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.