficial in many ways, for staff and students.
Another key takeaway in which I gathered from this course is trying to teach students a love for learning rather than just teaching them the “right answers.” Sometimes I also feel as if this point is forgotten as a middle school teacher. There are certain standards teachers have to meet and at times, if test scores are not met, teachers are let go. No wonder there is such pressure on raising test scores and teaching students the correct answers. However, I think this is when differentiated instruction comes along and really helps teachers out. Before this course, I didn’t really have the correct understanding of what differentiated instruction was. I thought that it meant that teachers plan different ways of instruction for each individual student, which is not the case. There is not enough time in a day for a teacher to do that. Differentiated instruction can help teachers show students a love for learning and what that can look like. When I was in middle school, I remember different types of differentiated instruction. Some teachers had a powerpoint and a lecture, other teachers provided small group activities, and others even incorporated interactive games such as Kahoot quizzes. Although, I have also seen some classrooms in which teachers do the same type of lesson structure all the time, which is boring and not fun. But my question stands for teachers who are in special education programs. I have been at a placement at Elim Christian School where everyday lessons are structured in the same ways to promote routine and regularity for the students. This makes me wonder whether differentiated instruction would be helpful for students with disabilities or whether that would throw them off in their school day.
Another crucial point that I took away from this course is how schools should provide positive climates. The essence of a happy, healthy school is reflected in the talk one hears. Staff members are cordial to each other, teachers and administrators call students by name, and students interact comfortably and respectfully with adults and peers” (AMLE 33). I think this is so important to understand. In all 4 of my placements, I have seen both positive and negative school climates. In every placement I have had, teachers have something bad to say about another teacher or parent. I understand that some situations you just need to talk about, but when that talk occurs in the classroom or in the teachers lounge, that is not a positive school climate. I have also had a placement in which my cooperating teacher had no clue of some of her students’ names! Now, that is just not alright. That is another aspect of a negative school climate. Yet, at the same time, I have also been in placements where teachers and students have interacted so well. Past students say hi to their past teachers in the hallways and the teacher still knows that student’s name. I think that is a wonderful school climate. I have also been in a placement where the teacher(s) interact with the school janitor. I think that interaction is so important for students to see because that shows that everyone is equal to each other.
Overall, I think that this course provided a lot of great insights into what it looks like and should look like to teach in a middle school classroom. Teacher’s need to understand what students are going through during a crazy time in their lives, teachers need to show students the importance of learning, teachers should understand differentiated instruction to help benefit all of their students, and the importance of a positive school climate is beneficial in many ways, for staff and students.
Sam,
ReplyDeleteIt has been very interesting to hear everyone’s perspectives and experiences with school climate. I get very mixed feelings about it though. On one hand, I hear the good and I see the way our classmates talk about their enthusiasm and passion for the profession. Then, on the other, I hear about the schools with a poor climate and I can’t help but think those teachers once had the same enthusiasm and passion that we do now, until something forced that to change. I have met some great people throughout this program with big hearts and great ideas. It is my hope that we all get the chance to bring those to the classroom and find our best fits to keep that passion burning. Good luck to you!
The comments you made about remembering how crazy middle school was for you was an important point to remember about students and their developments but also in tough home or emotional issues. In one of my placements, I was shocked that a student in the front row sighed very loudly during instruction for an activity and put her head down on the desk. It was pretty disruptive. The teacher did not reprimand her but allowed her to stay that way throughout the class. Afterwards she had a private conversation with the student and it turned out that she was sexually abused the night before, administration & DCFS were contacted. It was extremely sad but I was very impressed by the composure of the instructor before she had found out why the student was misbehaving, the tack & care with which she approached the student. I learned a lot that day from this teacher, don't be quick to judge. Students issues are not always as big as this particular girl but they are all people and have issues that they are trying to deal with and as middle schoolers they do not know how to handle them or who to approach to help them.
ReplyDeleteI could not agree with you more about creating a positive classroom and school environment for students, teachers and staff. I enjoy walking into my children's schools and being greeted by the Principal and other teachers, who know my name and my children's names, and high level of engagement that occurs there. I certainly want to look for a school that has a positive environment to work in one day. I think that your experiences seeing both a positive and a negative environment will help you in the future. I have not had a negative experience, but can empathize with teachers who have. I have heard some teachers talk about negative environments and the impact it has had on them; as well as the students. That is so sad.
ReplyDeleteI really like your summary and the things that you've pulled away from the course. Middle school really is about so much more than students just learning the right answers. There is so much pressure for teachers to simply "meet the standards" and forget about the entire learning process along the way. Middle school is a great time for students to start to wrestle with content because they are getting to an age where they can start to grapple with social issues in social studies and english classes while using information they already know to find new ways to solve things in science and math.
ReplyDeleteI also really like your point about having a positive school climate. Positivity really goes a long way when it comes to students of this age. They need a happy and healthy school that is a joy to come to, not a place that they dread walking into. The positivity that the students needs stems from the positivity that the teachers portray for the students. We have to be role models with these students, no matter what our personal opinions are of somebody. We need to put our personal differences aside and do what is best for the students.