With the protests and change occurring due to the death of George Floyd, there have been constant amounts of information and media to follow. There was one tweet that transformed into a meme that circulated all social media platforms that stuck with me. It read something like don't ever call gen z lazy and don't care again because they are out there fighting for justice and more connected to these movements going on than most other generations. That stuck with me because I think for the first time in history we have young adult minds that are able to be formed and influenced by their own choosing because of their connectedness to everything going on around them due to their devices. What I mean by this is that growing up I'm sure many of us were influenced by our parents' decisions and thoughts and I think right now we see that changing. I'm not saying they don't need guidance from adults nor am I saying this is a good or bad thing. It is simply an observation and something I kept in mind and reflected on during our two readings this week.
I have always been a fan of the resources AMLE provides since I have known of the association. "This We Believe" is just another version of the many different resources. Right from the beginning, the book speaks about the fact that research and experience are both integral parts of the equation. A goal of mine as a teacher is to influence my students to become globalized individuals. For me, this will include providing a multitude of literature from different and diverse backgrounds. I did not get this type of education until my last year of high school, which made me feel deprived and disadvantaged when I entered Loyola University Chicago. It took extra work on my part to understand, analyze, and reflect on different readings that I have never really experienced before. "This We Believe" points on the tremendous amount of differences one will face in a middle school classroom and I don't think that can be undervalued. Not only will there be education level differences, but race, physical, and emotional differences will all be a rollercoaster ride within any classroom but especially at the middle school level where puberty and this massive change for these students are happening. When I first began substitute teaching in a middle school, it shocked me how much older twelve and thirteen-year-olds look now. I know for a fact I did not look or dress how these younger individuals do and I believe some of that to be for how fast they are growing up. With the rise of social media and smartphones, these young adults are always connected. They are connected to their friends, the news, pop culture, and everything in between. Growing up for me I connected with those things based upon my small group of friends, the teen magazines my mom let me get once a month, and the interaction I got with the news at dinnertime in front of the TV. Just a few short years later, that landscape has changed so much for these young people.
For myself, I have always known of elementary, middle, and high school as the levels of education to pass. I knew there were some odd school buildings that housed K-8 or 5-8, but those were always one-offs. After reading "Middle Schools", I found it extremely beneficial to know the history of the structures and trial and error that came about when forming what we know now as middle schools. It is inspiring to see the education system see a problem and try to fix it in multiple ways. From having elementary and high schools to trying out Carnegie units, and seeing that not working, to trying out middle schools are all different ways to approach a more prepared and thoughtful education system for the students. I say this to be inspiring because I think of the last few years and I have not seen tremendous trial and error as this online article portrays. Sure there is the Common Core that was implemented or the reformed version of Every Child Succeeds Act, but then what? Perhaps we are experiencing too close to history right now to see the impact of these two movements. Maybe we need to wait a few decades to outline the course of history like this article did. The different scopes schools and individuals took for these students, like Donald Eichorn for example, are still seen today. We all know of some schools that handle class schedules, social-emotional learning, and activities better than others. One thing that stuck out to me the most from the article was the statistics surround the number of middle schools (5-8 or 6-8) versus the number of junior high schools. Just in 1965, the percentage was 5 and 67, respectively. A quick thirty-five years later those numbers were switched! That seems like a tremendous change in a short amount of time.
One thing that is present in both readings this week talks about the interest and care teachers must place in their students. "Middle Schools" says "when middle-grades students perceive their teachers care about them and their learning, they are more likely to report that they try to do what their teachers ask them to do and give their best effort in class, and they are less likely to engage in risky behaviors". "This We Believe" says a similar statement but in a more call-to-action way. "Caregivers and educators must remember that young adolescents hunger for informal interactions and conversations with caring adults" (7). Wow, lastly, I found in very surprising that there are not many licensure or education programs specifically designed for a future middle school teacher. "This We Believe" speaks to the many changes these young, growing adults face emotionally and physically that you would think individuals who want to pursue a career in teaching these young minds would have more specific training on.
Both of these readings for this week left me more informed than I was about the history of middle schools and all of the different intricate details that are needed for a successful classroom.
I have always been a fan of the resources AMLE provides since I have known of the association. "This We Believe" is just another version of the many different resources. Right from the beginning, the book speaks about the fact that research and experience are both integral parts of the equation. A goal of mine as a teacher is to influence my students to become globalized individuals. For me, this will include providing a multitude of literature from different and diverse backgrounds. I did not get this type of education until my last year of high school, which made me feel deprived and disadvantaged when I entered Loyola University Chicago. It took extra work on my part to understand, analyze, and reflect on different readings that I have never really experienced before. "This We Believe" points on the tremendous amount of differences one will face in a middle school classroom and I don't think that can be undervalued. Not only will there be education level differences, but race, physical, and emotional differences will all be a rollercoaster ride within any classroom but especially at the middle school level where puberty and this massive change for these students are happening. When I first began substitute teaching in a middle school, it shocked me how much older twelve and thirteen-year-olds look now. I know for a fact I did not look or dress how these younger individuals do and I believe some of that to be for how fast they are growing up. With the rise of social media and smartphones, these young adults are always connected. They are connected to their friends, the news, pop culture, and everything in between. Growing up for me I connected with those things based upon my small group of friends, the teen magazines my mom let me get once a month, and the interaction I got with the news at dinnertime in front of the TV. Just a few short years later, that landscape has changed so much for these young people.
For myself, I have always known of elementary, middle, and high school as the levels of education to pass. I knew there were some odd school buildings that housed K-8 or 5-8, but those were always one-offs. After reading "Middle Schools", I found it extremely beneficial to know the history of the structures and trial and error that came about when forming what we know now as middle schools. It is inspiring to see the education system see a problem and try to fix it in multiple ways. From having elementary and high schools to trying out Carnegie units, and seeing that not working, to trying out middle schools are all different ways to approach a more prepared and thoughtful education system for the students. I say this to be inspiring because I think of the last few years and I have not seen tremendous trial and error as this online article portrays. Sure there is the Common Core that was implemented or the reformed version of Every Child Succeeds Act, but then what? Perhaps we are experiencing too close to history right now to see the impact of these two movements. Maybe we need to wait a few decades to outline the course of history like this article did. The different scopes schools and individuals took for these students, like Donald Eichorn for example, are still seen today. We all know of some schools that handle class schedules, social-emotional learning, and activities better than others. One thing that stuck out to me the most from the article was the statistics surround the number of middle schools (5-8 or 6-8) versus the number of junior high schools. Just in 1965, the percentage was 5 and 67, respectively. A quick thirty-five years later those numbers were switched! That seems like a tremendous change in a short amount of time.
One thing that is present in both readings this week talks about the interest and care teachers must place in their students. "Middle Schools" says "when middle-grades students perceive their teachers care about them and their learning, they are more likely to report that they try to do what their teachers ask them to do and give their best effort in class, and they are less likely to engage in risky behaviors". "This We Believe" says a similar statement but in a more call-to-action way. "Caregivers and educators must remember that young adolescents hunger for informal interactions and conversations with caring adults" (7). Wow, lastly, I found in very surprising that there are not many licensure or education programs specifically designed for a future middle school teacher. "This We Believe" speaks to the many changes these young, growing adults face emotionally and physically that you would think individuals who want to pursue a career in teaching these young minds would have more specific training on.
Both of these readings for this week left me more informed than I was about the history of middle schools and all of the different intricate details that are needed for a successful classroom.
Week 1.
ReplyDeleteI agree with you that the readings for this week were informative of the history of middle schools and their development. The drastic switch in 35 years to a different structure of grade levels within middles schools was quite amazing but the instructional and curricular changes lagged. It seems that these changes did not happen due to lack of scientific evidence to convince educators during those times. Seeing middle schools that are high achieving and imitating what is working seems to be the impetus for more middle schools to now follow suit, as well as educating instructors with evidence based strategies.
Also, your comments about middle schoolers seeming more grown up, as they are more connected to the world through their smart phones and following the trends was quite interesting as I also see it but it makes me very concerned for them. I worry about their phycological and emotional development being hurried and hampered. The social media platforms, media outlets, and consumerism can dominate immature minds as they want to feel relevant and follow the crowd, without discerning information with reasoning and critical thinking skills. Social and emotional support along with critical thinking skills seem to be as important for middle school students as any other subject in this changing world.
Taylor,
ReplyDeleteI love how you connected our course readings from this unit into what is happening today. I agree with you, I think that young minds are understanding that they are in control of what they think and believe. But yes, young students still need some guidance from their parents or other adult figures. I also appreciated how you mentioned that you want to help make your students globalized individuals. This makes sense by incorporating diverse books and other things into your classroom. I took a class recently, called childrens literature. One thing my professor stated is that it is also important to include books that are of your same race, but also other races and cultures. By doing this, you are saying that all races are equally important. If teachers left out books with the same race as theirs, it would be saying that the race you are is superior to other races. I never would have thought that before until my professor mentioned that. It makes a lot of sense. I think that it is good that you want to make that change in your classroom. I also liked the perspective that you gave in regards to how a problem was trying to be fixed in multiple ways. Sometimes, I feel as if problems in the education system are not fixed enough, or well, or properly. But different teachers, groups, and administrators were trying to come to a solid solution. Thanks for giving that perspective - I didn't think of it like that. I was also shocked to hear that there was not as much middle grades education knowledge. At the same time, I feel like it is evident becuase of what the readings had to say. Overall, I thought your post was very informative and you gave a great summary of this week's readings. Thank you!
Hello and peace to all,
DeleteHello Taylor,
So, I saw you are in this class, and wanted to say hello and I had wanted to respond to your blog for little while now. So first, it is nice to be in a class with you again… I enjoyed our last class together… Good to see you.
I also enjoyed your blog. I thought it was well-written and had a lot of good points and connections. I too, like how you connected everyday events to what we read. I also agree that kids are growing up a lot faster today! I kind of grew faster than some, and was rather independent, but in some ways, I think these kids are growing up even faster (!)…. In some senses, because as you pointed out, they may be experiencing things in a much quicker way and they are being exposed to so many more things, including more adult things, but at the same time, they are still kids who were maturing emotionally and socially even as they experience all this.
I also thought you were right on in talking about how kids are maturing at different levels within these grades….. I caught that in our reading, and also in experience as well. And I really love your point that says that it’s hard to reach the kids unless they know you care. There is a famous quote that says, “kids won’t care what you know, until they know how much you care.” I actually have that quote on my student portfolio for teaching, right on top of it. I explained that it is my motto. I believe it to be absolutely true, and I agree with you when you say it is so important…. I have experienced this as well….. as a teacher but also as a student!
So anyway, thanks for the good points in your blog. And by the way, I see that you have made a few comments in some other places to other people too. I really enjoyed hearing your comments and insight to others as well. So keep on given some goods insights, so that we all can consider and learn from them.
Peace/thanks,
Todd
Taylor - Great summary and perspective! I too was surprised at the way the percentages flipped flopped from junior highs to middle schools since I attended a junior high in the mid 1980s. It was surprising to learn that there was little information, professional devlopment or guidance for middle school teaching since these students are at such a critical development stage. From my own experience with my sons, I have seen how the girls and boys each change at different rates. My oldest matured late (not until his junior year in high school) but he lamented in middle school that he was the shortest and little compared to his peers. My husband and I learned to let him talk to us about how he felt and not try to solve the problem. It was also reassuring to hear that he had a teacher or two that he could talk to about this and other things as well. Middle school is a tough time for some kids and with all the availability to be connected and know what is going on in the world it can make things seem bigger. As a parent and Scout leader, I really try to listen to my sons and Scouts. I encourage them to think critically and thoughtfully and really hope to continue that as a future educator.
ReplyDeleteI am fortunate that my sons school district has moved forward with the middle school concept and really embrace the team method and they do connect with the students. The students are encouraged to think globally and act locally, ask questions and all done in a safe place with trusted adults. The principal and his administrative staff really set the example for the teachers and other building staff. I always feel welcome when I walk into the school building and I observe friendly adults and their interactions with other students. After this week's readings and thinking about the age group, there are times that I think I may prefer working with middle school students!
Your blog was well written and provoked different emotions and thoughts in me!
Thank you!