7. & 9. Fanning the Fire of Middle Level Education

7. & 9. Fanning the Fire of Middle-Level Education: Engaging Pre-service Teachers in the Conference

This we believe (NMSA, 2010).

·      *Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·      *Ongoing professional development reflects best educational practices. Professional Development

Pre-service teachers in colleges of education can belong to an affiliation of AMLE called CMLA (Collegiate Middle-Level Association). There are over three hundred middle-level programs housed in colleges and universities across the United States. This year, over three hundred pre-service teachers, a record, attended the national middle school conference in Columbus, Ohio. The energy and presence of these future educators provide insight into the future of middle-level education. We, professors of middle-level education, were inspired by the presentations the pre-service teachers shared; we were thrilled to see our students collaborating with one another; and like proud aunts and uncles, we felt the fire of hope and commitment these leaders are bringing to schools across our country. The following are topics they presented:

The CMLA Celebration: “Young Adolescents and their Future Educators: Maturing into One’s Gender Identity as Part of One’s Sense of Self”

“CMLA Officer Idea Swap.” Pre-service teachers shared programming, fundraising, and organizational ideas

“I think I can, I think I can: Preparing Pre-service Teachers for the Job Ahead.” CMLA leaders from Lee University shared how they transformed their small chapter into one of the largest on campus.

“Pre-service Teachers at the Juvenile Detention Center: Building Relationships with Troubled Youth.” Ashlyn University CMLA members shared a service-learning project they have engaged in for three years.

“Preparing to Teach at the Middle Level: The Pre-service Teacher’s Perspective.” University of Texas at Arlington shared “an account of the experience of the student teacher that aims to highlight the unique ability that we, as students ourselves, have to relate to the awkward middle school aged student experience. Just like they are, we are stuck right here in the middle.”

“Documenting Diverse Experiences.” Students from the University of Kentucky CMLA program shared a research study documenting diverse embedded experiences at a middle school while serving in a magnet program inserted in a traditional school.

Pre-service teachers gathered to collaborate, to communicate, and to join with other educators. When our pre-service teachers are sharing their knowledge and their experiences with one another, and when they are learning from other teacher leaders, we become colleagues and see the middle level torch being passed. We hope more will participate next year.

Advice

1)   We must find ways to promote the connections of our middle level pre-service teachers. Social media allows us to reach out and across our nation and the world to make these connections. We are hopeful that our next generation is able to spread the passion and commitment to serving young adolescents. CMLA is one avenue to connect pre-service teachers.

2)   AMLE offers grants to provide funding for CMLA groups to attend and present at the national conference. This year the AMLE Foundation funded three CMLA schools.

3)   States have middle school websites and conferences. CMLA chapters are making a presence there. Consider how your pre-service teachers can participate in CMLA and/or organizations within your state.

11. Fire Codes in Schools and Classrooms

11. Fire Code: Make Sure Your Classroom Complies

This We Believe (NMSA, 2010).

·      *The school environment is inviting, safe, inclusive, and supportive of all. School Environment

I am a “nester” (one who likes the environment to be warm, colorful, and welcoming).  I decorate doors, walls, and hang curtains. I have a little nightlight of a lighthouse on top of a shelf, a croton in a little pot near the window with a grow light bulb in a lamp near it. This week the fire marshal came to our school to inspect our rooms. The Assistant Principal sent us the following list of safety reminders.

Reminders:

1)   Do not place items hanging from the ceiling at all.

2)   Make sure your classroom list of items that have been sprayed*, and the escape route/fire drill/tornado plans, are posted on or near your classroom door.

3)   Do not have the fire escape window blocked in your room with anything (chair, table, file cabinet, etc.)

4)   If you have storage in your room or area, nothing can be within two feet of the ceiling (That means within two feet of a drop ceiling also.).

5)   Do not use extension cords.

6)   Restrict the use of the following: lamps or air fresheners plugged in…. I would just not have those. Few, if any, meet the strict codes required by fire inspection. This also includes the little space heaters, etc. that are common in offices.

7)   Remove all door stops/blocks/props.

8)   Make sure at least one window in your room (if applicable) is marked with a sign listed for escape.

9)   The custodians need to check all the fire extinguishers to make sure the inspection date is current.

10) Classroom entry-doors MUST be free of décor/paint/signs. NOTHING should be attached to the exterior of the door. Only emergency information, escape routes, etc. may be attached to the interior.

11)  Do NOT have a surge protector plugged into another surge protector (a.k.a. ‘piggy backing’).

*A few weeks ago the custodian came in and sprayed a fire retardant on my bookshelf and materials in the room. I remember asking what it was, and thought, hmmmm, that is interesting.

At the end of the inspection, teachers were given a list of problems. Mine was that I need to bring my nylon curtains down from the windows. (Note: Nylon is highly flammable; so while I am sad, I do understand.) Other non-compliances in our building included the following: holes in the ceiling; obstruction of windows for exiting the building; desks or seating in the hallway.

2. The Internet is Down and Other Challenges We Face With Technology

2. The Internet is Down

This we believe (NMSA, 2010).

*Students and teachers are engaged in active, purposeful learning. Active Learning

Several technology challenges took place this week. Yesterday afternoon, our Administrative Assistant came over the intercom and stated, "The Internet will be down for about five minutes." My students had arrived ready to work on their STEAM (Science, Technology, Engineering, Art, Math) projects, and homework for another class. "Take your book out to read," I said. "If you do not have a book, go borrow one from Mrs. V." Students complied but groaned because deadlines are approaching. As teachers, we cannot rely too heavily on technology, and we need to have alternatives for students to access information.

Technology is a tool; the reality is that technology only works when there is a connection; and technology is most effective when students use it appropriately. A second challenge our school faces is the inappropriate use of technology. Our principal sent a message out this week stating, "You must monitor the students at all times, especially while they are working on their Chromebooks." Evidently some students are exploring technology inappropriately. My students are slick. I find that moving around the classroom while students are working does not necessarily deter students from postings or chatting while they are online. 

A third challenge I noticed this week is student care for devices. Our students, for the most part, have taken amazing care of the devices. All devices are stored at school: Chromebooks, graphing calculators, rulers…. We have a computer cart in each room and at the end of the day, students bring the devices back to the classroom for charging overnight. I call devices their babies. "Put your babies in their cradles," I share. "These are not our babies," D says. "You must take care of them as if they were," I reply. Each device is numbered, has the student's name on the back, as well as my initials, and a code to identify our team name. In the past month, I have seen three Chromebooks sail off a desk onto the floor. I use Texas Instrument calculators and at least once a day, one of them ends up off a desk and on the floor. I must say that I am impressed with the durability of Chromebooks and Calculators, but I am concerned about the long-term effects of these devices living in a middle school. (Ha-ha, perhaps we could say that about all of us…)

As we consider the power of technology, as a tool for gathering and sharing information, we must consider back-up plans and alternatives, as well as procedures for monitoring technology use and protecting devices.

Advice

1. The first challenge we face is relying exclusively on the Internet. We must have back-up plans. I keep a paper copy of the assignments I have posted on Google Classroom in a folder. My plans include alternative lessons/assignments, bookwork and group collaboration projects instructions.

2. Room arrangement can help with monitoring; but I will tell you, children can be sneaky. What I have found is giving a specified amount of time to work on an assignment and having appropriate websites students can visit. In addition, I tell students that if they are not on an appropriate site, they will have to shut their computer down for the rest of the period.

3. I do worry about how materials are treated. (I have a problem with students breaking pencils in class and leaving the remnants of a once useful Ticonderoga left to be used as an eraser.) I am thinking we must continue to have the conversation with students about taking care of the tools in the classroom. I believe having the students leave the equipment at school has provided much safety for the devices. However, realize that middle school students can be a little clumsy. While some students may drop a book on purpose (Isn't it amazing that this behavior still happens? I can remember having a book drop at a specified period during a class, a long time ago...). Most of the time, it is an accident. We must be patient with students and take the time to remind them of the importance of taking care of our valuable resources. However, if a device is dropped twice in one day, I usually let the student share a device with another student for the rest of the period.

16. Community Support: Safety Days

16. Community Support: Safety Day

This We Believe (AMLE, 2010)

* The school includes community and business partners. Community & Business

Today the County Extension Service provided a day-long expo for eighth graders. It was called Safety Day. Nine different agencies brought information and activities for our students to hear about, participate in, and ask questions. The agencies included:

-a State Trooper talking about seat belts and speeding;

-Fire Fighters talking about how to check fire extinguishers and what they do. Students got to try to put out a simulated fire;

-an Emergency Medical Technician talking about what they do and how our students can get trained at our high school, a local community college, and a four year college;
-Power Linemen talking about how deadly electricity can be, using simulations and demonstrations;

-a Police Officer talking about texting and cyber-bullying,

-the youth Gun Club members allowing students to shoot at targets and discussing Gun Safety;

-animal control talking about wild animal safety (raccoons and foxes that carry rabies);

-All-Terrain Vehicle safety was conducted by a team of rescuers talking about safety, helmets and the dangers of ATV's. In addition, they allowed students to don fifty-pound packs and safety helmets;

-a Coast Guard member talking about safety related to boating and life preservers.

All of the community members shared stories and answered questions. Each one shared insights and concerns about safety. At the end of the day I asked my students what they thought. “Did you like it?” I asked. “Yes, it was cool.” Tomorrow we will make thank-you chains where students will write what they learned and what they liked most about each station.

What I loved about this day was that our students not only gained knowledge about what safety looks like in many different settings; but what I saw was students thinking about their own futures as leaders in this community.

Advice

1)   Most Communities have Extension Services. These community members have much to offer our students via information and support.

2)   As young people begin to explore different services within a community, encouraging them to think about careers is a good exercise.

3)   I was thinking that an extension to this exercise would be for students to conduct a project on the type of job they would like to pursue and where they might receive trained. It is not too early to help them dream about their futures.

1. & 13. You Must Be Intentional About Supporting Challenging Students

1. & 13. You must be intentional about supporting challenging students

This We Believe (AMLE, 2015)

* Educators value young adolescents and are prepared to teach them. Value Young Adolescents

* Comprehensive guidance and support services meet the needs of young adolescents. Guidance Services

A few years ago, I was teaching ninth graders in the inner city. Two of my boys would come in every morning, late and loud. It was difficult to maintain order in the classroom. I decided to catch them at the door before they came in and have a conversation with them. The conversation may have lasted 20 seconds. “How are you today?” “Is there anything you need?” “Did you have breakfast?” “I am glad you are here. This is what we are doing.”

What I found was these two boys immediately stopped being loud and late. What I believe is that they were desperate for attention. One child lived with his aunt and uncle. The other was the oldest of three boys and his father had left them the summer before school started. I am thinking that their misbehavior was a cry to know that someone cared.

Middle school students want to be accepted, want to be noticed, want to know they matter.

This week I noticed that I have several students who also need to be noticed, need to be cared about, and need to know that they are accepted. I started the same strategy with them this morning. I think they were surprised. However, I noticed immediately that by having the conversation about school, about sports, about how I appreciate them, their demeanor changed; their spirit changed. They participated well. I will keep you posted.

Advice

1)   Get to know your students. Know what they love to do; know their interests; know their strengths.

2)   Talk to them. They crave attention; they want to engage in conversations with adults. They want to know that someone cares about them.

3)   Let them know you care about them. Display their work on your walls. They need to see the good work they are doing!

8. & 16. Teaching Fellows: Funding Education

8. & 16. Teaching Fellows: Funding Education

This We Believe (NMSA, 2010).

*Leaders demonstrate courage and collaboration. Courageous and Collaborative Leaders

*The school includes community and business partners. Community and Business

Over the years, there have been incentives for people in North Carolina to go into teaching. The Paul Douglas Scholarship, Burroughs Wellcome Scholarships, and Federal Programs such as Troops to Teachers have provided funding for those interested in becoming teachers. Grants and scholarships are needed to support the future of education in our state.

A state-funded program in North Carolina was Teaching Fellows. This grant provided financial assistance for highly motivated and academically excellent young people to consider teaching as a career. Candidates were recruited in high school. This $26,000 scholarship gave many students the opportunity to attend college, with the stipulation that they would teach in North Carolina for four years. It was not a hand-out; it was a strong program including: service components, highly structured expectations related to academics and leadership, and a collaborative network led by professional, highly qualified educators who monitored and mentored these young people. For those who successfully completed the program, their training and mindset of professionalism can be seen across our state.

Due to a stretched-budget, our legislators eliminated this program.

Yesterday, our institution honored and celebrated the legacy of Teaching Fellows. An alumna of our program spoke to the gathering of Fellows and administrators, faculty who had worked with these young people over the years, and community members. Her words tell one story of the impact of this program. I asked her if I could share excerpts from her speech. She agreed.

I will never forget the summer after my senior year of high school; I received a letter in the mail from Teaching Fellows. I was so anxious to open it, hoping more than anything that I had been awarded the scholarship; but when I opened my letter, I read that I was an alternate. I was actually alternate number four in the state. I remember thinking, "Oh, I was so close!" I was devastated; because at that moment, I had no idea how I would pay for college. Unfortunately, that is an issue that WAY TOO MANY high school students face each year.

Shortly after that, I was called to this institution. While meeting, I was told there was a spot for me. I was accepted as a Teaching Fellow, the class of 2013. I burst into tears of joy and hugged the director. When my family and I walked out of the building, my dad stopped me on the lawn to take a picture. I vividly remember his saying, "Bec, this is a day you'll always remember; and this is the building where you will spend the next four years of your life." What I did not realize was how many hours I would spend inside and outside that building. We spent hours doing service work on campus and in the community; we spent weeks traveling (literally all over the world); and we spent hours tutoring students. From organizing blood drives for the Red Cross, to hosting the annual Head Start Holiday party, Teaching Fellows valued service to the community. These service projects weren’t just something to add to our resume; they were a testament to the program and outgrowth as leaders. We were becoming caring and involved movers and shakers, which is exactly what our state needs today.

In addition to service projects and travel opportunities, Teaching Fellows also provided me with knowledge and skills including opportunities to apply hands-on activities in schools and in after-school programs. I believe these were my most valuable experiences. It was through fieldwork that I was able to figure out who I was as a teacher. I built relationships with students; I was able to try out different tools and strategies; and I found out what worked and what didn’t work. Because of these experiences, when I began teaching, I was prepared. Now as a teacher, I see how valuable tutoring is. Now, more than ever, our kids need tutors and mentors.

When I received my letter in the mail saying I was an alternate, I felt a huge storm cloud hovering over me. But when I heard from the director that there was a spot for me I saw my silver lining.

   

It is no secret that it often feels like there are dark storm clouds hovering over public education in our state; but now we must create our own silver lining. Obviously, we are all here because we care deeply about education; but it is not enough just to care. We have to DO SOMETHING. So I urge you to think about your silver lining. Perhaps you could volunteer at a local school, or mentor a child. Maybe you could start a scholarship fund for future teachers, or an after-school program for students at risk. In your own way, I challenge you to be an advocate for public education. Future teachers need you; but more importantly, our children need you. 

     

So, while I stand here today, very sad that this program has ended. I also stand here with a grateful heart: grateful for the priceless opportunities Teaching Fellows gave me, thankful for experiences that can't be bought. I am grateful for the amazing friendships I have made, and relationships I have with my former professors and directors. I know that Teaching Fellows prepared me to weather this current storm and inspired me to create my own silver lining; and I hope that you will join me in seeking silver linings for education.

 - Becca Werthiem is a fourth grade teacher and author of Live high on life, and Founder of Little Leaders (littleleaders.org)

Advice

1)   We must be advocates for our students. Communicating the impact of education must be shared in our communities and in our state. 

2)   Our business partners are our advocates. Finding ways to let them know how they can impact our schools and thanking them for their service must be clear and visible.

3)   Becoming politically active means communicating with State Legislators and Funding Organizations. Perhaps we can work together to share the good work of teachers and share ways to seek outside funding. 

4) There are many scholarships and grants available. We need to educate young people of the opportunities to go to college that are available. Middle school is not too early to share ways to fund education.

2. QR Codes and Red Ribbons

2. QR Codes and Red Ribbon Week

This We Believe (NMSA, 2010).

* Students and teachers are engaged in active, purposeful learning. Active Learning 

About a year ago, my colleague Kendra Jarvis and I gave a presentation at the North Carolina Association of Middle Level Education on the use of technology in the classroom. I was the support person. We set up stations that introduced teachers and administrators to different types of technology. We used QR (Quick Response) codes. Teachers rotated around to different stations to hear about and/or see various tools that could be used in the classroom. After teachers had explored different tools, we invited them to choose one to create their own tool for their classroom. The format was a success. Teachers worked together and were able to choose their focus. These three tools also work for students: technology, choice, and grouping flexibility. This week I attempted to use QR codes in my class.

This is the story...

It is Red Ribbon Week in our county. Homeroom classes were invited to create a banner with the theme 'Respect Yourself.' I chose to use the experience as an opportunity for students to use their Chromebooks to research and find images on four prevalent drugs: meth, pot, alcohol, and cigarettes. They also had to brainstorm things to do instead of drugs, and to share ways to help a friend say 'No' to drugs. They could choose which type of drug to research. Students either worked individually, in pairs, or in groups. They had several hours (It was during Benchmark Testing where the entire school could not move until all were finished. Thus our team decided to conduct several activities with our students.) Creating a banner for Red Ribbon Week was one of the projects. As students completed their projects on GoogleDocs or by hand, they shared their documents with me. I printed them so they could "mock up" the banner.

We have been studying 'slope of lines' including identification of the x and y axis, identifying positive and negative slopes of lines, calculating equations of lines, and plotting points using ordered pairs. For this project, I introduced students to the Sine of x which is graphed as a wavy line that roams along the x axis between +1 and -1 on the y-axis and crosses through the origin (0, 0). We talked about ultraviolet waves, radio waves, sound waves, and micro waves. I shared that in their future they would learn how scientists represent these waves in different ways, and a Sine graph is one of them. I also shared that we could use a play on words 'know the sine' (Haha, know the signs... Get it?) I am not sure if they 'got it'...but then I think about cartoons from my childhood that had a lot of adult humor in them and thought it would be okay.)

Even so, we talked about when a line is positive and negative and used our knowledge of slope to decide where to put each piece of the research. We decided that 'side effects' would be negative, 'how to say no' and 'things to do instead of drugs' would be positive, and that information 'what it is' would be on the horizontal line because a zero slope 'levels the playing field.' Using this knowledge, we decided where to place the products on the Sine wave. Each product is now associated with an ordered pair on the Sine (x) graph.

This is a "mock up" of their products.

My teammate Stephanie said, "The phone is the easiest way to record because you can upload the video directly to YouTube." So, yesterday, using my phone students worked together pointing the video at the product while they read their work. I then asked the librarian to upload each of the videos to YouTube and make a QR code for each. (Videos are between seven seconds and 1.35 minutes.) By the end of the day (when my homeroom came back to class) we had a QR code for each person's product.

We are having a bit of rain so I took one of the test QR Codes and put it in the rain to see if it would hold up in the rain. It did!!

Last night, I took the copy of the QR codes and printed it onto fabric. We will cut them apart and sew them onto a piece of ribbon and a velcro piece to represent each point. The idea is to teach them to sew with a needle and thread (Yes, 8th graders with a needle and thread is a bit scary.) If time permits, I also plan to teach them how to embroider a blanket stitch around the point.

This is our next step. Every product is now on a QR Code. We will place the QR Codes as ordered pairs on a Sine curve.

The fabric banner will use psychedelic x- and y-axis with ordered pairs coded in a 'key' (map skills) written by a student who has amazing handwriting. We will also print the images the students found as part of the key for non-readers and place them on a graph of the Sine of X.

I tried to get them to sing a song. They wouldn't do it. (: hahaha... Maybe later. I keep singing it to them.

Advice

1. When activities are presented, such as Red Ribbon Week, consider ways to integrate your subject into the theme of the activity.

2. People on your team and in your school have skills. I have found that teachers are willing to share their expertise and their skills. Other teachers have ideas; you do not have to be the only generator of ideas! The product we created was not just my idea. It was sewn with the help of my team and the librarian.

3. Librarians are amazing. Most were former teachers. All have skills! Use them. I have asked the librarian (media specialist) to teach my students how to use, read, and create QR codes as an extension to this project!

4. Technology is a tool that has many dimensions: research, productivity, ethics, conversations about what is found, and discussions about how technology influences our lives. Do not be afraid of it.

5. Allow students to choose their partners, choose their topics, and choose how they will present their knowledge. I found that those who worked independently and in pairs were more productive.

6. The challenge is how long projects like this take. Carve time out of your day and compact their learning. Give timelines and time limits. If they have fifteen minutes, they are able to produce something in that amount of time. If you do not give time limits, they will never finish.