Journet- Week 6

Wow! I cannot believe this is our final week.  I really enjoyed learning about teaching in middle School.  I wasn't sure what to expect in this class and I was a bit nervous because it is an online class.  I wasn't sure how well I would learn or how well I would keep up given that I was enrolled in another class with additional homework, being a single parent of 3 teens and a also working fulltime as a paraprofessional. 

I really enjoyed the book AMLE.  I feel that this book is a must for parents and educators of adolescents.  It begins with teaching us or reminding us of all the changes that are going on in this middle school years.  How their bodies go through the most physical growth in this point of their development beside their infant stage.  However, they are aware of these physical and emotional changes. This period of time between the ages of 10 and 15 years old can be tough time and even though adolescents may seem independent, they really need their parents to be supportive and they need trusted adults like teachers and coaches in their life.  We may think they are independent they don't need us as much but in fact they need us (supportive adults) more than ever.

We read early on in this course that  adolescents begin to think a bit more mature but still require a parent or guardians support and guidance.  They also begin to feel insecure about their appearance like their weight or acne.  They care what others think about them.  Around this time students may begin experimenting with alcohol, drugs, smoking and sex.  These behaviors do not come without consequences.  Around this age it is important that these young adolescents have a trusted adult.  If they don't have a trusted adult, they may be trusting their peers that may have wrong advice but because of their need to fit in they will sometimes trust the peers more than an adult.   

We later read in AMLE about the 4 essential attributes that must be present when educating, guiding and supporting young adolescents which are the following: Developmentally Responsive,Challenging and Empowering.

Within these 4 essential attributes we learned about the 16 characteristics that must be present when educating, guiding and supporting young adolescents. This is why i said that the book " This We Believe: Keys to Educating Young Adolescents is a must read for parents and or educators of adolescents.  I will not talk about all of them as I have already talked about some of them in my previous blog posts.  Here is an Image with an overview of the 4 attributes and the 16 Characteristics.

I feel that ALL 16 characteristics are very important to have when educating adolescents.  However, I also believe that the 6 characteristics that fall under CULTURE & COMMUNITY are very important to lay the foundation in educating students in middle school.  If we can become fluent in these characteristics as parents, educators, a school or community the academics and organization will flow together because we have created a warm and welcoming place for our middle school students to thrive.  We will be courage educators and build schools with vision that all stakeholders believe in, especially our students.

Coincidentally I was learning about differentiating in my other class at the same time that we read article about teaching diverse learners.  The biggest take away for me in this area was that creating a classroom that incorporates lessons in a Universal Design for Learning will benefit all students.  Differentiating is mainly done as needed per classroom.  If I teach incorporating UDL, I will have differentiated prior to the need.  The big difference being that in DI, the teacher makes changes according to need.  In UDL, the teacher implements the changes prior to the need so that all students have access.   

Overall, I really enjoyed the readings, the blog posts, my classmates blog post.  The assignments were really engaging in this class which really motivated me to do my best as a student and apply what I learned in my home with my own teens and in my future middle school classroom.  I will be buying this AMLE book to refer to.  Here is a link to the AMLE website if you would like to refer to it as well.

http://www.amle.org/AboutAMLE/ThisWeBelieve/tabid/121/Default.aspx

Journet- Week 5

                                              Culture and Community Characteristics

I can relate personally to much of this weeks readings.  In every school we know that curriculum, instruction, assessments, school leadership and organization is very important.  However, being culturally responsive and creating a welcoming community within the school is just as important as the academics.  Making sure that students feel welcomed and part of the school community is key in keeping the students engaged and excited about learning.

The characteristic, the school environment is inviting, safe, inclusive, and supportive of all, is what I would hope all students have access to.  As a parent, I would hope that my middles schoolers do feel invited, safe, included and supported.  If my child is culturally different, has an IEP, a 504 plan, is LGBT, has a different home language, is gifted, is low income, high income etc... I would hope that my child feels welcome in their classroom, school and community.  I would never want them to feel bullied by peers or unsupported by teachers.

As a future teacher, this is the same environment I will create in my classroom.  I would never single out a student for being different but celebrate their differences.  I will not tolerate any negativity from students or adults towards others.  In AMLE it states " The essence of a happy, healthy school is reflected in the talk one hears." (pg 33)  This so true what conversations do you hear students having?  Are they positive or negative?  What kind of conversations go on in the staff cafeteria?  Are teachers gossiping about each other or their students?

The other characteristic that I really liked was every students academic and personal development is guided by an adult advocate.  In the adolescent years students may not trust adults because sometimes adults may be to critical of teens.  They have forgotten what it was to be a teen.  Teens may not be able to talk to their parents because they feel they might be judged or reprimanded.  Being an Middle school teacher we should strive to be trusted adults and advocates for our students.  We have to create an environment where our students feel safe to speak to us.  We use these opportunities to guide them in their academic and personal growth.  I know as a parent my teens may not always feel like they can come and talk to me.  Actually, I have worked hard in not being judgmental or critical of them.  For the most part I can hear them out without turning a conversation into a lecture.  I do have deep conversations with them where I guide them and give them advice.  I know that there will be times that  they will not be able to speak to me and it is in those times that I hope they have a trusted adult at school that can guide them or reinforce my adult rational.  I hope that my teens have advocate at school where I don't always know whats going on.  Vice Versa, I hope to be that advocate for students who may not feel heard in my classroom or school.

Thinking back to my middle school and high school years, I remember not being able to speak to my mom about things for what ever the reason.  I do remember pivotal conversations with certain adults in my life and still to this day I member how they have encouraged me.  I remember many of them being teachers and knowing my home life and how they knew what to say.  I have carried their words with me through tough times.  I have gone out of my way to let them know how much of an impact they have made in my life.  Now working in a school for almost 10 years, I have seen many middles schoolers graduate and occasionally some will come back and visit.  What is very rewarding to me is when one says " Ms. Journet, I remember how you were so encouraging.  I thank you for all your help and support."  Sometimes as an adult I may not remember a specific conversation that they may be referring to but because I try to always be positive, it warms my heart to know that I made an impact and left an impression on a student.

Journet- Week 4

I really enjoyed this weeks readings.  The topic of differentiation is dear to my heart.  I have worked in special education as a para for over 10 years and have seen the best strategies and the worst strategies when it comes to differentiation.  The first reading really breaks it down in defining what DI is not.  It does seem overwhelming to think that teachers must differentiate according to all of their students needs.  The first point iit makes is that DI is not individualized instruction for all students.  We do recognize that in DI, teachers do work in whole groups, small groups and sometimes with individual students.  The second point that this article makes is that DI is not chaotic.  Instead of visualizing many things happening at once within the classroom, picture the teacher as a facilitator like a conductor in the opera.  the teacher guides and facilitates all of the students.  There is a lot going on but if it is well structured it will be what the text called "Orderly Flexibility."  I like that DI is not homogeneous grouping and the students can benefit from each others strengths.  Di is not a tailoring of the same suit of clothes.  DI gives students of expressing themselves according to their own skill sets and talents.  DI benefits all students not just the outliers.

The Edutopia article was very informative.  It talked about the 3 ways to differentiate.  I am very familiar with the common one, which is differentiating the product.  As I read about the the other 2 ways of differentiating I was quickly reminded of the Undiversal Design for Learning.  It is very similar.  

1. Differentiating the content includes various delivery formats such as video, readings, lectures and audio.  
2. Differentiating the process is about how the students reflect on what is being taught.  This includes strategies like think/pair/share, journaling and literature circles.
3. Differentiating the product allows the students to show what they learned through a format that is preferred by the student.

In Universal Design for Learning (UDL) there are also 3 similar points which are:

1. Multiple means of representation (how students acquire information).
2. Multiple means of expression ( product).
3. Multiple means of engagement (interest, challenge and motivation).

The big difference being that in DI, the teacher makes changes according to need.  In UDL, the teacher implements the changes prior to the need so that all students have access.  This cartoon explains this a bit further.

     

Journet - Week 3

This weeks readings in both AMLE and in the article were very informative.  Reading about effective school leadership really made me think about what type of school I would love to teach in.  I also nodded my head in agreement with many points made about school organization and leadership.  The first characteristic of effective leader that AMLE talks about is shared vision.  It states that a shared vision developed by all stakeholders guides every decision.  I feel that this is important for everyone involved.  Having a clear shared vision developed by teachers, students, parents, community and administration will help in making big decisions for the school.  Decisions about curriculum, school activities, functions, programs, climate, discipline, fundraising and so much more.  In the article, one of the five key responsibilities of  an effective principal is to establish a vision of academic success.  In my 10 years as a paraprofessional I have seen great school vision which was communicated to all stakeholders by the principal.  This principal refers to it often and those involved take it seriously because the principal does.  I have also seen a great vision put in place but it wasn't honored or enforced.  The people under that school administrator didn't have a clear understanding of the vision and didn't really follow through with the vision.

While reading AMLE, one of my head nodding moments was when I read the characteristic on courageous and collaborative leaders.  It states Leaders demonstrate courage and collaboration.  "Effective leaders challenge and change practices that do not serve students' best interests and confront issues not in line with the vision." (AMLE 2010)

I took this characteristic to heart because I have been in situations where I have had to speak for the best interest of students.  It takes so much courage to speak up and challenge people who have authority over us.  However, having a clear vision to use as a foundation makes it easier to state your concerns about students.  It makes it easier to advocate for their best interest.  It takes courage to speak up especially when you don't want to lose your job if you challenge something that does not serve your students.  In my earlier days as a paraprofessional, I use to be guilty of being complacent and quiet if I saw something that was not in line with our school vision because of fear of being outcasted among my colleagues and maybe losing my job.  I have come a long way and I have grown braver.  I also think that an effective Principal makes establishes a climate where we can talk to them about a situation that we feel isn't working or is not in the best interest.  I have spoken up and advocated for my students and myself.  I feel heard and validated.  We collaborate and come up with clear goals and implement changes together.  Sometimes as paraprofessional we feel that we don't have a say in things but I have learned that we do have an impact and our voice is important.   I have spoken up to teachers, principals and others school staff in a kind and professional way.  Like I said an effective principal makes it easy to challenge and change practices even if you are "just a para" so to speak.

When I go through the teacher hiring process no matter how badly I need a job, I will ask about the school vision and I will ask if it is being followed before I even apply to a school.  I want to work for a school where their is a shared vision that is clear and visible to an outsider looking in. 

  

Journet-Week2

This week the text (This We Believe) introduced us to the four Essential Attributes that must be present when educating, guiding and supporting young adolescents.

The Four Essential Attributes are:

1. Developmentally Responsive:  using the distinctive nature of young adolescents as the foundation upon which all decisions about school organization, policies, curriculum, instruction, and assessment are made.
2. Challenging: ensuring that every student learns and every member of the learning community is held to high expectations.
3. Empowering: providing all students with the knowledge and skills they need to take responsibility for their lives, to address life's  challenges, to function successfully at all levels of society, and to be creators of knowledge.
4. Equitable: advocating for and ensuring every student's right to learn and providing appropriately challenging and relevant learning opportunities for every student.

As I read through these 4 essential attributes and the following 16 characteristics of what must be incorporated when teaching young adolescents, I found myself nodding my head in agreement many times.  This book should be in the hands of anyone teaching, working with or parenting young adolescents.  It will provide great insight at the expected milestones that this age group is currently going through.  The text this week included part of 16 characteristic which where described in 3 parts.  Part one talked about Curriculum, Instruction and Assessment. 

Additionally we read the scholastic article titled Middle School: Are They Ready to Move Up?.

As I read the article I thought about the 4 Essential Attributes and 16 characteristics.  In this article they talk about how the middle school years are not easy for anyone involved.  The author, Carolee Adams states that it is a rough time to be a student in this age group and it is a tough group to teach.  She says that most educators of middle-school are not fully trained or prepared.  According to Adams teachers need more preparation in 

• development and needs of middle schoolers
• know middle school philosophy
• organization
• curriculum planning
• assessment
• Should have field experience

With this age group their is a decline in motivation and academic achievement.  Educators may be able to help with the lack of motivation and academic achievement.  For example, as teachers we can plan lessons that will engage them like choosing a text that will grab their interest where they can connect to the characters of the story.  We can take students interests and backgrounds into consideration when planning activities and curriculum(1st Attribute-Developmentally Responsive).

The lessons whether they are math, science or social studies must be relevant to the students (4th Attribute-Equitable).

Adams quotes Maurice Elias who states that middle school students are volatile but thAT this part of their development.  I have witnessed this with students and with my personal kids.  Since students amplify negative feedback it is important that as educators or parents we talk to them in a way that they don't feel attacked.  I have seen in the classroom when teachers are addressing an issue with the whole class.  The issue might involve 2 students but you will hear from many students that feel attacked by the teacher.  They usually respond upset as if the teacher is isolating them.  They get upset to tears.  The students end up amplifying the negative feedback and become defensive.  In my house when I give my 3 teens a speech about behavior or expectations my son (15) and daughter (13) becomes defensive and feel attacked.  Tears are involved and then they argue back and forth with each other.  My oldest daughter (17) usually offers insight that they might understand (peer validation) or may chose to not get involved with the bickering and walks away.  As educators or parents of young adolescents we want to let them know that we understand them and what they are going through but we will keep our expectations high (3rd Atrribute-Challenging).  We show unconditional love and acceptance and that even when they fail we will not give up on them(2nd Attribute Empowering).  We teach them about life and facing tough times.

The article goes on to give educators advice for teaching middle school students.  Teachers should stay positive, prepare for shift expectations, promote self reliance in students, provide group structure and formalize consistent procedures.  Adams says that teachers must stay current on the latest research and theories.  I would add that they must also stay current with the fads, music, movies, sports, books and trends that young adolescents are into because this will connect you with your middle school students.  The will be less inquisitive about you as an adult if they connect with you and trust you. 

Journet - Week 1

In the text we read that there are two very extensive periods in which humans go through a very profound change.  The first rapid and extensive period of change is during infancy.  However, babies don't remember the change.  The second period of time that humans go through a very dramatic and rapid change is in the adolescent years.  The period of time between the ages of 10 and 15 years old.  At this point in life students within this age range look so different physically.  In a room full of 13 year-olds, you may have really tall boys and really tall girls as well as very short girls and very short boys.  Because students are going through puberty, we begin to see the physical changes in both boys and girls.  Some students do not go through puberty until much later so they appear much younger in age next to their peers. 

At this age the way a student thinks is changing as well.  They begin to think a bit more mature but still require a parent or guardians support and guidance.  They also begin to feel insecure about their appearance like their weight or acne.  They care what others think about them.  Around this time students may begin experimenting with alcohol, drugs, smoking and sex.  These behaviors do not come without consequences.  Around this age it is important that these young adolescents have a trusted adult.  If they don't they may be trusting their peers that may have wrong advice but because of their need to fit in they will sometimes trust the peers more than an adult.  

I have worked with this age group in a school setting.  I know that at this age students start developing crushes for each other.  Also, students in particularly boys may try to be assertive and become physically aggressive with peers especially when it comes to crushes or if someone mad them look like a feel on the playground.  Emotions and hormone run loose at this point in human development.  I have also seen how students begin to become interested in social justice issues like Black Lives Matter or LGBT rights.  Students that have previously have been sweet and respectful with me might begin to clown around because they want to look cool in front of their friends.  

I have 3 adolescents of my own.  I have a 13, 15 and a 17 years old.  They now have a mind of their own.  I hope that everything I have taught them stays with them in the long run and that they may make good choices when I am not around to supervise their every move.  My oldest the 17 year old is like a mini adult.  She goes to school, keeps good grades, works a part time and is involved in clubs and sports.  I rarely see her but I go out of my way to make one on one time with her because it is important that she knows she is loved and that I care and check in on her.  My 15 year old son is very independent and stays home if he isn't at baseball related activities or hanging with friends.  My youngest is in 8th grade and her looks mean everything to her,  I encourage body positivity and I never body shame myself or others.  

I can totally relate to the text through my experiences as a para educator and as a mother of 3 teens.