The middle school child
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The middle school child

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The middle school child The middle school child Presentation Transcript

  • The Middle School Child One teacher’s perspective The teenage brain… http://www.teachersdomain.org/resource/tdc02.sci.life.reg.teenbrain/ Video http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/giedd.html Article
  • Me…
    • Bachelors of Elementary Education from Calvin College, minors in math and science
    • Masters of Science Education from Aquinas College
    • Completed 3 year training as a Partner for Sustainable Education with the VanAndel Education Institute (1 st generation)
    • Mother of two amazing daughters, Matilyn, 6 and Ellery, 3
    • 15 th year for Crestwood Middle School at Kentwood Public Schools
    • Last year, Regional Finalist for MTOY and PAEMST nominee.
  • The Nature of the Beast*…
    • They are social by nature
    • They are unorganized (the binder, the locker…)
    • Drama becomes a big part of their lives (home and school)
    • Friends are more important than you and what you are teaching
    • They need to have procedures taught to them and that requires consistency
    • They are sensitive
    • They read adults very well (all kids do)!
    • They are NOT elementary or high school kids. They are their own group of students that you need to adapt to.
    • *There are exceptions to every generalization
  • What you can do…
    • Have a sense of humor!
    • Build a relationship with each student. It makes a difference.
    • Call home, the parents DO care!
    • Use your colleagues, they are an invaluable resource.
    • Go to extra-curricular events for support.
    • Don’t think you know everything; you don’t. It is okay!
    • Classroom management is the single most important skill and takes the longest to master, but HAVE A PLAN.
  • Classroom Management
    • Teach the procedures in your class
    • Make them the SAME as other teachers in same grade
    • Examples:
      • Good Things! Monday and Friday only
      • 3 bathroom passes per marking period
      • 10/10 minute pass rule
      • Sharpen pencils before class
      • Raise your hands
      • Bell ringer/Bell work all week on one color paper to be handed in on Friday
      • Exit card on the way out (or something required)
      • Keep make-up work available for absent students
      • Have a “Go to” pile in room (brain teasers, story to read, learning logs, quiet ball, Simon says) if your lesson is too short
  • 6 th grade
    • Babies with a lot of energy
    • Always have things to share
    • Need to be nurtured
    • Can only handle one or two things in one hour per day
    • Simplify, simplify, simplify! (Example of the lighting of the match)
    • They are good teachers themselves
    • They will be willing to be goofy and sing or dance or say chants, CLASS CLAP (bring in your guitar, etc.)
    • Vary what is done in an hour or take a break as needed ( quiet bathroom break, Simon Says, Quiet ball, Circle counting by 3s or 4s - multiples)
  • 7 th grade
    • The middle child
    • Loss of fear from 6 th grade
    • Begin pushing for more independence
    • The teenage brain begins
    • Impulsive
    • Social
    • Girl/Boy thing really takes off
    • Extra-curricular activities more available
  • 8 th grade
    • Seniors of the middle school
    • Mello, seem apathetic
    • Social
    • Many students really get it together in 8 th grade
    • Definite difference in maturity between male and female
    • Better sense of self than the other grades
    • Good sense of humor
    • Demand respect, want to be treated equally
  • Science in Middle School
    • Inquiry, very powerful
    • Hands-on
    • Content Area Reading
    • Directly teach vocabulary as it shows up
    • Model scientific process
    • Discourse
    • Have fun!
    • No child is labeled special education or English Language Learner in science. They all come to you.
  • Inquiry-based science
    • Takes a lot of planning
    • Takes a lot longer
    • Must include prior knowledge of students
    • Must allow for some choice, student questions
    • Answer questions with questions
    • Must structure the inquiry for best success (journals, lab groups, etc.)
    • Find unique ways to collect data and share it (cameras, video, websites)
    • Examples: Question on traits, question on snow and sun, question on plants with parts, carbon cycle
  • Grading
    • Use the school district policy
    • Varies district to district, and school to school
    • Homework needs to be able to be done INDEPENDENTLY!
    • Create a set of grades that the students depend on (patterns)
    • Keep these grades consistent and constant (within reason)
  • Materials
    • Try to use your textbook (if you have one) as a secondary resource in your classroom
    • Beg, borrow and steal from other places and teacher (in building, on-line community, etc.)
    • Be on good terms with the office staff, custodial staff, and KITCHEN!
    • Keep anything that works. You may be using it a different way in a different grade 5 years down the road (on-line files work well.)
    • Be creative! Often times, labs will call for chemicals that can be purchased locally but by a different name or a different substance. (20% hydrogen peroxide at hair product place, yeast instead of Manganese dioxide – today only, glue to make slime, Drano for sodium hydroxide, stearic acid)
    • TO THE D quadrant (HIGHER LEVEL THINKING SKILLS)
  • 7 th Grade
  • Websites
    • www.windowstotheuniverse.org (earth and space)
    • www.teachersdomain.org
    • www.delicious.com
    • www.scilinks.org
    • www.youtube.com
    • www.discoveryeducation.com (videos/pictures/lessons)
    • www.need.org (energy)
    • www.kisd.org