My do's and don'ts about Korean culture continue...
21. Korean black pork is quite famous; I happen to hate it.
22. Expect to do everything on the ground without much cushioning, even sleeping.
23. Your luggage WILL get lost en route from the USA to South Korea. Plan accordingly (and don't be like me and forget to pack extra underwear and clothes in your carry-on. Whoops!).
24. Koreans despise tanning and want to stay as while as possible. To do so, they sport umbrellas and arm sleeves to block out all UV rays.
25. Unlike China and DC, tap water here is actually safe to drink. Yay!
26. Korean MTV blows.
27. You CAN bargain for most goods and services here (I wish I knew this at the Jeju airport, where I was overcharged for a second suitcase, pink backpack, and tech sports tee).
28. Korean children -- and even adults -- are very nervous about speaking English to you. Insist that they do and encourage them, especially the children.
29. AC apparently doesn't exist here -- except if you are in an expensive foreigners' hotel in Seoul (ie: the Koreana Hotel where I stayed my first night here).
30. Korean rice wine is pungent -- and frankly disgusting!
31. Be prepared to volunteer with adults half your age (OK, well maybe I am exaggerating a bit here, but I am still 27 compared to a lot of 20 year olds here!).
32. Korean shoes, clothes, and underwear do not fit a normal average American female (ie: I am 5'9'' and weigh 145 lbs., and almost none of the clothes fit me).
33. When a Korean says a dish is not spicy, it is indeed VERY spicy.
34. Get used to taking a shower in freezing cold water (see #29 for the exception).
35. I feel sorry for any vegetarians here.
36. Most Koreans either think Americans are either too fat and lazy or too active and hard-working
(ie: the crazy American female runner who insists on running every morning).
37. International phone calls are FAR too expensive and difficult to make here. Use Skype instead!
38. I'm not sure if the rumor about Korean male parts is true, but I'm certainly not about to find out. Perhaps you can. Hehe.
39. You WILL sweat through all of your clothes on a daily basis here. Deal with it.
40. Koreans of the same sex have no problem showering together, especially the men.
41. When a Korean says you will leave at a certain time, add an hour.
42. A Korean traditional spa is not actually a spa. Instead, it is a massive series of locker rooms, showers, pools and baths, and sauna rooms of varying temperatures. Expect to get over yourself and be butt naked in the showers and pools. I have never seen so many naked women in my life! If the sauna rooms are unisex, you will be blessed with two towels that are way too small and a simple shirt and shorts to wear (pink for women and blue for men. How cute!).
43. When sleeping over at a Korean spa, expect to receive a cheap mat to spend the night on with no blanket or pillow (Is this a problem?!). You may even have a small child (neutrally dressed in yellow) tyr to curl up next to you and unknowingly smack you in the head throughout the night. Yay!
44. Dunkin' Donuts here have fruit-filled donuts. Yum -- or not??
45. Learn to LOVE kimchi. I still do not.
46. Outside of Seoul, most Koreans do not speak English. Sorry.
47. You can buy anything at a Korean supermarket.
48. No Korean dog will like you.
49. You are cool if you wear anything with English writing on it, even if it makes absolutely NO sense to native English speakers. Who cares?!!
50. Expect to meet some of the most kind, tender, gentle, and generous souls EVER here.
Somehow I think my list of Korean do's and don'ts will only expand this week!
Super Teacher's Job is Never Done!
Photo courtesy of DiscoveryEducation.com
Saturday, August 28, 2010
Thursday, August 26, 2010
Can we close the achievement gap?
Here is a fascinating article passed onto me by my new fantastic Assistant Principal. Enjoy!
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Closing the Achievement Gap: "All Children Can Learn"
"How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that pupil performance derives from family background instead of school response to family background. We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far." -- Ronald Edmonds, Harvard University
The respondents to a recent Edutopia Poll [1] on closing the achievement gap appropriately recognized there is no single silver bullet that will result in eliminating the pernicious gaps in achievement that rob students of access to full participation in American society. Many of the educators, parents, and community members endorsed the survey probes and generated a list of convincing suggestions for closing gaps.
A review of research and the literature documenting best practices align well with the views of many poll respondents. The large body of evidence indicates to me that we can close gaps whenever and wherever we choose. The larger question, raised by survey respondent Tere, mirrors the question the late Harvard University education professor Ronald Edmonds raised nearly thirty years ago. Tere asks, "Now the question is, are we prepared and willing to do this?"
Nearly all educators are familiar with Edmonds's battle cry, "All children can learn." We also know that certain things must be in place for this to happen, including, but not limited to, varying instructional approaches to match the learning styles of students, differentiating instruction, providing access to high-quality preschool programs, consistently exposing students to high-quality instruction, generating support from families and communities, and consistently scaling up implementation of best-practice instructional strategies and approaches in all classrooms and in all content areas.
Schools and school districts that effectively implement these and other high-leverage strategies with fidelity are getting results. The challenge of closing the achievement gap in America has less to do with a knowledge gap and is more connected to a will gap evident across all sectors of American society. It seems that our historical failure to educate generations of children continues to be an acceptable outcome -- why else would we tolerate such a waste in human potential?
This is shameful, and it is time to reject the myths that provide excuses for action. It's time to stop blaming the victims, relying on nonschool factors to excuse our performance in schools, and accepting the poppycock that closing the achievement gap is a problem without a solution.
The will gap is a chief barrier to generating the focus, energy, and resources needed to overcome the dominant belief system that questions the ability of poor children, children of color, and children with limited English-speaking proficiency to master rigorous academic content and the ability of responsible adults to make a difference in the conditions inside and beyond the schoolhouse required to support gap-closing strategies and interventions. Edmonds's question "How many effective schools would you have to see to be persuaded of the educability of poor children?" is as pertinent now as when he raised it back in 1979.
The evidence continues to mount, clearly indicating that schools, school districts, and communities who have the will and passion to make a difference in the outcomes of all students have been successful in closing gaps.
· Edmonds's pioneering work resulted in the identification of schools serving the most isolated, marginalized, and impoverished children and families that have been successful in their efforts to increase student achievement. (Download a PDF [2] of this very important paper -- "Revolutionary and Evolutionary: The Effective Schools Movement," by Lawrence W. Lezotte.)
· James Comer's breakthrough work with many high-poverty schools using the School Development Program [3] to anchor their improvement efforts has been carefully documented and points the way to the resolution of problems not successfully addressed in many schools that fail to improve outcomes for their students.
· Dr. Jeff Howard, founder of the Efficacy Institute [4], has several decades of research and frontline experience supporting the notion that "smart is not something you are; smart is something you can become." Howard argues that efficacy, coupled with effective effort, high expectations, high-quality curriculum, and good instruction, are the ingredients to promote high achievement.
· Robert Moses's Algebra Project [5], which has challenged more than 10,000 learners in nearly thirty school districts, has made success in algebra possible for a large number of students who might have been destined to a minimum basic-skills experience in mathematics. The list goes on and on (Robert Marzano, Doug Reeves, Linda Darling-Hammond, Lauren Resnick, Belinda Williams, Joseph Johnson, Ron Ferguson, and many more), making it clear that we know what needs to be done.
Visit the Web site of the Education Trust [6], an advocacy group based in Washington, DC, to learn about schools and school districts that have increased the performance of students many others claim to be hard to teach. A lot of information is available to us today that was not available to educators of prior generations. The research basis for teaching and learning has improved dramatically over the years, and descriptions of best practices are more readily accessible due to advances in technology. We have many examples of strategies and interventions that have proven effective in educating children and youth that many in our schools and communities don't believe can be educated at higher levels.
I don't argue that we should not continue the research agenda -- that would be foolish. As much as we have learned about learning, pedagogy, brain function, motivation theory, and biochemistry, there is more to be learned that will help us to be even better at diagnosis and prescription to meet learner needs. Ongoing research is necessary, but we have enough knowledge to make a difference for the children who are showing up in our schools over the next several weeks. The empirical evidence is clear, compelling, consistent, and convincing. It is no longer a problem that we don't know what to do; the problem is that we lack the will to do that which is known to have a positive impact on closing gaps.
Poor children, children of color, children with limited English-speaking proficiency, and all other children adversely impacted by disadvantage are as capable as any other children in our society. They can succeed in school and master rigorous content. There can be no tolerance of alibis, excuses, or exceptions! Yes, many influences need to be addressed to wipe out the impact of being economically disadvantaged in a privileged, affluent society. This is important work and would make the job of educators somewhat less complicated. However, as educators, we cannot permit the failures of society to hinder our response to the pressing needs of children and youth.
Educators across the country know and understand that our work grows out of a moral imperative to create a fair and just society. Mission-oriented educators, working with parents, communities, and other strategic partners, have contributed to the development of a body of knowledge of what schools can do to be more effective in closing achievement gaps.
I thank Spiral Notebook for igniting an important community conversation focused on the issue of closing the achievement gap. The respondents inspired my participation in an ongoing conversation through postings on the blog. I look forward to interacting with you over the next several months on a variety of discussion on accelerating the achievement of all students.
Let's see what we can do to generate the will needed to get the job done for our children and youth. The input of educators, students, parents, community members, and others is encouraged to ensure the diversity needed to arrive at a shared understanding of what must be done to stop the waste of potential that is so evident when we allow massive gaps in achievement to persist.
The achievement gap is not a problem without a solution. We just need information on how to close the gap.
Source URL: http://www.edutopia.org/
Links:
[1] http://www.edutopia.org/what-
[2] http://www.edutopia.org/pdfs/
[3] http://www.med.yale.edu/comer
[4] http://efficacy.org
[5] http://algebra.org
[6] http://www2.edtrust.org/
[1] http://www.edutopia.org/what-
[2] http://www.edutopia.org/pdfs/
[3] http://www.med.yale.edu/comer
[4] http://efficacy.org
[5] http://algebra.org
[6] http://www2.edtrust.org/
This article originally published on 9/5/2006
Edutopia: What Works in Public Education © 2009 The George Lucas Educational Foundation • All rights reserved.
Wednesday, August 25, 2010
South Korea Journal II: The Do's and Don'ts of Korean Culture - Part I
August 1, 2010
How is it August already??! Wow, how time certainly does fly! I cannot believe I have been in Korea for only a week now, as it sees like a lot longer (only in a good way!). In this short period of time, I have learned a great deal about Korean life, traditions, and culture.
Here are some do's and don'ts I've come across thus far:
1. Do take your shoes off before entering any room or building ... ALWAYS.
2. Do be polite and always put others before yourself, even if it is inconvenient to do so.
3. Do expect to do everything as a group with little opportunity for individual reflections or escape time.
4. Do be prepared to get eaten alive by mosquitoes, and get acquainted with some nasty looking bugs, including cockroaches over 5 cm! In fact, we named our rented house The Cockroach Hotel!
5. Be ready to eat spicy kimchi with everything.
6. Bow to your elders and anyone in authority.
7. Be prepared to eat all of your food and meals while sitting cross-legged on the floor. We have never heard of chairs here.
8. Never wear an actual bathing suit -- or God forbid, a bikini! -- at the beach. Always prove your self-consciousness by wearing full shorts and a t-shirt in the water.
9. Get obsessed with one random American song and play/sing it constantly, especially if it is called "I;m Yours" by Jason Mraz.
10. Never put used toilet paper in the actual toilet. It always goes in the separate waste basket (Don't ask me on Earth WHY this is necessary!).
11. Be prepared for hot, humid summer days with daily rain showers. Hey, at least they actually cool things off for awhile!
12. Spend lots of time with the sweetest and most innocent, sheltered village children you'll ever meet. Why can't urban students back home be more like them?!
13. Never use a napkin while eating any meal or snack. It is wasteful. If you're lucky, though, you may receive a hot wet towel to wipe your hands.
14. Hand and dish soap are not really used here. Sorry! Bring your own wipes and hand sanitizer!
15. Don't attempt to be a blonde American female running in the heat on the side of the road and expect not to be stopped by several cars with the drivers looking concerned and asking in Korean whether you are OK. -- This is too cute!
16. Don't come here expecting to satisfy your lazy, voracious American sweet tooth. Sweet coffee and/or a rare chocolate bar purchased at the local E-Mart will have to suffice.
17. No, your American cell phones will NOT work in Korea, despite what Verizon may say.
18. When traveling in a large group of 11 volunteers, don't expect to always have things go your way. Instead, have patience, an open mind, and a willingness to do and see things that you may not have initially considered.
19. No, you are most likely not near a beach if you are volunteering on Jeju Island.
20. Sneak in Internet time on the head of school's computer whenever possible!
Please do not be offended by this list; I do use sarcasm, and this reflects only my personal experience while volunteer teaching in Korea. More of this list to come tomorrow!
How is it August already??! Wow, how time certainly does fly! I cannot believe I have been in Korea for only a week now, as it sees like a lot longer (only in a good way!). In this short period of time, I have learned a great deal about Korean life, traditions, and culture.
Here are some do's and don'ts I've come across thus far:
1. Do take your shoes off before entering any room or building ... ALWAYS.
2. Do be polite and always put others before yourself, even if it is inconvenient to do so.
3. Do expect to do everything as a group with little opportunity for individual reflections or escape time.
4. Do be prepared to get eaten alive by mosquitoes, and get acquainted with some nasty looking bugs, including cockroaches over 5 cm! In fact, we named our rented house The Cockroach Hotel!
5. Be ready to eat spicy kimchi with everything.
6. Bow to your elders and anyone in authority.
7. Be prepared to eat all of your food and meals while sitting cross-legged on the floor. We have never heard of chairs here.
8. Never wear an actual bathing suit -- or God forbid, a bikini! -- at the beach. Always prove your self-consciousness by wearing full shorts and a t-shirt in the water.
9. Get obsessed with one random American song and play/sing it constantly, especially if it is called "I;m Yours" by Jason Mraz.
10. Never put used toilet paper in the actual toilet. It always goes in the separate waste basket (Don't ask me on Earth WHY this is necessary!).
11. Be prepared for hot, humid summer days with daily rain showers. Hey, at least they actually cool things off for awhile!
12. Spend lots of time with the sweetest and most innocent, sheltered village children you'll ever meet. Why can't urban students back home be more like them?!
13. Never use a napkin while eating any meal or snack. It is wasteful. If you're lucky, though, you may receive a hot wet towel to wipe your hands.
14. Hand and dish soap are not really used here. Sorry! Bring your own wipes and hand sanitizer!
15. Don't attempt to be a blonde American female running in the heat on the side of the road and expect not to be stopped by several cars with the drivers looking concerned and asking in Korean whether you are OK. -- This is too cute!
16. Don't come here expecting to satisfy your lazy, voracious American sweet tooth. Sweet coffee and/or a rare chocolate bar purchased at the local E-Mart will have to suffice.
17. No, your American cell phones will NOT work in Korea, despite what Verizon may say.
18. When traveling in a large group of 11 volunteers, don't expect to always have things go your way. Instead, have patience, an open mind, and a willingness to do and see things that you may not have initially considered.
19. No, you are most likely not near a beach if you are volunteering on Jeju Island.
20. Sneak in Internet time on the head of school's computer whenever possible!
Please do not be offended by this list; I do use sarcasm, and this reflects only my personal experience while volunteer teaching in Korea. More of this list to come tomorrow!
Tuesday, August 24, 2010
Back from Korea -- and ready to blog about my experiences!
SO, after over a month of traveling to South Korea and the Western USA, I am finally back in DC. Much of my time this week is consumed by preparing for the new school year, but I do want to take some time to document my amazing travel experiences.
I kept a journal on both trips and would like to transcribe them for you below. Both were phenomenal, life-changing experiences. I hope you enjoy reading about them!
SOUTH KOREA - July 31, 2010
Hello from Jeju Island in South Korea! I am here as an international volunteer with CADIP (out of Canada) teaching and traveling with five other volunteers and five Korean experts. For two weeks, we are working and playing with two groups of Korean children at the summer International Peace Camp at Gotjawal Little School, one with young middle school students and the other with older high school students.
Marking my midpoint here (I arrived in Korea on July 26), I am bursting with lots of different emotions. First and foremost, I am blown away by the kindness, youth, innocence, generosity, and all-around joy the young children here possess. Each day, the kids have boundless energy and are fully prepared to joyfully put their entire selves into each and every activity. They take us by the hand and want us to never leave their side, no matter what their mood or the weather may be. Very unlike my own eighth graders, these children do not need to be "plugged into" technology 24/7. Not once in our week together did they EVER mention TV, gaming systems, cell phones, iPods, or anything like that. Consequently, they emerge as some of the most carefree and happy kids I have ever met. Perhaps my own students could learn a great deal from them.
Summary of first week with the younger children:
Monday, 7/26 - arrival at airport; met and played with the kids
Tuesday, 7/27 - played with the kids and worked on original stone carvings in the park
Wednesday, 7/28 - lunch at a traditional restaurant and lots of good times at the beach!
Thursday, 7/29 - learned Korean traditional music and prepared for evening cultural festival where we arranged our own rendition of "Stand By Me" for the children (As a singer, I was in heaven!)
Friday, 7/30 - exchanged gifts and goodbyes with the younger kids; ate a nice lunch out; lots of driving across the island to key tourist destinations (including the beautiful waterfall and lonely stone!); ended day at a traditional Korean spa and sauna (More about that later!)
Saturday, 7/31 - enjoyed Korean spa again; did more sightseeing and traveling to another beach; visited an art gallery; toured a traditional folk village; and ate in downtown Jeju City
I kept a journal on both trips and would like to transcribe them for you below. Both were phenomenal, life-changing experiences. I hope you enjoy reading about them!
SOUTH KOREA - July 31, 2010
Hello from Jeju Island in South Korea! I am here as an international volunteer with CADIP (out of Canada) teaching and traveling with five other volunteers and five Korean experts. For two weeks, we are working and playing with two groups of Korean children at the summer International Peace Camp at Gotjawal Little School, one with young middle school students and the other with older high school students.
Marking my midpoint here (I arrived in Korea on July 26), I am bursting with lots of different emotions. First and foremost, I am blown away by the kindness, youth, innocence, generosity, and all-around joy the young children here possess. Each day, the kids have boundless energy and are fully prepared to joyfully put their entire selves into each and every activity. They take us by the hand and want us to never leave their side, no matter what their mood or the weather may be. Very unlike my own eighth graders, these children do not need to be "plugged into" technology 24/7. Not once in our week together did they EVER mention TV, gaming systems, cell phones, iPods, or anything like that. Consequently, they emerge as some of the most carefree and happy kids I have ever met. Perhaps my own students could learn a great deal from them.
Summary of first week with the younger children:
Monday, 7/26 - arrival at airport; met and played with the kids
Tuesday, 7/27 - played with the kids and worked on original stone carvings in the park
Wednesday, 7/28 - lunch at a traditional restaurant and lots of good times at the beach!
Thursday, 7/29 - learned Korean traditional music and prepared for evening cultural festival where we arranged our own rendition of "Stand By Me" for the children (As a singer, I was in heaven!)
Friday, 7/30 - exchanged gifts and goodbyes with the younger kids; ate a nice lunch out; lots of driving across the island to key tourist destinations (including the beautiful waterfall and lonely stone!); ended day at a traditional Korean spa and sauna (More about that later!)
Saturday, 7/31 - enjoyed Korean spa again; did more sightseeing and traveling to another beach; visited an art gallery; toured a traditional folk village; and ate in downtown Jeju City
Friday, July 23, 2010
A new abroad adventure awaits!
I still cannot believe it is towards the end of July already! Wow. Where has the summer gone??! The heat here in Washington, DC has been unbearable, but I've been trying to make the most of it. Unfortunately, the idea of running long in 105 degree heat and humidity is usually not my top choice for a leisure activity. Hello, cross training!
Tomorrow, I leave for my two-week adventure in South Korea! I will be teaching and volunteering at a work camp/school on Jejudo Island, about an hour off the coast of Seoul. This island is supposed to be the "Hawaii of Korea," a place where I am bound to run into many Korean honeymooners, all wearing matching outfits! The island is supposed to be beautiful, so I am beyond excited!
Now is about the time where I usually freak out on what needs to get packed and done before leaving the States tomorrow. I am not a procrastinator by any means, but packing for abroad trips is often an overwhelming experience I try to avoid when possible. I have my packing list made and know what exactly I need to take with me. Now it's just a matter of getting it done!!
Many people have asked me why I would want to go on this journey alone. Why not travel with a colleague or friend? Originally, one of my colleagues was supposed to join me, but she had to back out due to financial constraints. Boo! Knowing me, though, I will hopefully meet some other great volunteers from multiple countries. I am extremely independent, self-sufficient, and open-minded, traits that will probably come in handy in Korea. Seeing as the age range for this volunteer experience in 18-35, I could very well be the "grandma" of the group. Fingers crossed that this is not the case!
South Korea is a beautiful country, and I am thrilled to finally have a chance to experience its culture, language, and people. Half my time there will be spent with younger Korean children, and the other half will be with the adolescents. It is our job to help lead lessons/activities, introduce our respective country's culture and language to them, and essentially, as a recent informational email called it, "be their friend." This is essentially the opposite of how I'm used to acting around students, so this should be interesting! We were asked to bring gifts for the children, a used item for our second-hand "peace sale," favorite recipes, and an ingredient for one of those recipes. Very cool!
So, here I go on a new abroad adventure that is bound to be full of fun, laughs, learning, and an all around memorable experience. I'll be sure to document everything carefully via camera and journal. Talk to you in August!!
Tomorrow, I leave for my two-week adventure in South Korea! I will be teaching and volunteering at a work camp/school on Jejudo Island, about an hour off the coast of Seoul. This island is supposed to be the "Hawaii of Korea," a place where I am bound to run into many Korean honeymooners, all wearing matching outfits! The island is supposed to be beautiful, so I am beyond excited!
Now is about the time where I usually freak out on what needs to get packed and done before leaving the States tomorrow. I am not a procrastinator by any means, but packing for abroad trips is often an overwhelming experience I try to avoid when possible. I have my packing list made and know what exactly I need to take with me. Now it's just a matter of getting it done!!
Many people have asked me why I would want to go on this journey alone. Why not travel with a colleague or friend? Originally, one of my colleagues was supposed to join me, but she had to back out due to financial constraints. Boo! Knowing me, though, I will hopefully meet some other great volunteers from multiple countries. I am extremely independent, self-sufficient, and open-minded, traits that will probably come in handy in Korea. Seeing as the age range for this volunteer experience in 18-35, I could very well be the "grandma" of the group. Fingers crossed that this is not the case!
South Korea is a beautiful country, and I am thrilled to finally have a chance to experience its culture, language, and people. Half my time there will be spent with younger Korean children, and the other half will be with the adolescents. It is our job to help lead lessons/activities, introduce our respective country's culture and language to them, and essentially, as a recent informational email called it, "be their friend." This is essentially the opposite of how I'm used to acting around students, so this should be interesting! We were asked to bring gifts for the children, a used item for our second-hand "peace sale," favorite recipes, and an ingredient for one of those recipes. Very cool!
So, here I go on a new abroad adventure that is bound to be full of fun, laughs, learning, and an all around memorable experience. I'll be sure to document everything carefully via camera and journal. Talk to you in August!!
Thursday, July 15, 2010
Caught in the Middle -- and Loving It
Many people burst out laughing when I tell them I teach middle schoolers. "Why on earth would you want to teach those animals?" they ask. My reply, "They are the ones who need good teachers the most."
I remember hating middle school and feeling very uncomfortable with myself as a young adolescent. I struggled with my body image, self-esteem, self-worth, and desire to fit in and be accepted by my peers, as so many teens today do. I have always believed that the middle school years are among the most important and formative for students, as they are so impressionable and vulnerable at this age.
Consequently, I was not the least bit surprised to find a well-written article entitled "Caught in the Middle" in the Education Update newsletter I received in the mail from the Association for Supervision and Curriculum Development, a professional organization I belong to. Arguing that the middle grades seek a bigger stake in school reform debate, the author explains how grades 5-9 are among the most pivotal in students' academic careers. Thus, they must be a key element of school reform. I could not agree more.
Unfortunately, in recent years, middle school reform has not received the kind of attention it deserves; the funding and focus often went to the early elementary grades or high school reform efforts. Middle schoolers truly are caught in the middle. According to the June 2009 National Middle School Association report "Putting Middle Grade Students on the Graduation Path," a sixth grade student who fails to pass language arts or math, attend school at least 80 percent of the time, or have good behavior will have only a 10-20 percent change of graduating high school on time. Wow. So many of my own students' faces describe these statistics perfectly, too many in fact.
Advocates of middle school reform want policy makers to recognize how vital and critical middle schools are in preparing and motivating students for high school work and graduation. These young adolescents have very specific emotional and academic needs, and any effort to improve student performance must include targeted measures for meeting their learning and developmental needs during this crucial time in their lives. Focus areas at this level, educators argue, should include academic excellence, developmental responsiveness, and social equity. We must have high expectations for ALL of our middle school students while treating students fairly and consistently, which is no easy task.
Other key middle school practices such as teacher teaming tend to strengthen these adolescents' learning and personal development. Students can also benefit from having the same guidance counselor all three years of middle school, a practice we feel strongly about at my school.
No matter what specific teaching strategies or school-wide practices are apparent at a given middle school, one thing is certain -- an emphasis on high-quality, rigorous instruction that expects all students to produce high-quality work will help create high-achieving middle schools whose graduates are fully prepared for the volume and diversity of work to come in high school, college, and beyond.
The full article is available at www.ascd.org.
I remember hating middle school and feeling very uncomfortable with myself as a young adolescent. I struggled with my body image, self-esteem, self-worth, and desire to fit in and be accepted by my peers, as so many teens today do. I have always believed that the middle school years are among the most important and formative for students, as they are so impressionable and vulnerable at this age.
Consequently, I was not the least bit surprised to find a well-written article entitled "Caught in the Middle" in the Education Update newsletter I received in the mail from the Association for Supervision and Curriculum Development, a professional organization I belong to. Arguing that the middle grades seek a bigger stake in school reform debate, the author explains how grades 5-9 are among the most pivotal in students' academic careers. Thus, they must be a key element of school reform. I could not agree more.
Unfortunately, in recent years, middle school reform has not received the kind of attention it deserves; the funding and focus often went to the early elementary grades or high school reform efforts. Middle schoolers truly are caught in the middle. According to the June 2009 National Middle School Association report "Putting Middle Grade Students on the Graduation Path," a sixth grade student who fails to pass language arts or math, attend school at least 80 percent of the time, or have good behavior will have only a 10-20 percent change of graduating high school on time. Wow. So many of my own students' faces describe these statistics perfectly, too many in fact.
Advocates of middle school reform want policy makers to recognize how vital and critical middle schools are in preparing and motivating students for high school work and graduation. These young adolescents have very specific emotional and academic needs, and any effort to improve student performance must include targeted measures for meeting their learning and developmental needs during this crucial time in their lives. Focus areas at this level, educators argue, should include academic excellence, developmental responsiveness, and social equity. We must have high expectations for ALL of our middle school students while treating students fairly and consistently, which is no easy task.
Other key middle school practices such as teacher teaming tend to strengthen these adolescents' learning and personal development. Students can also benefit from having the same guidance counselor all three years of middle school, a practice we feel strongly about at my school.
No matter what specific teaching strategies or school-wide practices are apparent at a given middle school, one thing is certain -- an emphasis on high-quality, rigorous instruction that expects all students to produce high-quality work will help create high-achieving middle schools whose graduates are fully prepared for the volume and diversity of work to come in high school, college, and beyond.
The full article is available at www.ascd.org.
Wednesday, July 14, 2010
Where does the summer go?
I recognize it has been longer than usual since my last post, and for that, I apologize. Every year, I am mind-boggled at how quickly and swiftly the summer seems to fly by. Many of my non-teaching friends will lightheartedly harass me at having the entire summer off, but this summer is far from relaxing, boring, or ordinary for me.
Since closing out the final marking period and boxing up my classroom on June 17, I have been very busy and have accomplished quite a bit, both personally and professionally. I immediately completed a rigorous three-day course to earn Confidence Course certification, which will allow me to lead the Confidence Course workshops with the Grade 6 Outdoor Education program this fall (and in future years!). This program builds trust, confidence, creativity, cooperation, discipline, and teamwork among the sixth grade students, a process I am honored and excited to be a part of.
I have also spent several summer days in my school building beginning to prepare for the new school year. Many changes will be present this fall, including a new co-team leader, new assistant principal, several new staff members, the loss of former treasured colleagues, and the beginnings of an enormous three-year building renovation. Change is never easy, but I am trying to keep the most positive attitude and open mind possible about what lies ahead.
The last weekend in June, I ran my seventh marathon of the year with a colleague, whom I have lured into running marathons with me (!), in Charlevoix, Michigan. My goal is 12 marathons in 12 months this year, and hey, I am already over half of the way there! We enjoyed driving through most of the state of Michigan, a place much more beautiful and friendly than anticipated.
Two weeks ago, I had the opportunity to attend a process management conference, which proposed a new way to problem solve and collaborate in a professional learning community. I look forward to seeing how my school's leadership team implements such processes with our decision making sessions this coming school year.
With other secondary English teachers in the county, I also had the opportunity to participate in two days of range-finding. In these sessions, we examined, scored, and discussed numerous eighth grade student writing samples to determine holistic rubric scores (out of a possible 5 points). I discovered that I tend to be a tougher grader of students' writing, which I am proud of. I want to hold all of my students to high standards and expect to see their best work on paper with each assignments.
Last week, I had the chance to visit my family up north and spend some quality time with my mother, who is a true inspiration for me. I enjoyed trading teaching stories with my uncle, who has been teaching high school social studies for over 30 years. While his population is far more "White" than mine, we still deal with many of the same challenges and frustrations on a daily basis. My family really wanted me to open up about my students and what it is like to teach crazy middle schoolers; I was more than happy to oblige.
This week, my school's leadership team is meeting all day every day to prepare for the year ahead. Thus far, the experience has been much more meaningful, beneficial, collaborative, and honest than in prior summers. Since my principal received essentially a vote of "no confidence" from the majority of her staff by the end of last year, she knew things needed to change, as did her immediate supervisors and our building's union representative. To her credit, she had the courage and bravery to bring in two consultants from the county to listen to us vent ALL of our concerns about what is happening in our school in the room without administration present.
Today, we came back altogether to review what these concerns are and participate in a wide variety of team building activities that revealed our true selves, backgrounds, and authentic experiences with race, equity, and learning. The result? We found ourselves learning a great deal about everyone else and realizing that everyone's "truth" is valuable and real, however different it may be from our own reality.
Truthfully, I am now more hopeful than ever that positive change is possible in our school and that our principal is willing to do whatever it takes to regain and rebuild our trust in her. This will not be an easy road, but no difficult process ever is. We will be tested as leaders of our school who represent the best interests of our students and teams of teachers. We will be asked to step outside our comfort zones and have the courageous conversations we would much rather NOT have. And most importantly, we will be charged with modeling the kind of teaching and leading we value and deem important for others to use in their classrooms.
Are we ready for this challenge? I certainly hope so.
Since closing out the final marking period and boxing up my classroom on June 17, I have been very busy and have accomplished quite a bit, both personally and professionally. I immediately completed a rigorous three-day course to earn Confidence Course certification, which will allow me to lead the Confidence Course workshops with the Grade 6 Outdoor Education program this fall (and in future years!). This program builds trust, confidence, creativity, cooperation, discipline, and teamwork among the sixth grade students, a process I am honored and excited to be a part of.
I have also spent several summer days in my school building beginning to prepare for the new school year. Many changes will be present this fall, including a new co-team leader, new assistant principal, several new staff members, the loss of former treasured colleagues, and the beginnings of an enormous three-year building renovation. Change is never easy, but I am trying to keep the most positive attitude and open mind possible about what lies ahead.
The last weekend in June, I ran my seventh marathon of the year with a colleague, whom I have lured into running marathons with me (!), in Charlevoix, Michigan. My goal is 12 marathons in 12 months this year, and hey, I am already over half of the way there! We enjoyed driving through most of the state of Michigan, a place much more beautiful and friendly than anticipated.
Two weeks ago, I had the opportunity to attend a process management conference, which proposed a new way to problem solve and collaborate in a professional learning community. I look forward to seeing how my school's leadership team implements such processes with our decision making sessions this coming school year.
With other secondary English teachers in the county, I also had the opportunity to participate in two days of range-finding. In these sessions, we examined, scored, and discussed numerous eighth grade student writing samples to determine holistic rubric scores (out of a possible 5 points). I discovered that I tend to be a tougher grader of students' writing, which I am proud of. I want to hold all of my students to high standards and expect to see their best work on paper with each assignments.
Last week, I had the chance to visit my family up north and spend some quality time with my mother, who is a true inspiration for me. I enjoyed trading teaching stories with my uncle, who has been teaching high school social studies for over 30 years. While his population is far more "White" than mine, we still deal with many of the same challenges and frustrations on a daily basis. My family really wanted me to open up about my students and what it is like to teach crazy middle schoolers; I was more than happy to oblige.
This week, my school's leadership team is meeting all day every day to prepare for the year ahead. Thus far, the experience has been much more meaningful, beneficial, collaborative, and honest than in prior summers. Since my principal received essentially a vote of "no confidence" from the majority of her staff by the end of last year, she knew things needed to change, as did her immediate supervisors and our building's union representative. To her credit, she had the courage and bravery to bring in two consultants from the county to listen to us vent ALL of our concerns about what is happening in our school in the room without administration present.
Today, we came back altogether to review what these concerns are and participate in a wide variety of team building activities that revealed our true selves, backgrounds, and authentic experiences with race, equity, and learning. The result? We found ourselves learning a great deal about everyone else and realizing that everyone's "truth" is valuable and real, however different it may be from our own reality.
Truthfully, I am now more hopeful than ever that positive change is possible in our school and that our principal is willing to do whatever it takes to regain and rebuild our trust in her. This will not be an easy road, but no difficult process ever is. We will be tested as leaders of our school who represent the best interests of our students and teams of teachers. We will be asked to step outside our comfort zones and have the courageous conversations we would much rather NOT have. And most importantly, we will be charged with modeling the kind of teaching and leading we value and deem important for others to use in their classrooms.
Are we ready for this challenge? I certainly hope so.
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