9. Does going back into a classroom for a year matter?

Going Back as a tool for Professional Development

This we believe (NMSA, 2010).

* Ongoing professional development reflects best educational practices. Professional Development

I have just completed the third nine-weeks of a year-long experience teaching eigth grade math in rural North Carolina. I was having lunch with one of my colleagues. Her husband asked, “What are the take-aways from this experience?” ('This experience' means leaving the university to teach full time in a middle school.)

My first response is to reiterate the importance and value of building relationships among children. I believe everyone I work with values and is committed to working with young adolescents. And while some teachers respond differently or build relationships differently when compared to other teachers, I truly believe that everyone in the building where I work recognizes the importance and value of the relationship. I must teach those I work with to recognize their teaching styles, their advocacy styles may be different than others and to not judge their colleagues because they may be different in their approach to working with children.

A second take-away has to do with my view of advisory. Very often in my past, I believe I looked at “advisory” (the organizational structure) as something separate from teaching. I believe I have taught advisory as a class or experience middle school teachers do with and for students. I now believe that advisory is a thread that must be woven more intentionally within our classrooms, on our teams and throughout our schools. I no longer believe it is a separate entity and while I believe having a teacher who advocates for a particular group of students, I believe middle school teachers and teams of teachers must advocate for all students.  I came to this realization after giving a presentation to our grade levels about advisory. I realized that by treating advisory as something other than “how to build relationships with students,” it is seen as a compartment rather than a philosophy. When teams of teachers talk about students, are concerned about students, bring students together, set up team-wide sessions or themes, this is advisory. Perhaps if teachers saw advisory as a philosophy of how to communicate and advocate for young adolescents, it would not be seen as something in addition to teaching.

A third “take-away” is the necessity for pre-service, beginning and veteran teachers to develop a comprehensive view of and resource-bank for integrating technology into the classroom. I believe technology for technology sake (often quoted as a bad thing) is a bad thing. I hear of and see much misuse of technology in my own classroom as I try to learn how to navigate this tool. As I consider my own lessons learned about technology, I believe I have more questions than answers, more dreams than realities of how to use it best. Technology is not to be taken lightly. It is an ongoing challenge and opportunity that must be considered very carefully. In my past, college students had to use technology in a unit plan. I now see it much broader encompassing collaboration, gathering of knowledge, ethics, assessment and communication.

Finally, my fourth “take-away” is that full-time teaching in a middle school, or in the setting of any university professor’s passion, is by far the best professional development available. As I begin to wind down this year, my hope is to advocate for university and college professors to step into the environment, and I will challenge them to live their passion. The experience, for me, has been insightful and inspirational and I hope that universities will find ways to support their professors in colleges of education to do more of this.

The entire experience has given me much insight into the importance of taking the time to return to the classroom. Does going back matter? You bet it does!!! I have loved the experience.

11. Security over break

11.  Security over break

This we believe (NMSA, 2010).

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

When we go on break, our central administration sends out a reminder to take the time to secure our building and prepare equipment in order to conserve power. One of the things we can do, as consumers of energy, is to close our blinds and make sure all equipment is powered down. If we each do our part, our districts can conserve power and save money. We are all responsible for helping. I like his spirit of encouragement for members of our educational community to consider these recommendations on a daily basis. The following is a list of recommendations from our Energy Manager!

First of all, Thanks to all of you that are taking our energy savings program seriously. I have been getting more feedback, which is a tell-tell sign that many are in the game and not just onlookers! Again, I cannot express enough that it is you that makes the real difference in this effort!

So with that said, I just wanted to send this quick reminder to take advantage of this next week in regard to energy savings. During Spring Break we can potentially save up to 20% of monthly energy consumption if we plan accordingly. The savings is certainly worth the effort!! Please take the time to read and implement our normal drill at this time of year. At the end of today, please take ownership of your particular workspace and kindly apply these simple steps which hopefully have become healthy daily habits;

·       lower and close window blinds at exterior walls

·       power down electronic devices, fans, and personal lamps

·       power down (not just sleep mode) computers, printers, work-stations, monitors, speakers, etc.

·       turn off all lights including storage closets

·       (where applicable) set manually controlled thermostats to 74 degree

·       cafeteria workers to power down dishwasher boosters

·       respectfully hold each other accountable-if a co-worker is non-compliant, kindly remind them, we accomplish much more if we work as a team

·       where possible, start shutting down early- for instance you don't necessarily have to wait until dismissal time to power down computers if you're done working with computers earlier

·       Stop and think before you leave your work space. Rooms should be dark and quiet! Remember, buildings don't use energy, people do!

Thank you again for your attention to these matters. Have a safe and Blessed Spring Break!!

11 A Middle School Dance Story by John Swaim

A Middle School Dance Memory by John Swaim

This we believe. (2010). NMSA

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

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the eleventh characteristic and falls under the category of Culture and Community. Supporting the environment means looking for ways to create experiences for young adolescents that meet their social and emotional needs. In addition, we as educators and administrators must be present and willing to participate in their experiences.  We must listen with our eyes, our ears, our feet, and our hearts. The following is a memory shared by John Swaim of his experience as a middle school principal.

One of your blogs reminded me of a memorable moment of an interaction with a middle school student when I was a principal. It taught me a valuable lesson about how sensitive and vulnerable young adolescents are at this age. This indeed is a critical and unique time in their lives and we cannot lose sight of who they are. 

We were having our annual, end of the year, middle school dance.  All seventh and eighth graders were invited, and sixth graders could attend with parent permission.  It had come down to the last dance, and of course, it was a slow dance.  As I looked out on the dance floor the students were entwined in each other’s arms. 

I turned to see a young seventh-grade girl, who was dressed fit to kill, with make-up that was close to being excessive, walking toward me.  She stopped right in front of me, looked up, and ask, “Mr. Swaim will you dance with me?”

I didn’t hesitate and said, “Sure I would be glad to”. 

As we walked out to the dance floor we stopped and she started to put her arms around me like every body else on the dance floor.  I quickly told her that I was not taught to dance like that, and I was afraid if I tried to dance that way I would probably step on her feet.  I showed her the old traditional stand, and she seemed to be okay with it; it was as if she was just glad to be on the dance floor.

When the music stopped she looked up at me with tears in her eyes and said,  “Thanks, you were the only one I danced with tonight.” 

I said,” Wait a minute. I saw several boys who also didn’t dance; and I think they, or at least some of them, were afraid to ask you to dance because they thought you would turn them down.” 

She sighed and responded, “You really think so?” 

I said, “I think that it is absolutely the reason!” 

She then rationalized that she was sure that Jimmy, her best friend, would have asked her to dance; and she would have danced with him if he would have only asked. 

Her tender tears were not completely gone, but at least they were not washing away her make-up.  Then, as we were walking off the dance floor she made a comment that only a seventh grade, early adolescent girl, could make in this situation, “You know I don’t understand boys sometime.”

Lesson Learned

Too often when young adolescents approach either a parent or a teacher, with what they consider a serious problem, we tend to put it into the same category as what would be considered to be a serious problem for an adult.  Not being asked to dance is just as serious to a young adolescent girl as losing a job is to an adult, at that moment.  The immediate feeling is the same. 

The difference is, adults have the ability, in most cases, to put the problem in perceptive; and adults have strategies to deal with problems; whereas the young adolescent has not developed these coping skills. It is important that we look at the problems our young adolescent face through their lens, the lens of young adolescents, and then find ways to help them cope with their problems.

9. Overseas conferences are awesome!!!

9. Overseas Conferences are Awesome!! Check out ELMLE.org

This we believe (NMSA, 2010).

* Ongoing professional development reflects best educational practices. Professional Development

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the ninth characteristic and falls under the category of Leadership and Organization. This week I had the opportunity to attend the European League of Middle Level Education in Barcelona, Spain.

There is something to be said about participating in conferences outside your own school system, state, or country. The European League of Middle Level Education (ELMLE.org) is an affiliate of The Association of Middle Level Education. Leaders of ELMLE host a conference in various cities in Europe each January. This year, teachers from all over Europe (there are thirty-two partner schools) and from eight countries outside Europe came together to share ideas and a common commitment to young adolescents.

Most of the participants were from American and International schools in Europe. I was interested to find out what inspires teachers to apply overseas. Teachers share that the experience of living and working overseas is amazing. One participant shared he has taught in three different countries in Europe. He said he came for three years and has been overseas for eleven years. I watched teachers reunite with former colleagues, sharing their experiences with one another, asking how things were going, and celebrating their successes. This conference provides a sense of homecoming as well as educational enlightenment and networking. Everyone I spoke with was welcoming and energizing to be around. Participants shared their love for the opportunity to gather, learn and play together.

I have been to this conference twice in five years and I find the participants enthusiastic and committed to middle level education. It is an eclectic, diverse group of people with the same vision: to serve young adolescents. This year’s conference provided topics on sexuality, mindfulness, technology, differentiation, leadership, and best practice within content areas. Administrators from different regions shared ideas and concerns as well as strategies and inspiration. There were break out sessions and time to learn about different company products and service opportunities. Small and large group discussions and presentations provided us with time to learn about and share strategies and tools with one another.

The conference provides more than that. I watched and listened as colleagues shared concerns for refugees, concerns for and about one another, concerns for and about their students. There is a spirit of collaboration with and commitment for all members present. The conference sessions and the experiences outside the sessions remind me that one of the best ways to advocate for one another and our students, is to become an active member in the organization.

I know we have access to many resources, online courses, virtual meetings, and connections we can make around the world. We can and do read books, magazines, blogs, and listen to webinars; but there is something magical about time spent with colleagues.

Those who lead this conference are teachers and administrators in European schools who provide a tremendous service to their colleagues. These individuals have worked together as a team for many years. They are connected; they are experienced, and they are passionate about making this conference meet the needs of the participants. They are making a difference in the lives of administrators, teachers, and ultimately children.

The experience was magical. I hope you have the opportunity to engage in such lively, inspirational experiences.

Advice

1)   After a few years of experience, consider teaching overseas.

2)   Consider different organizations within your state or region that will provide you with a network of people who share an interest in improving your capacity as a teacher. AMLE has an affiliates webpage. Your state may have a state organization. Most state organizations have yearly conferences. Consider attending a state conference in or outside your own state.  Follow this link for affiliates. http://www.amle.org/AboutAMLE/Affiliates/tabid/127/Default.aspx

3)   When you attend conferences, seek out colleagues to collaborate with, to share ideas, and successes. As you grow as a professional, consider participating in action research within your own state or across state lines. Teachers who love what they do love to share ideas.

4)   You are never too young to share great ideas. If you and/or your colleagues are doing something that works, share it at a state conference. Once you have shared it at a state conference, consider sharing it at a national conference. Once you share it at a national conference, write it up and submit it to be published. AMLE is always looking for best practices, research, and strategies to share. Follow this link for writing opportunities: http://www.amle.org/AboutAMLE/GetInvolved/WriteforAMLE.aspx

5)   As you continue to grow as a professional, consider serving in organizations. You will find networking with colleagues is a very powerful tool for professional growth.

6)   If you are an undergraduate, there is an affiliate called CMLA (Collegiate Middle Level Association). Ask your university advisor how to get involved in this affiliate organization.