1) As I read chapter, two many of the ideas presented are more for the elementary school. Since I have been at the middle school for so long you begin to adapt to the schedule. We are given some flexibility with in the day, but we are still driven by the bells and the content that we teach. I think there is a big shift in the student’s responsibility in sixth grade and I feel the students are ready for switching classes. Those that are not are the ones that need help in organization. One thing I do not like but I understand the need for is the laws of confidentiality. Years ago when the fifth grade students came up we were given cards on each student. The teachers would write about their strengths, weaknesses, organization problems and in general their behavior. Now they can not write anything anymore and all I get is a sheet of paper with not a lot of information on it. Sometimes I waste so much time backtracking just to get information on a student. My son is in a middle school that has the same teacher for each content area for sixth, seventh and eighth grade. Sometimes I feel this is better because there is no anxiety to go back to school and since it is a small school the teachers know him so well.
2&3) I have to start out by answering this question by telling you what has happened since this fall. As a district we have adopted a very strict fire code. Teachers were told last spring that we will no longer be able to hang anything from the ceiling. Teachers had to get rid of lamps, curtains, couches, rugs and anything else personal that was brought in to the classroom. Also with this new code is a rule that only 20% of your classroom walls should be covered. A fire marshal came in to inspect all classrooms and storage areas. I just talked to fifth grade teacher who transfer up and he said the middle school is so much more institutionalized than the elementary setting. So, I am one of the lucky teachers who have a window. I know it does not sound like much, but it helps to have the sunlight. Sixth graders are still kids and need things that are fun just like the rest of us. We do have a stuffed pig in our room as a result of a contest that we won. I do have a mirror in my room that gets used by the boys as well as the girls. Couple of things I will work on improving is greeting the students before they enter the classroom. I also will move their seats more often since I can’t really change the décor so quickly I can change their view of it.
1) As stated in chapter one, we must provide a safe environment for all of our students. This chapter gave a lot of ideas on how to make your classroom safe as well as making it a place to get work done. While it offered two ideas to promote more long term relationships with teachers, I am not sure I am a fan of the multiage classroom. I have seen teachers loop with their students and I think that it was a positive experience for all involved. Students and parents knew their teacher's expectations, the teacher knew their students strengths and weakness and learning styles, and the whole first month of "getting to know you" was alleviated. I think this is a great way to meet the needs of students though don't know how often looping is possible in many schools. I liked the author's idea of comparing your classroom to a "home". Let's face it, we spend a lot of time in our classroom during the school year. It should feel homey and comfortable. Many of my college science and medical classrooms, because the were shared by many professors, were stark and empty. You were in that class to attend to the teacher and that was it. When I went back and took some graduate education classes, the classes were full of books, pictures and poetry. Much more inviting! I think we as educators need to take this approach with our own classrooms. I don't remember many inviting classrooms when I went to elementary or secondary school. I definitely think making your classroom more personalized and comfortable gives the students a less stressful learning environment.
2/3) This chapter has come at such an opportune time as I have been struggling with this area in my teaching career. My district just built a new school and I decided to move to the new school. It is smaller and is a neighborhood school. I really like the overall feel of the building but am struggling with my new room. At my other building I had a large classroom with a full wall of windows to the outside courtyard. I loved the natural light and possibilities of opening windows. My new room is smaller but I do have my own bathroom but no windows. I feel claustrophobic at times so I always have my door open. I just haven't quite figured out how to make it feel comfortable to me. I have toyed with painting it or at least some walls and have recently stumbled across some fake plants to add to its decor. I am just not thrilled with my two bulletin boards and blue cabinets. I recently moved my room around so my work table was in front of the white board. The students have so far enjoyed the change. I liked the author’s idea of displaying the students' work. I just bought some hanging clips which I think will work well for this. I plan on having each of my students pick their best work for the first half of the year so I can display it this week. I am also planning on trying to create a reflection or take five zone. I think this would be so beneficial for many of my students and even myself! Another thing I have recently added to my class curriculum are some of the anti-coloring book activities. My son got a book for Christmas from my friend who is a teacher and he loves it. I had never seen them before and instantly took it to school to make copies. I really like the creative thinking the pages invokes. I even like doing them with my son. We each pick the same page and compare how we did them differently. I like that there is no right or wrong way, just your own.
2 comments:
1) As I read chapter, two many of the ideas presented are more for the elementary school. Since I have been at the middle school for so long you begin to adapt to the schedule. We are given some flexibility with in the day, but we are still driven by the bells and the content that we teach. I think there is a big shift in the student’s responsibility in sixth grade and I feel the students are ready for switching classes. Those that are not are the ones that need help in organization. One thing I do not like but I understand the need for is the laws of confidentiality. Years ago when the fifth grade students came up we were given cards on each student. The teachers would write about their strengths, weaknesses, organization problems and in general their behavior. Now they can not write anything anymore and all I get is a sheet of paper with not a lot of information on it. Sometimes I waste so much time backtracking just to get information on a student. My son is in a middle school that has the same teacher for each content area for sixth, seventh and eighth grade. Sometimes I feel this is better because there is no anxiety to go back to school and since it is a small school the teachers know him so well.
2&3) I have to start out by answering this question by telling you what has happened since this fall. As a district we have adopted a very strict fire code. Teachers were told last spring that we will no longer be able to hang anything from the ceiling. Teachers had to get rid of lamps, curtains, couches, rugs and anything else personal that was brought in to the classroom. Also with this new code is a rule that only 20% of your classroom walls should be covered. A fire marshal came in to inspect all classrooms and storage areas. I just talked to fifth grade teacher who transfer up and he said the middle school is so much more institutionalized than the elementary setting. So, I am one of the lucky teachers who have a window. I know it does not sound like much, but it helps to have the sunlight. Sixth graders are still kids and need things that are fun just like the rest of us. We do have a stuffed pig in our room as a result of a contest that we won. I do have a mirror in my room that gets used by the boys as well as the girls. Couple of things I will work on improving is greeting the students before they enter the classroom. I also will move their seats more often since I can’t really change the décor so quickly I can change their view of it.
1) As stated in chapter one, we must provide a safe environment for all of our students. This chapter gave a lot of ideas on how to make your classroom safe as well as making it a place to get work done. While it offered two ideas to promote more long term relationships with teachers, I am not sure I am a fan of the multiage classroom. I have seen teachers loop with their students and I think that it was a positive experience for all involved. Students and parents knew their teacher's expectations, the teacher knew their students strengths and weakness and learning styles, and the whole first month of "getting to know you" was alleviated. I think this is a great way to meet the needs of students though don't know how often looping is possible in many schools. I liked the author's idea of comparing your classroom to a "home". Let's face it, we spend a lot of time in our classroom during the school year. It should feel homey and comfortable. Many of my college science and medical classrooms, because the were shared by many professors, were stark and empty. You were in that class to attend to the teacher and that was it. When I went back and took some graduate education classes, the classes were full of books, pictures and poetry. Much more inviting! I think we as educators need to take this approach with our own classrooms. I don't remember many inviting classrooms when I went to elementary or secondary school. I definitely think making your classroom more personalized and comfortable gives the students a less stressful learning environment.
2/3) This chapter has come at such an opportune time as I have been struggling with this area in my teaching career. My district just built a new school and I decided to move to the new school. It is smaller and is a neighborhood school. I really like the overall feel of the building but am struggling with my new room. At my other building I had a large classroom with a full wall of windows to the outside courtyard. I loved the natural light and possibilities of opening windows. My new room is smaller but I do have my own bathroom but no windows. I feel claustrophobic at times so I always have my door open. I just haven't quite figured out how to make it feel comfortable to me. I have toyed with painting it or at least some walls and have recently stumbled across some fake plants to add to its decor. I am just not thrilled with my two bulletin boards and blue cabinets. I recently moved my room around so my work table was in front of the white board. The students have so far enjoyed the change. I liked the author’s idea of displaying the students' work. I just bought some hanging clips which I think will work well for this. I plan on having each of my students pick their best work for the first half of the year so I can display it this week. I am also planning on trying to create a reflection or take five zone. I think this would be so beneficial for many of my students and even myself! Another thing I have recently added to my class curriculum are some of the anti-coloring book activities. My son got a book for Christmas from my friend who is a teacher and he loves it. I had never seen them before and instantly took it to school to make copies. I really like the creative thinking the pages invokes. I even like doing them with my son. We each pick the same page and compare how we did them differently. I like that there is no right or wrong way, just your own.
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