Meet Me in the Middle: Chapter 9

Chapter nine discussed the benefits of block scheduling versus traditional class period lengths. The block scheduling format is not only helpful for teachers in that they are more inclined to vary instruction and spend adequate amounts of time on different subject material, but it's helpful for students- the author mentions the students that 'are invisible in traditional scheduling' because they require additional attention from the teacher. The chapter also discusses other considerations, such as how to deal with missing work and absenteeism, other methods of instruction (such as guests, extended simulations or activities, activities that build on developed skills each week, etc), and what block scheduling can do for professional relationships with other teachers.

I found this chapter interesting because I experienced block scheduling in my middle school, high school, and in Mount Blue when I did practicum, and each method was different. The one I was used to from Gorham school districts were a Monday, Tuesday, Friday periods 1-7 traditional school day. On Wednesdays periods 1,3,5, and 6 met, and on Thursday were periods 2,4,5, and 7. The method that Mount Blue used was an alternate day, where certain class periods were scheduled as a color (blue or gold), and Monday, Wednesday, Fridays were one color, and Tuesdays and Thursdays were the other, with the color switching the next week. The method they described in the book was unlike any of the other ones I'd ever seen. On the subject of block scheduling as a whole, I found it both incredibly helpful and annoying, all at the same time. For me, especially Math blocks, block schedules were created to torture me. I found that the extended period of studying a subject that I was abysmal at discouraged me even more, and I found that when I had math class during period 5, which met every day rather than having a block, made learning a little more bearable and easy.

Meet Me in the Middle: Chapter 12

Chapter twelve discussed how important it is to be a good, just adviser to the students you teach. Being able to experience your students in different situations is an important part of developing strong relationships with them. The author used an example of taking his students hiking and experiencing firsthand how their classroom demeanors differed from their attitudes elsewhere. He suggests taking the time to engage your students in different activities to further bring out the different sides of the students' personalities. This can also double as personal development for the students, as they can hone different skills and talents they may have and get positive feedback from their classmates.

The ideas that the author puts forth in this chapter are really interesting; I know in middle school for seventh grade we went to a culture fair in Boston for the day, and got to walk around to booths representing different countries and cultures. We learned that our English teacher could play the bagpipes, a skill he learned in college while on exchange to Scotland. In eighth grade, we went bowling and found that our math teacher was in a bowling league. Both experiences made me realize that they were people with lives outside of school, and had interests and talents outside of school that we didn't necessarily know about. I think taking the time to experience your class and teachers in new ways like this puts things into perspective a bit, and could also bring the team teachers close together when they see each other outside of school walls.

Meet Me in the Middle: Chapter 11

Chapter eleven discussed team teaching, and how the teachers formulate working plans that compliment each others' plans; that is, if one teacher has a test coming up in their class, the other teachers are able to schedule their tests to fall on different days. Team teaching also allows for further collaboration, which would be made much more difficult if they didn't have an elevated sense of communication. Teachers can plan units that 'match up,' so to speak- for example, if the history class is discussing the sinking of the Titanic, the science class can build Morse code transmitters. The team teaching aspect allows for more integrated activity, which further encourages students to communicate and collaborate on their own.

As far as this chapter is concerned, I agree wholeheartedly with more integrated instruction, as I think it's easier to grasp certain concepts when small parts are revealed throughout different disciplines. I think eighth grade science class, when we built Morse code transmitters and learned Morse code, would have been more interesting if we had been studying anything that would lend the historical implications for the development of the code. I think it's equally important for integrated units simply for the 'good example' teachers set for students as an example of good communication.

Turning Points 2000: Chapter 6

Chapter six discusses the strategies that can help create a vibrant learning environment for middle schoolers. One of the key components was relationships; making the development and maintenance of relationships a crucial part of the learning environment can help young students to be more successful. The size of the school was also discussed, and if the number of students cannot be limited, the creation of smaller learning communities like 'wings' or 'houses' is a valid alternative. Houses as an alternative allows the student the 'feel' of a smaller school even if that isn't the case, and allows students to develop more meaningful, deeper relationships with the small percentage of the students that are in their house. This is also true of the teachers; having a few teachers will allow for stronger bonds with the teachers in the particular house.

I know from my own experience I grew quite attached to the teachers from my houses in middle school, which were all named after Maine rivers (Allagash, Royal, and Swift for seventh grade, and Crooked, Presumpscot, and Wild for eighth). I found it to be a very successful practice because each house had its own science, english, math, and history teacher, and then the entire school shared Allied Arts (the computer technology, Spanish, French, art, health, physical education and music teachers). I have also heard in some schools, the teachers you have for the first year move up with you as you change grades. While this could be a good practice, especially if a strong relationship has been developed, I worry if a student were to not get along with a specific teacher or have strong opposing opinions, how uncomfortable that student might be.