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.