Over the last week, I have been hearing a great deal of discussion from students about teaching. At first glance, such a statement seems odd. Yet, it has been enlightening hearing students talk about teaching. They believe that they are “teachers.” This is something that is revolutionary for a student. Yet, the reality is that they are “learners.” They are demonstrating that being a teacher is being the lifelong learner. It is interesting to examine the dialogues about “traditional” vs. “non traditional” methods of instruction. It is fascinating to hear groups debate the merits of multiple choice or short answer exams. It is powerful to witness students asking one another what they think the critical components of content are. It is meaningful to see students carrying three different textbooks, trying to obtain as much research and information as possible about Thomas Jefferson, Lewis and Clark, or the War of 1812 and what precipitated it. I have enjoyed this assignment for it marks a benchmark in the time of learning in C105. It is the moment where students truly wonder about what it means to be a teacher, what it means to be a learner, and what it means to be a scholar.
The definition of a middle school has come under great debate over the last year. I think we can appropriate it to mean “The climate of a developmentally responsive middle level school is safe, inviting, and caring; it promotes a sense of community and encourages learning.” (NMSA, This We Believe, 1995). Another component of it can include a type of education structure that “centers on the intellectual, social, emotional, moral, and physical developmental needs of young adolescents.... Exemplary middle level programs foster appropriate programs, policies, and practices that foster the development of these tasks in positive ways… through varied instructional methods” (http://www.designshare.com/Awards/2000/10031/10031_POE_4a.htm). When examining how students are working in their student led teaching assignment heterogeneous groups, one sees how the promises of a middle school education are being fulfilled. When students are asking if they can teach “in extended periods,” or if they are allowed “to take the class outside”, students approach their teaching and learning in different ways. This helps account for the differences in learning that are evident at this age. When we, as teachers, engage in tasks where each students’ learning can be accounted for in different and varied ways, I believe that the possibilities for education can be exceeded. All students are actively engaged in their learning because they are teaching, and responsible for how their students learn. The empowerment is evident, and in striving for this end, we highlight the best aspects of a middle school education.
The definition of a middle school has come under great debate over the last year. I think we can appropriate it to mean “The climate of a developmentally responsive middle level school is safe, inviting, and caring; it promotes a sense of community and encourages learning.” (NMSA, This We Believe, 1995). Another component of it can include a type of education structure that “centers on the intellectual, social, emotional, moral, and physical developmental needs of young adolescents.... Exemplary middle level programs foster appropriate programs, policies, and practices that foster the development of these tasks in positive ways… through varied instructional methods” (http://www.designshare.com/Awards/2000/10031/10031_POE_4a.htm). When examining how students are working in their student led teaching assignment heterogeneous groups, one sees how the promises of a middle school education are being fulfilled. When students are asking if they can teach “in extended periods,” or if they are allowed “to take the class outside”, students approach their teaching and learning in different ways. This helps account for the differences in learning that are evident at this age. When we, as teachers, engage in tasks where each students’ learning can be accounted for in different and varied ways, I believe that the possibilities for education can be exceeded. All students are actively engaged in their learning because they are teaching, and responsible for how their students learn. The empowerment is evident, and in striving for this end, we highlight the best aspects of a middle school education.
The deadlines for this week are impressive. Handouts and all photocopying are due on Tuesday. Test questions are due on Thursday. All teaching assignments have to be ready to go on Thursday. This week will be an impressive one. Report card envelopes go home on Thursday, with the signed envelope due on April 3, 2008. Students will be ready to teach on the day of fools, April 1st.
It’s an exciting time indeed as new songs will be sung.
All best.
Mr. Kannan
P.S. The website featured above is an article which analyzes a successful Middle School in Massachusetts. It is interesting to note how many principles of the middle school philosophy, as outlined in the article, are in practice with our unit on student led teaching assignments. Of particular note is the concept that "the corridors are an extension of the classroom." Ask your emerging scholar where most of the lesson planning for their unit occurs. All groups meet and plan in the hallways, while one group has control of the entire classroom for their planning purposes.
1 comment:
this is a helpful hint to all period 4 students. the essay question for the test on 9-1 has to do with Laissez Fair. Study for what it was and what policies helped it. This is close as I can get to telling you the question without actually telling you. This post reinforces that you should visit mr. kannan's blog. It's helpful!
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