Transition…”Do I have to???”

As April vacation was coming to an end, I realized how little time I have left with my cherubs until they enjoy their summer vacations.  This also means it’s a time for helping them transition to the high school…”that big, scary place where I will get lost!”

There are several different times when transitions affect our students: school to school (primary to intermediate; intermediate to middle; or middle to high school) and one grade to another.Many of our students feel anxious about these changes, because it means having to learn a new system of rules and procedures.  Some do this seamlessly, others, not so much.

As an 8th grade teacher, I can’t speak to all of the attempts our schools do to make the transition a bit easier for our incoming 6th graders, but I can tell you how our 8th graders are eased into the process.  In the fall, we take them to a production of the high school play.  Then at our school in the spring , the high school guidance counselors introduce themselves and the “Program of Studies” options for students.  Next we take them on a tour of our regional technology center (of course, introducing the teachers there) and to lunch in the cafeteria (a much different experience than at the middle school).  There’s a parent meeting held in the evening, since parents also need assistance in this process.  And lastly, the week before school starts, an orientation day is held where students get their schedules (locker info is on them, so students make sure they work and can get into them) and practice traveling from one classroom to another during their typical day.

Therefore, I’m curious what your schools do to help students and parents move from school to school and/or grade to grade with ease.

In Today’s News

7th grade English teacher named 2012 National Teacher of the Year

Rebecca Mieliwocki who teaches in Luther Burbank Middle School in Burbank, California was honored today in a White House ceremony with 53 other state teachers of the year. I enjoyed reading the article at this link about the event and hopefully you read it and feel proud that you have selected the noble profession of teaching!

Here is a segment of the article written by Liana Heitin:

“In a humble yet self-assured speech, Mieliwocki told the audience of several hundred educators and policymakers, “I’m not the best teacher in America—there isn’t one.” But like other successful teachers, “I have a warm and welcoming heart for all students,” she said. “And I have the unshakeable understanding that students can do anything they put their minds to.”
In her application, Mieliwocki noted that she also sees herself as “a 12-year-old goofball” on the inside. “While I am always a consummate professional, there’s nothing in the playbook that says teachers need to be stuffy or staid or that learning has to be dry and dull,” she wrote.”

Quick, What’s the only statewide program in Maine that recognizes middle level scholars and leaders?

2011 Scholar Leaders From Sugg Middle School Lisbon

If you responded the Scholar Leaders Awards sponsored by MAMLE and NELMS, you’re right! This year’s Scholar Leaders banquet will be held at the Augusta Civic Center on Thursday May 17th. The deadline for nominating 2 students from your school is coming up Thursday May 3rd. This is the perfect opportunity for schools, students, and their families from across the state to gather and celebrate what’s great about middle level education in Maine. Here are some of the key reasons schools have given for participating in the Scholar Leader program:

positive recognition for students
positive recognition for and supports parents of young adolescents
promotes scholarship and leadership for middle level students
one of the few positive statewide events for the middle level for young adolescents
one of the few state wide events for middle level students
recognizes students beyond the school community
brings recognition to our school
students, parents, school officials and administration all sit together for a great evening of fun and recognition
it reflects well on all middle school students, not just the two that are recognized
it supports our school goals
promotes dignity and respect for all
a way to show pride in our students
it helps support the mission of MAMLE and NELMS organizations

For more information including a list of the many Maine schools who participate, guidelines for selecting students, and photographs from previous ceremonies across New England just click on this link!

http://www.nelms.org./pages/awards/scholar_leader.html

John Lounsbury Urges Us to Stop, Think, and Prepare to Act!

“The middle school is not and cannot be just a physical place in which teachers instruct students on material they will be tested on and presumably will need in the future. The middle school is the prime environment in which youth come of age, the stage on which they act out new roles as maturing social beings on their way to adulthood. It is not a teaching factory, but a laboratory of living—a growing place as much as a formal learning place. Parents and all citizens should realize that what the teachers and schools teach young adolescents about themselves as persons and learners has a far more lasting impact than all the content covered put together.”

Dr. John Lounsbury

Many of us who have attended MAMLE conferences or the Middle Level Education Institute over the years have heard and met Dr. John Lounsbury, a founding father of middle level education. He has revised a 2009 article entitled,  “Deferred but Not Deterred: A Middle School Manifesto,””  for NASSP’s Middle Level Leader this month. He wants us to think long and hard about the ramifications of narrowing the curriculum in pursuit of looking for the perfect measure of learning.

Encouraging us to do a “close reading” of his article, he states. “To most effectively study the above article, I suggest it be attacked and analyzed, sentence by sentence, one paragraph at a time. Each of the above paragraphs contains a number of assertions and opinions. Are they reasonable? Fair? To what degree do you agree with the positions taken? “

Finally he urges us to act, “… as committed middle level leaders, we must be proactive in as many ways as possible to help parents, the public, and the profession understand how middle level schools fulfill their critical role of helping youth become well-rounded, responsible, and contributing members of our society.”

Dr. Lounsbury, always the teacher, even suggests some ways for educators to reflect on his thoughts and then to take action. This article would serve as a powerful catalyst for a end-of-the-year faculty  reflection on what they stand for as a school and where they might go in the future as they embrace new initiatives.  Big topics in Maine include customizing learning, proficiency-based learning, and addressing the Common Core—Dr. Lounsbury would urge us not to forget “…students’ success, both in future schooling and in life itself, will depend not so much on what courses have been passed, grades earned, and test scores recorded, but rather on what skills, dispositions, and habits of mind have been developed during these middle level years.“

I urge everyone to read….

“Stop, Think, and Prepare to Act”

NASSP’s Middle Level Leader

Maine Teacher of the Year Nominees

Two middle school teachers honored

Last week at the Hall of Flags in the State House in Augusta I was fortunate to attend an event where this years nominees for the 2013 Maine Teacher of the Year were honored. Each teacher sets up a display that provides visitors the opporunity to highlight the work they do with students. There are 8 nominees this year and 2 of them teach grades 7 and 8. I happened to sit with Tracy Scully and Shannon Shanning the evening before the event at a supper for the nominees. It was so exciting to hear about the work they do every day with students. Their passion for teaching young adolescents was clear! Below is a description of Tracy and Shannon I can see the connections of how they teach to the Core Practices from the Bright Futures report. In the next few days Tracy and Shannon will learn if they move on to the next level of the process. The Teacher of the Year selection process takes about 9 months and provides the opportunity for teachers to reflect on their teaching. Congratulations to both Tracy and Shanning!

Shannon Shanning is a special educator in a self-contained, integrated learning classroom at Whittier Middle School. She demonstrates a remarkable ability to embed learning into real-world experiences and connect students to the school and greater community through such efforts as the “MidKnight Fire-Slayers,” a partnership with the local fire department. Ms. Shanning provides an environment of high engagement, challenge, and support that inspires students to become more confident, capable, and productive learners.

 

 

 

 

 

Tracy Scully has been teaching at Acton Elementary School for the past 18 years. With boundless energy, enthusiasm, and attention to detail, she is a source of strength, support and inspiration to her students, colleagues and community. She continually strives to learn more and meet the challenges of an ever-changing world. Ms. Scully was the first one to seek out the Maine Learning Technology Initiative and became Acton Elementary School’s MLTI lead teacher and continues to serve in that capacity. In addition, she is the team leader for the 7th and 8th grade teachers, athletic director, Best Writing Contest lead coordinator and the teacher liaison to the Parent/Teacher group. Ms. Scully’s nickname is “Squirrel,” because no one can do so much, as efficiently with thoroughness and enthusiasm. She is an example of a teacher who loves what she does and continues to grow and learn, not out of sense of duty, but because learning is exciting. Ms. Scully transfers this to her students and those fortunate enough to work with her.

The Osani Circle Game Efé children of the Ituri Forest in Zaire (Rep. of Congo, central Africa) begin the Osani game by sitting in a circle, feet touching, all connected. Each child in turn names a round object like the sun (oi), the moon (tiba),a star (bibi) an eye (ue) and then goes on to name a figurative expression of “round” like the circle of the family, togetherness, a baby in the womb, or the cycle of the moon. As players fail to come up with a term that is “circular” they are eliminated from the game. Eventually, only one remains. Tradition has it that this player will live a long and prosperous life.   The Story Belgian adventurer, naturalist, humanitarian and art collector Jean-Pierre Hallet was born in 1927, son of the Belgian painter Andre Hallet who lived in the Congo. At six years of age, Jean-Pierre left his Efé friends to attend school in Europe. (By that time, he was already the height of an average adult native). He returned at age 21, 6’5”, with a degree from the Sorbonne in Agronomy and Sociology. Jean-Pierre  became a blood brother of the Lega, Tutsi and Nande tribes, and was initiated as a Massai warrior.  When I met him in 1984 (after seeing Osani in a magazine and calling the publication to track him down)  I was immediately struck by his passion for the Efé.  He told me he spoke 17 African dialects and had traveled in Africa extensively. But it was the Efé people, the so-called “Pygmies”, that captured his heart, and he spent most of his life in their service.  In 1974 he began The Pygmy Fund with the mission of saving the Efé from extinction and preserving their way of life, with self-reliance and dignity. His persistence and dedication led to a Nobel Peace Prize nomination. As he stood before me, one-armed (having blown off the other arm while dynamite fishing in 1955 at Lake Tanganyika) he was a most impressive presence.  When he told me of his mission to provide seeds, tools, medicine and farming methods I knew I had to help, and agreed to write a grant proposal.  It brought in twenty-five thousand dollars he used to bring winged bean farming to the Efé. Jean-Pierre explained that this image, his one and only of this traditional game, was taken during the 60’s.  I sort of fell in love with the Osani circle; it drew me in, and reminded me of my fundamental connection to the earth, to the natural changes that occur in life, to a desire for community and a deep respect for traditions that carry such sensibility and wisdom.  I felt the photo spoke, instantly, to everything I cared about. And I could see it moved others the same way.   So…  I hung it on my wall. Decades passed.  When in L.A. I  would visit Jean-Pierre’s shop which carried African art and artifacts.  I would buy a few beads, and we’d talk. And then one day I acted on impulse:  after 25 years of friendship I called Jean-Pierre to acquire the Osani exclusive rights, with the hope of making this wonderful image more accessible. My call came on the very day he was diagnosed with terminal leukemia. It is with great sadness I must report that Jean-Pierre Hallet passed away only 90 days later (January 2004). He was truly larger than life in every respect – a remarkable man. To read more about Jean-Pierre Hallet’s adventurous life, please see www.pygmyfund.org

 

 

http://www.connectingdotz.com/osani-circle-game.html

 

Let’s Put the “Middle” Back in Middle Level

There are a lot of discussions of what should happen in school for 10 to 14 year olds. It’s driven by a lot of factors: implementing the Common Core, increasing graduation rates, getting ready for high school, work readiness, making kids more compliant, a global economy, 21st Century Skills, Race to the Top, No Child Left Behind, the demands to know and be able to use technology… And on. And on.

I’ve even seen middle level organizations get distracted by these issues, starting to be led away from their focus…

It’s not that I don’t think these goals for education are important. They are. I’m just reminded of the saying, “keep the main thing the main thing.” I don’t see these issues as the main thing, even though I think of them as goals or issues that could support the main thing.

Middle level shouldn’t be about test taking, or getting kids to put aside their cell phones or Facebook pages, or high school readiness, or work readiness. It’s not even about “hormones with feet” (although, ironically, it does seem to apply to a couple teachers I know!).

First and foremost, middle level needs to be about young adolescents: what are their characteristics and what practices are harmonious with those characteristics.

That is the “Middle” in middle level.

And the more we get away from that being our center (no pun intended), the harder it is to teach middle level students. That includes (and is perhaps especially true for) that list of important (but supporting) goals for middle level education I mentioned in the first paragraph.

You see, the irony is exactly that our believing in the importance of those goals, which has taken us away from the middle, has made it harder to achieve those goals. We can only achieve those goals with young adolescents when we put the Middle first.

So, how can we put the Middle back in middle level education?

I was part of a team that created two wonderful tools for AMLE for just that purpose. They are shared on AMLE’s website for you to use with your school and community.

Fundamental for Student Success In The Middle Grades is a self running presentation overview of the characteristics of young adolescents, an overview of national recommendations for this age group, and an introduction to some of the research on what works.

Middle Grades Education: Fundamentals and Research is a collection of 9 presentations with presenter notes on topics vital to understanding what works with 10-14 year olds.

Use these tools with your colleagues, your teaching staff, your parents, your communities, and your young people wanting to become teachers to remind us all what the main thing is in middle level education.

Let’s put the Middle back into middle level, so we can achieve all our goals.

Let’s get physical

Maybe it’s because it is April 2nd and the sun is out, a brisk breeze, but no snow or ice to be seen. It has been a relatively “easy” winter here in Maine, capped off by an inexplicable run of 80 degree days in mid-March. But still, most of us have just spent the better part of five months inside, sitting more than we should.

In the spirit of full disclosure, I am at a time of my life (age 64) when the need to be fit is a driving force. I’m running, swimming, participating in a rigorous workout program, monitoring my food intake, and staying away from the foods I should not eat—at least most of the time. As I look at middle level students (and elementary and high school too) I see a group of kids, many of whom are very out of shape…at 11, 12, 13, and 14 years old.

Here’s the deal—why do we ignore the physical side of our students‘ learning? We pay attention to their academic, emotional, social and psychological development. Why do we pay so LITTLE attention to their physical development. Especially, when responding to what they need is so easy to provide? Ok, I know what you are thinking? As with everything else, habits, learning, and modeling must start at home. I get that. But we have young adolescents for a significant amount of time everyday. Why can’t we work in concert with parents/caregivers to help our kids get and stay fit?

Of course we know that improving their physical selves will also help our students in those other realms of development—they will learn more, get along better, stay motivated longer, and set some of those lifetime habits we always talk about.

Here are a few suggestions to get us started, but I really would appreciate hearing your ideas…either from your school or ideas you have to improve the physical well-being of our students.

1. Food—healthy and present. Breakfast is key and if students don’t get it at home (or it may simply be too early to eat before leaving for school) they must get it at school. Not talking about bacon and eggs here, but a simple, healthy meal that sustains them for the morning, or at least until 9:30 am. What next? Healthy snacks during the day…not Doritos and soda, but fruit, cheese, water, and vegetables to name a few. Lunch is a similar vein. Some schools involve students in planning meals, and participating with preparation, and clean-up is also a great idea. And while we are on this topic, please, can’t we make school cafeterias into inviting spaces where students can relax, talk quietly, and learn some social graces? Just as we do in the world—at home and in restaurants.

2. Exercise and movement.  As important as excellent physical programs are, a twice a week 35 minute physical education class is simply not enough time. How about some beginning of the day stretches and throughout the day as needed?  How about several laps around the school at lunch time? Adults are encouraged to walk 10,000 steps a day. Where are our students getting that same opportunity? (Maybe we should give every student a pedometer to monitor their steps.) I know, I know…order, traffic control, and focus. But, all of these can be learned. If I were still a middle school teacher, I would find a couple of inexpensive exercise bikes for the back of the classroom for students to use quietly anytime they need to move and burn off some energy. And I would be right there with them.

3. Classroom comfort. More than anything else, middle level students hear all day, “…stay in your seats.” Kids need to move a lot during the day. Walk down a hall and look in and see the number of middle school students fidgeting in their desks or tables and chairs. Nothing is harder and more uncomfortable on the backsides of young adolescents than school furniture. We need more options for kids to work comfortably—whether stretched out on the floor on a rug or on big pillows, sitting in easy chairs, or standing up. How about some higher desks where students can write, type, or collaborate from a standing position?

The interesting thing is that every one of these ideas has been used in a number of schools, yet, while none of these ideas is particularly revolutionary, they are atypical for the majority of schools.

Which of these ideas appeal to you…and more importantly to your students?

What would you do to make your classroom and school more physically responsive to young adolescents?

The Good Ol’ Summertime . . . A Great Time For Learning

Remembering the summer-like weather of last week, it is not hard to believe that another school year will draw to a close in a little over two months.  I often field questions from worried parents about how to keep their active, curious, “bored” young adolescents busy and stimulated during summer vacation.  Sue Swaim, Executive Director of the Association for Middle Level Education, recently addressed this topic in an issue of Middle School Education News.  Read more by clicking here.

Internship vs. Student Teaching…Which is Better?

Miss Green and a student work together on editing the student's writing

Spring is in the air and many education majors are planning their student teaching.  I remember my student teaching experience as though it were yesterday.  Luckily, I knew exactly what age group I wanted to teach: middle school…and I remember my advisor thought I should reconsider, thinking that early elementary would be a better fit for me.  So, I split my time between Waterville Junior High and Winslow Elementary.  Both schools were welcoming to me, but I was MUCH more comfortable with 7th and 8th graders than I was with 4th.  I’m glad I got the experience of working with my cooperating teacher at the fourth grade level, because she is a wonderful person, but teaching-wise, I would have been more prepared for the working world if I had been able to stay in one place.

Now, many universities offer two different ways of completing student teaching.  One is the kind most of us completed where there are two placements, each for about eight weeks.  The second is called an internship.  This allows a college student to observe one teacher at least one day per week for the fall semester and complete their student teaching with that same teacher during the spring semester.

In my humble opinion, one of the most important professional steps teachers can take is to advise a student teacher.  So, this year I opted to participate in advising an intern.  Since there is an interview process through the university and with prospective teachers, I had more say in whether or not this was someone with whom I thought I could work.  In the past teachers in my school have been asked about accepting student teachers, but we haven’t always known them before they appear “on our doorstep”.  For me, the new process seemed to be in everyone’s best interest.

Here are the advantages I’ve seen already:

- more in-class time before student teaching
- relationship built with students prior to student teaching
- ready to begin teaching right after the winter break, rather than only   getting in 4 or 5 weeks of teaching during a placement
- better understanding of school rules
- vested interest in being a bigger part of the school community
- familiarity with other teachers
- better understanding of the curriculum already covered and expectations for what he/she will  teach
- closer relationship with cooperating teacher, building trust

The only downside I’ve been able to come up with is saying good-bye at the end of the spring semester.  I’m sure there are probably others, but if people are honest during the interview process, I believe it really works out well.

I can’t really say which is a better scenario for everyone, but I think it’s worthy of consideration.  I know for me, being the cooperating teacher of an intern is a better option for me.  Maybe it would be for you too!