April 18, 2008

Hello,

Only one question this week - "How do you figure out what situations should be told to the principal at what time?"

Trust me, when you have an issue that warrants mentioning to your principal, you'll know.  

For instance, if something happens in class and you think it's possible that a parent might get upset and call about it... warn the principal.

If you have an issue with a child and the child is upset about the outcome..... the parent might call... warn the principal.

If there is any time that anything happens that you think might upset a parent enough to call the office..... warn the principal.

If there's a question in your mind,  talk to your mentor and see if you should warn the principal.

Not every little thing...... these are issue that could become problem situations.

I hope this helps.  See you next week for one last time.

Diann

April 4, 2008

Hey, 

I'm still trying to figure out how to get you guys motivated to use this blog more, but I seem to be having trouble with that.  Oh well, I'll just keep trying.

Only 2 questions this week:

1. It's unlikely that this class will meet more than once a week.  

2. Does having a conversation about school and how it affects their futures also work (or help) to motivate students?   I'm going to say it depends on the kids.  I'm sure there are some that would be greatly motivated by this.  However, as always, you'll have those who either really don't care.... or have to act like they don't care because they don't think they have a chance in life anyhow.

What do you guy think?  

1.  Should this class twice a week?  If so, what would you like to have happen on the second day?

2.  Do you think the 'talk to the kids about the importance of education for their futures" would work?

I hear it's supposed to rain..... keep dry.  Don't forget to do your assignment for Friday's class.

Diann

March 28 Management Article Response Blog

Hello all,

I'm looking forward to reading your reactions to the articles.  

Please feel free to go back through the other discussions and put in your two cents.  Especially your reactions and responses to some of the previous blog questions.

Also, here are couple issues that need addressed from this week.

1. At what point should a teacher get help in a situation like getting another teacher or the administration involved?   Great question....what do you all think?  The obvious part is if there is any violence you immediately get assistance.  Other than that.......what do you guys think? How far do you let a problem go before you get help if it's a student disrupting class?  What if they just refuse to do anything?  What about just being annoying - won't be quiet - pushing your buttons...????  Inappropriate behavior - language - actions - etc.???

2. What kinds of 'fillers' can be done with language arts and social studies?  Let me see what can I think of off the top of my head.....hmmmm.    

Language arts - 1. part of my grammar teaching included diagraming sentences - they loved to do diagram races or challenges....we'd break into teams and one team member from each team would do the diagram at the board while the rest did it at their seats - whoever got it right got points for their team...then new competitors would head for the board.  2. Create group stories.....break into groups and use a story starter.  Then pass the story around the group and each person adds one sentence.  It can go as long as you want and can be really good or really funny.  3. You can use 'spelldown' style games for anything....parts of speech, grammatical checks, definitions, books and authors.....

Social studies - 1. There's a game they loved called "guess it".  I would pull down the world map, and tell them I was thinking of a county.  They could ask me Yes /No  GEOGRAPHY questions to try to determine the country in my thoughts.  If they got a certain number of NO answers from me before they guessed the right county - I WON!!!  If they got ....they won.  I'd have quick little prizes sometimes - but most of the time the person who figured out the answer got to come up front and to they next country.  The harder the country - the more 'no' chances I'd give them...but never over 10.   2.  ONce again - the spelldown format asking question about the current or previous social studies topic.   I'd often throw in an extra point option if they could shoot my blow up globe into the waste basket and make the basket.  It seems like most anything you can tie to a ball is just more fun for them.  3. I had several pre-made jeopardy games - always a hit.  4.  Brain teasers based in social studies are available.  5.  All kinds of little social studies games are out there in the teacher stores.

Hope that helped.

3. How do you focus your attention on the class as a whole and still not give up on that one problem kid?  The 'never give up' is for the child who is having learning problems or personal problems that are affecting the learning, etc.  Kids who misbehave are, in my opinion, a different issue.  They are choosing to misbehave so they are choosing the consequences of their actions.  I wouldn't put up with someone disturbing my class for very long.  My consequences were warning, detention, principal...... and then the principal usually made them call home.  My principals knew that the only way I'd send then to the office was if I had done everything humanly possible to get them into shape.  I was firm and consistent and the had the principal's total cooperation.  Kids learned very quickly and passed the word to then next group coming up that there would be no nonsense put up with....... so they usually didn't try.  The fact that I was consistent and fair ...... meant I was being fair to both the kid misbehaving and my other students.

4.  For those of you in the 9:30 who asked....no, the presentation was not really a simulation.  Look at the definition and you'll recognize it was group work.

Have a great week!!

Diann

March 21, 2008

Hello all,

Just a couple questions for this week, but they are good ones.  I'd like you to respond to each other, and I'll put in my opinion afterward.

I will, however, respond to one of the questions raised.  Apparently someone said that you don't need to have "that much involvement" with students once they reach ninth grade.   I'm sure that whoever said that received that info from a teacher, but one teacher's opinion is not a be all end all.  That goes for MY opinion as well.  I hope you consider my opinions, but that as you research, discuss, and gain experience, you'll come to your own conclusions.  

Personally, I disagree completely with lessening parental involvement just because students are getting older.  Parents are not done parenting...well - never actually.....but legally until a child is at least 18.  I strongly encourage teachers to try to involve and definitely inform parents of ALL children - regardless of grade level.  Many parents are far too eager to turn the raising of their children over to the school and the teachers. We certainly don't want to encourage that!

Granted - there are some kids who are totally responsible in high school and making wise decisions, etc.  Teachers need to encourage those students and to let their parents know that their child is on the right track.  At the same time, if high school students are making poor decisions... it's up to us to be sure the parents are aware of that as well.  Somebody needs to take responsibility for the actions of teenagers and the parents are the obvious candidates. Until a child turns 18 - the parents are legally responsible.  If that child makes a bad decision and gets in trouble, it reflects on the parents - not just image wise...but they end up with any financial responsibilities as well.  Yes - we teachers need to keep them informed ... whatever form that takes until they turn 18.  

1.  One of your peers is at a school where 30 students are failing 8th grade.  Your peer wants to know what the teacher should do.  The teacher said she has had several conferences with the parents, but your peer feels there is more that could be done.  What do you think?

2. Another of your peers wants to know how you can get a single parent with multiple children involved in the school and in his/her child's education?

Thanks for participating.

Diann

A thought on your philosophy...

Remember to incorporate some of the aspects of middle school philosophy into your statement. It is an MCE job for which you'll be applying, so you'll want to address applicable aspects. (Like that alliteration?)

Diann

March 14, 2008 - Differentiation - 9:30 AND 10:30

Hey all,

Great participation today and good responses to the presentations.  Thank you!!

1. Someone wants to know what goes into the philosophy paper.  There are some documents that should help you on blackboard.  Remember that you're writing to a principal to convince him/her that you are the best choice for an MCE position at his/her school.  Gear it strong to MCE beliefs and your creative ideas of how you will run your own classroom.  Address your theoretical leanings and practical applications such as how you'll manage your class and how you intend to structure your teaching.  What makes you the best choice for the job?

2. Some of you felt that you were not clear on 'differentiation'.  Please feel free to click in here and ask any questions you want.  I'll be happy to respond.

3.  No, the 10:30 guys did not really use drill and practice at all.  Drill and practice is purely what it says.  It's like math facts, learning the 50 states, being able to recite a list of prepositions, practice to memorize science vocabulary.  However, their tech and lecture style presentation did bring about pretty decent discussion of sorts.

4. Wow - toughie....how does one take a lesson that's gone south and become boring and turn it around instantly?  Let's see....you might be able to:   turn it into a game maybe as simple as a 'spelldown' format but using the content you want to teach; you could have everybody stand up and only those who correctly (or maybe even just attempt) to answer a question get to sit back down;  what about turning it into a small group competition......form groups and  give them 1 minute to come up with an answer to your question....best answer gets points - most points at end wins something????  Does that help?   Best bet.....make it interactive when you plan it - then you don't have to worry about it.

5. I thought I explained that when you have only one teacher in the room your learning centers are completely interactive and able to be completed without teacher presence.  You have the information, the questions, the graphic organizers or other materials, etc. all there and ready to go.  You also have a poster or paper or trifold or something with the step by step directions that the group is expected to complete at that learning center.  For example...I used mapping learning centers.  I set up 6 stations around my room and had different types of maps (topographic, road maps, physical maps, political maps, theme maps, etc) at each station.  Then I had directions for them to use to explore the various types of maps and find out what they were and what they were used for and how to read them and how to use the information they got from that map.  There were questions for them to answer and experiences for them to complete to meet my objectives.  They traveled in groups and could help each other as much as they wanted or needed.  Hope that helps.

6.  Bloom's Taxonomy would more likely be applied within the learning centers instead of 'being' the learning centers.  The centers themselves would be content oriented and the activities within them would reflect the various Bloom's levels as appropriate for the various students - hence..... differentiation.  You could also use the multiple intelligences for the activities for your content and differentiate even more by putting in a variety of activities reflecting the various levels of Blooms.    I hope that didn't confuse you.  If it did, ask me questions.

I hope you have a great weekend and week.  I'll see you next Friday.

Blessings,

Diann

February 29, 2008

Hello all,

Here's the requested site for the fair schools campaign.

http://ohiofairschools.org/

This site below is where you can find the actual amendment to read.   If you have any intention of circulating petitions or talking to people about this issue, be sure you READ the amendment to determine whether or not you are in support of the amendment.  One more time I stress to you that I am NOT encouraging you to vote for the amendment.  I AM encouraging you to get involved in the process because it affects your future.  

http://www.rightforohio.org/

Congratulations to both presentation groups today.  The presentations were well done and appreciated by all involved.

For you who asked,  you can only vote if you are a resident of Ohio and registered to vote in Ohio.

Feel free to research these funding issues further and discuss them via this blog.

Have a safe and relaxing spring break!

Diann

February 22 2008, 10:30 Class

Hey,

Nice job this morning, group 1.  Your peers had all positive comments about your presentation both the method and the content.  Good work!

A couple responses:

1) I don't know what all the masters programs are.  You can go on line at BGSU and search for Graduate programs and you'll find more than you ever really wanted to know.

2) If you want to get your masters here at BG, you can apply for a graduate assistantship.  You would work for the university in return for free tuition and a small living stipend.  Talk to Jeremy about this....he's doing it now.

3) As far as teaching salaries in surrounding states...I don't know off hand, and I'm sure you can google that info as well as I can.

4)  However, as far as what teachers 'make'......I have an email I'll send you on that topic.

Have a wonderful week.

Diann

February 22, 2008, 9:30 Class

Hey all,

Nice job this morning group #1.  All of your classmates appreciated your efforts and enjoyed your game.  I think you did a good job.  Some of the responses were questionable depending on where you got your information.  If much of your urban financial, etc. info was based on Toledo Public Schools that would explain some f the discrepancies since TPS is in major financial difficulty.

Anyhow...you got us all thinking and engaged....thank you!!

Just a couple responses.

1)  I'm thinking every college student should know that a research paper is 'research' and not an opinion piece.  I'm not going to feel guilty about requiring a 'research' paper to be just that.

2) Someone wished more of the answers could have been explained.  They could have been if you'd have asked for them to be explained.  I don't know you have a question if you don't ask it.  Mind reader ... I am not....(which is probably a good thing as a teacher because you may not like what they're thinking.)  :)

3)  Your time frame for your presentations is specifically stated on your rubric is exactly 30 minutes.  It is imperative for teachers to meet time frames, and it's never too early to practice.

Therefore, if a group has to hurry - they need to pay better attention to the time while the project is going on so they keep things moving or adjust as needed to fit the allotted time.

4)  Here's a question from one of your peers for you to ponder and answer:   "Why is it hard to find teachers for rural schools?"  What do you guys think????    Or IS it hard???

Have a great weekend and week.

Diann

February 15, 2008

Hey all,

It's good to know that you enjoyed class and found it beneficial.  The only question that surfaced this week is a good one.   You address it, and I'll address it at a later day after I get some of your opinions.

1) How does a teacher know what teaching style is best for his/her class?  

Take a few minutes and go back to last week's posts.  There were some great questions that no one addressed.......come on - step up and voice your opinions.

Have a relaxing and fun weekend and a learning filled week.

Diann

February 8, 2008 9:30 Class

Hey all,

Before I put the questions / comments up, let me clarify something.  Someone said that they don't know what I want in my assignments.  My response to that is..if you've read the assignment in the syllabus and pulled up the rubric (which is on blackboard) and still don't understand....ASK ME. I'm at the other end of the keyboard or in my office from 10 - 2:00 on most T and R.  I also answer my phone messages when I get them.  With all that said,   in my world, "I don't know what you want." is a cop out because you have tons of materials and all the opportunities you could possibly want to ask me.

Here are questions that were raised this morning.  Please respond and stimulate more discussion if you wish.

1) How can teachers become advocates for students outside of the classroom without over-stepping professional boundaries?  Where should they draw the line?

2) What can a middle school that has already adopted  'arrested development' do to fix the problem?  If you remember, this was the issue you were going to check out in line with your field placement analysis.  If your school does some, but not all of the MCE steps, why is that and how do they intend to fix it?

3) How much of the middle school philosophy is actually followed through?  How much is just for show.

4) What can we do to make students want to learn?  Some don't like learning and they don't like school.  How can we fix this?

5) Yes, you can and should do your domain observation sheets over a period of time.  If you can identify one piece of evidence for each, I'll be happy.  If you do two, I'll be ecstatic!!!  :)

6) How hard would it be to fulfill all of the middle school aspects at the same time?

As always your input and questions are more than encouraged!!

Have a great week.

Diann

FYI - Now that you've had a chance to participate, I've gone back to the earlier blogs and given you my opinions on some of the issues - if you care.,

February 8, 2008 10:30 Class

Hello all,

What a great job you did today in class!!  I love it when you voice opinions and ask questions.  You're thinking, and it shows!!

I'm entering the two sections separately because of the number of issues to which you might want to respond.  You're welcome to respond to questions from either section....it was just going to get REALLY long.

Here are some points for you to consider and blog on from today.

1) Let's talk about how to make students who don't want to learn and who may have bad lives at home, want to learn.  Any ideas out there?  We'll definitely cover this more when the 'motivation' group presents....but it never hurts to gather ideas.

2) I'm not sure what this question means ... so Erin, can you provide some input?  How do exploratory help and hurt the socialization of middle school students?  What role does money play in the availability and expansion of exploratory programs?

3) What are the most important component in your own teaching philosophy?  I'm not going to specifically address this because we'll be dealing with it next week, and you need to go on blackboard and read the materials that are there for your perusal.

4) As long as you did the assignment, you will get your points.  The topic itself was very broad and broad responses are totally acceptable on this assignment.

5) Why does the middles school age group have so many demands?  Alex, could you clarify this for us a bit?

6) Which do you believe is more important to a middle childhood aged student? Curriculum, parental involvement, or interdisciplinary teaching?  This is a great question....I'm anxious to hear what you all think.  I'll wait until you respond before I do.

7) One article states that the classroom should be 25u% lecture and 75% hands-on-activity, meaning using computer technology (Did the article specify that? There are gazillions of hands on activities that are not necessarily computer based.)  Do you think that 10 - 20 years down the road computer technology will take over the teaching profession?   This one is worth stating your opinion.....it's been a question that's been asked for a LONG time.

8) Do students really learn through games on line or are they just messing around?

9) If you're not sure what I want in regard to assignments do one of two things.  Ask me or look at the rubrics.

Thanks for reading....be sure to respond.

February 1, 2008

Hey all,

Thanks to all who made it to class today and especially for actively participating once you were there.  Hopefully we'll hear from everyone else here on the blog so we can get their ideas about the content for the day.  We missed those of you who couldn't make it in and hope you're safe. We definitely look forward to seeing you next week.

1) I love the fact that you didn't like it when I wouldn't let you use your books, but then you came around to see the value and my purpose.  Jessica wants to know if this is a good activity for middle schoolers.  What do you guys think?  Could you use it in your content area?  Can you give us a simple example or do you think it's not good for middle schoolers?

2) You go to your schools for a minimum of 20 hours....at about 3 hours per week - that's about 7 weeks.  It will vary from person to person depending on how long you're there per day.  You should definitely go no less than 5 weeks and I think your coops are planning for you to be there 7. 

3) Let's share and compare field experiences, ask questions, see if others are seeing the same situations.  What was the best part of your first experience?  What surprised you?  What disappointed you?  

4) Those of you who had to miss class please let us know what you think about the factors that we, as middle childhood teachers, are responsible for providing out students.  Have you seen this happening?  What would look for in a school to see if these requirements are being met?

Have a great weekend!!  Hope you all get out in the schools this week and look forward to seeing you next Friday - with your assignment in hand!!

Later,

Diann

January 25, 2008

Hi all,

Both seminars seemed to go well this week.  No questions...... either I'm really good, or you didn't really care.   :)   I haven't had a chance to read the reactions to the video yet, but there may be some things to address after I do.  If so, I'll do a new post on just that.

Friday you were right on.  You seem to comprehend the aspects of the middle school culture. Be aware that a true middle school has them all - not just one or two.

The only question I received this week was pretty heavy.  "How are you supposed to react with kids who are in those conditions where they don't have anyone?"  This could take a lot of different twists..... so before I respond..... I want to know what you all have to say.  So..... let's hear from you.

Also - I was very pleased to see that Kyle asked for info from all of you in his post from last week..... don't let him hanging.

Looking forward to hearing from you.

Diann

Class 2 - January 18

Hey,

It was good to see you all today.  I'm excited about continuing this term, as I think you're going to warm up and do a great job.  

I need to pass along that in the reflections many of your peers chided those of you who did not read your assignments.  Everybody needs to read in order to participate.  It's not fair to those who are prepared if you come unprepared and hold back the class. Often times middle school students don't do their assignments...but that shouldn't be the case for middle school teachers..... A word to the wise......

Thanks for the good suggestions to help with group organization.  I always learn things from you guys and gals....it's great.

Feel free to pick one of the responses below to agree or disagree or bring up things you want discussed on the blog.  It's for your discussion purposes.

My responses - open for discussion from you:

1. A junior high can become a middle school.  It requires a change in structure and philosophy.  We will be talking about this more the next couple weeks.  If we finish and you still don't understand, ask in class.

2. Nothing will 'happen' to MCE majors if the license band changes.  But if more teachers are licensed to teach 1 - 6 or 6 - 12, there will be more competition for your jobs.

3. You can teach what ever grade you want that's on your license regardless of school structure.  K-8, 1-6, 6-12 It doesn't matter.

4. Articles like we used to today can be found in any education magazine.  Today's Education; Education Weekly,,,,there are tons.

5. In K-12 schools the effect that the older students have is totally dependent upon the set up of the school.  Often the 7 - 12 students don't even see the younger ones.   It can also be most helpful to have older students available to tutor the younger ones and provide that 'big brother', 'big sister' thing.  

6. Someone wants to know what it was to go to a separate 'middle school'.  Could one of you answer that, please?

7. Right now it seems that the best place to go for jobs is south.  I know they're always looking for teachers in the Carolinas, Florida, Texas, Las Vegas.  Also, there are usually inner city jobs available in most cities.

8. Yes, your different research papers may have sources in common.

9. In my opinion, there is no grade level that I 'liked better' to teach.  They're all different and they all have pros and cons.  I truly believe in enjoying whatever I'm doing at the time.  Every morning I make the choice to have a good day whatever I'm doing.

10. Same things goes for the preference K-8 or 6-8 - you do your best wherever you are.   Personally, I have middle school philosophy wherever I am.  My kids come first, then the content.

11. If you don't have a car, you'll set up a ride before you pick a school, and you'll have to go where your ride goes.

12. You'll add reading to your license when you apply for your license as a senior when you're finishing your student teaching.

13. Obviously, as we discussed today - especially in your groups - the 'preferred' grade configuration is definitely an opinion.

13. Summary - middle schools are student centered....junior high more content centered

14. If you went to school in a farming based community, you need to go to the inner or suburbs.

Wednesday, Jan. 16 Seminar

I'm so excited to 'blog' that I couldn't wait until after Friday.  So if you want to respond here - fine.  If not, you can wait until after Friday's class.

I really appreciate your attention over the long time span and through the heat in the room.  Thank you.  I also appreciate your thorough responses to the reflection.  There were some excellent suggestions given!  I will post the slides after tomorrow's seminar.

1. We will inform you and answer all your questions, and you will have your placements when you leave seminar next week.  

2. I will not 'assign' your placements. You will choose your placement, grade level, and content area as much as possible unless they're all gone.  Actually, I think I'll put the names of the schools here so you can look them up if you want. Remember - you MUST sign up for an experience you have not had.  If you went to a suburban school you may NOT go to a suburban school this term.  

3. As far as the issue of changing the grade level licensure bands, we have no idea when that will actually take place.  There is no reason to 'worry'.  Change is not necessarily a bad thing - it's often wonderful!  This is an Ohio issue; it's not nationwide.

4. For student teaching, you will teach in both of your content areas.

5.  If you want to discuss placements for student teaching, that needs to be done at the field placement office on the 4th floor.  However, you pretty much need to go where they send you because they have to have supervisors and placements available.  About the only way you can get a request fulfilled is if there's a prove 'need'.

6.  We will review Domains B and C next week.  I'm sorry I forgot to conclude the post it activity.  It's not that big of a deal... but you're right, I needed to close that.

7. Here are the possible placement locations and the school type:

      Byrnedale - Toledo Public Schools - outer city

      Eisenhower - Oregon Schools - rural

      Fassett - Oregon City Schools - suburban

      DeVeaux - TPS - inner city

      Leverette - TPS - inner city

      Timberstone - Sylvania - suburban

      Springfield Middle School - Holland - suburban

      Otsego - Otsego - rural

      Patrick Henry Schools - Hamler - rural

I'm looking forward to hearing from you and having on line discussions!!

Diann