This first week, the readings focused on the history or "origin story" of middle schools and their development, as well as the key principles of educating young adolescents. What really resonated with me as I considered the textbook and article is the focus on adapting both curricula and things like classroom environment and activities to this particular developmental stage. It was encouraging to me because I feel that students this age need to be considered for who they are as individuals, but also for their stage of life. Adolescence can be a roller-coaster ride, and I knew when I decided to teach teenagers that I had to be aware of and sensitive to this with my future students. It is reassuring that those who are making decisions for the middle school curriculum, such as the Association for Middle School Education, seem to feel the same.
It was interesting to read that seemingly simple things, like friendly interactions with adults, can provide students the encouragement and security they need to do better in school. I have been a paraprofessional for the past three years, and something that my co-worker said to me a few months ago has always stuck with me. We were discussing how hard it is to leave students at the end of a school year. Our classroom was 3rd-5th graders, who are more vocal about liking teachers or missing them during breaks or summers. I said, "When I have my own classroom, I will probably still get emotional at the end of every school year, even though my kids will be teenagers, they probably won't even care." My coworker replied, "Trust me, even though they're older, they will know you care about them. It will make a difference."
Genuine care for students and faith in their abilities has always been a key part of my teaching philosophy as I have gone through this program. Reading the texts, it is clear that when teaching young adults, showing you care and providing a safe, inclusive classroom environment is just as, if not more important as it is when the children are younger. The values described in the AMLE text discuss learning for the real world as much as academics tailored to the grade level, which I agree is important to assist in our students' transition to high school and careers.
Hi Melissa!
ReplyDeleteThe point about how valuable friendly interactions are to students also really stuck out to me while I was reading. It goes back to seeing students as individuals - showing them that you genuinely care can have a significant impact. I remember the teachers that actually seemed to care about me, and I feel like they were crucial to my academic success. Hopefully, I can one day be that person for my own students. The values in the AMLE text (especially the goals) were also interesting because they looked at young adolescents in their entirety, not just the academic goals they should be reaching. I feel like that is typically the focus, so it was nice to know there are groups who really seem to care about the major changes these students are going through.
Hey Melissa,
ReplyDeleteI had found your post very insightful. Reading your part in particular was how genuine connections go a long way for the students. Being able to establish a connection with the students only further allows them to facilitate stonger and higher learning. Reading the article and the points within the text book, I feel that your post highlighted this extreamly well and demonstraited the importance of this not only within a middle school setting but overall.
I agree with you about discovering connections with your students. This can also be done by doing research on their family background, get in touch with their former teacher, and keeping an open communication line between you and your students parents. Also, making every student feel seen and heard as well. Building that rapport from day one is so important to make students feel safe in your classroom. Thanks for sharing!
ReplyDelete