...Middle School Teachers Fatina Bunch EDU 623 Introduction to Teaching And Learning Instructor: Julie-Ann Adkins September 3, 2012 Middle School Teachers As a teacher, I feel that the middle school is my place. I must say that middle school is a different atmosphere for learning. The teachers who are fortunate enough to enter a student’s life during these critical years will do a lot more than provide an academic education they will also provide lifelong lessons to produce productive citizens. It takes a special talent and personality to connect with students in the middle school. The middle school concept has many different grade combinations ranging from grade five to grade nine, but to be classified as a middle school the combination must contain grade seven. Middle schools deal with students while they are living through their developmental years of their lives. During these years they do not really belong to a designated group, they are in the middle. They are not babies, toddlers, or adolescents they are sometimes referred to as “tweeners”. “Tweeners” is a term to identify the middle school student.(Manning 2000) Yes the title is unique just like the middle school student. During middle school the students are trying to understand who they are and where they should fit into their environment. So as a middle school teacher one would have to be patient, caring, and loving. The teacher has to be able to communicate with their students effectively...
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...America, the secondary curriculum for Relationship education (RE) has been in existence since mid-1800. Before then, it was known as the domestic economy. In the 20th century the name changed to home economics and in 1994 to family and consumer sciences. Findings on the number of teachers and student in the secondary RE education indicated that the number of girls enrolled rose to almost 50% around 1959 from the 17% before then. This paper draws both theoretical and empirical literature in an attempt to unmask how family and consumer science education has addressed healthy relationship among youths in middle and high schools. Further emphasis is on the literature gaps that exist regarding this topic. Addressing concerns and problems using RE Kerpelman et al. (151-171), asserts that family and consumer sciences education is an important field that focuses on families, work, and their interrelationships with the aim of improving lives. At high school and middle levels, family and consumer sciences education play a vital rolse in the lives of the youths. For instance, the youths are empowered to have abilities in identifying and creating alternative solutions to common everyday challenges. Under this case, the author further indicates that family consumer education enables the youths to manage the resources at their disposal thereby being able to cope with challenging situations. Additionally, family and consumer science education at middle and high school levels is vital because...
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...Implementation Stage one - Before Successful implementation of departmentalization in elementary schools is a consequence of the amount of preparation involved in the planning stage. A committee will plan, through research how the departmentalization will be organized: partial or full departmentalization. In partial departmentalization students have two teachers divided into math/science and language arts/social studies. In contrast, full departmentalization students have a different teacher in a different class that teaches each subject. The committee will also decide which teachers will be on teams together. The committee consists of an administrator, teacher, content specialist, counselor, and curriculum coordinator. Parent input should be considered when determining some aspects of organization strategies. School administrators and teachers inform students and parents about departmentalization. An informational letter is composed telling why departmentalization has been adopted, when it will begin, and how it will be organized. The parents are informed well in advance of the actual implementation. A web page can be designed where parents can go to stay informed and to post questions and concerns. Communication with parents happens in a consistent and timely manner. Questions and comments from parents are discussed and responses given quickly. Administrators and teachers should be prepared to answer questions and calm concerns of parents. Professional...
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...has been received directly from instructor or peers to influence the Dream or Discovery phases. Reiteration of Affirmative Topic and Core Themes The affirmative topic for this project is: “Preventing Drop-outs by Improving Middle School Student Engagement Through CareerStart Academies”. The following core themes were identified during the Discovery phase: * Focus on College and Career. * Raise Student Aspiration and Commitment. * Increase Student Achievement. * Student Selection. * Career Themes Fit the Local Economy. * Community Involvement. Provocative Propositions Focus on college and career. CareerStart Academy’s aim is to prepare all students for post-secondary education and careers. The academies will enable students to complete post-secondary entrance academic requirements while exposing them to a vertical segment of the occupations within a career field, encouraging them to aim as high as they wish. Raise student aspiration and commitment. CareerStart Academy seeks to raise, maintain, and increase the level of students ‘motivation while in school by giving a focus to the program of studies that reflects their own talents, aspirations and interests. Continued personal awareness and exploration, along with curriculum and experiential components and extracurricular choices, also help to provide guidance. The biggest limiting factor in many youths’ future plans is not ability, but how they perceive their future. Increase student achievement...
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...When Peers Are Not Equals: The Relative Age Effect in the Classroom Abstract Relative age effects are differentiated experiences amongst children in the earliest years of primary school resulting from both a single, yearly cut-off date and an escalation of curriculum replacing socialization with skill acquisition activities as early as kindergarten before maturity differences by age have evened out. Implementation of three cut-off dates per class and the creation of individual student developmental planning reduces the potentially long lasting effects associated with relative age differences. This study aims to determine the existence of, and potential long lasting effects associated with, relative age differences. A background on the evolving framework of early elementary curriculum to that of a factory model emphasizing the development of the whole over the individual is included to underscore the ripe conditions for relative age effects to manifest themselves. If nothing is done, relatively younger students will continue to score noticeably lower in reading, math, and science testing throughout elementary and middle school. Pre-university program participation in high school and college enrollment will remain lower, on average, among the relative youngest. Lastly, implications for educational policy, administrations, parents, and teachers are evaluated. What if the date of someone’s birthday was a gift in it of itself? Suppose this gift was manifested...
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...Instructional Supervision Plan and Matrix Introduction Successful schools are generated by strong plans and visions. Administrators and teachers look at what they have done in the past, seeing what works, and seeing where they need to improve. Lakota Middle School’s School Improvement Plan (SIP) is written in a way that the administration, teachers, and students know what role they play in the success of the school. Having a plan will help the school move in the right direction. When you do not have a plan, you will fail to improve because you lack focus and direction. School Context Lakota Middle School (LMS) is located in the Federal Way Public School district. Federal Way Public Schools (FWPS) is located in the suburban community of Federal Way. This community has a wide span of socioeconomic groups. This beautiful array of colors and cultures is evident at Lakota Middle School. Our school has children that are American Indian/Alaska Native, Asian, Native Hawaiian, Pacific Islander, Black, Hispanic, White, and multi-racial. Part of what makes our school unique and challenging is that along with the different cultures and races we have the different economic levels amongst our families. Lakota Middle School is a uniform school. Having uniforms helps in two ways. It helps teachers and staff identify students, and it helps our low-income families with the school clothes budget. For example, students are not distracted by the latest fashion trends because...
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...Korea, it is mandatory for pupils to take a total of 3 hours of physical education through primary and secondary level schools[citation needed] In Singapore, pupils from primary school through junior colleges are required to have 2 hours of PE every week, except during examination seasons. Pupils are able to play games like football, badminton, captain ball, and basketball during most sessions. Unorthodox sports such as touchball, fencing, and skateboarding are occasionally played. In more prestigious secondary schools and in junior colleges, sports such as golf, tennis, shooting, and squash are played. A compulsory fitness exam, NAPFA, is conducted in every school once every year to assess the physical fitness of the pupils.[citation needed] Pupils are given a series of fitness tests (Pull-ups/Inclined pull-ups for girls, standing broad jump, sit-ups, sit-and-reach and 1.6 km for primary [10- to 12-year-olds]/2.4 km for secondary and junior college levels [13- to 18-year-olds]). Students are graded by gold, silver, bronze or fail. NAPFA for pre-enlistees serves as an indicator for an additional 2 months in the country's compulsory national service if they attain bronze or fail. In Malaysia, pupils from primary schools to secondary schools are expected to do 2 periods or 1 hour of PE throughout the year except a week before examination. In most secondary schools, games like badminton, sepak takraw, football, netball, basketball and tennis are...
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...One day I was driving with my eight-year-old brother to the store and he began to talk to me about Christopher Columbus and how they are learning that he discovered America in school. He looked at me straight in the eye with a confused face and said “that's not what he did Esme he was a murderer,” he knew this because when my sisters and I would talk about certain aspects of history he was there listening to everything. This was around the same time that we were discussing censorship through school curriculum so I felt that if my little brother understood it then other children could too. When he was talking about this it sounded a lot like the class was learning from a hegemonic device. School is where kids are being taught the “history” of how America came to be a diverse country. Through the course Culture Power and School Knowledge, one can see that the “history” being taught through the Master Narrative is one-sided. The Master Narrative focuses on “history” that comes from the people who hold power therefore excluding the actual experiences of the people of color meaning that it is a hegemonic device. Being a...
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...Contents Summary of Report 2 Introduction 3 What is Stress? 4 Japanese Curriculum 5 Stress Outcomes and Problems 6 Comparison 7 Works Cited 10 Summary of Report This report describes the Japanese education style and the effects it has in its students as well as society as a whole. There is information on how children are taught, and the way their learning behaviors develop in Japan, as well as compared to that of our American curriculums. Anyone can be under stress, students are one group of people who especially during those angst teenage years undergo a vast majority of stress. A survey by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures. (Neighmond). In the report we will try to compare the differences between what students in the United States go through in comparison to those in Japan. In Japan the Japanese teaching guidelines are very different from what we here are used to. In Japan children are not separated based on how well or bad they are performing in school rather their age, and they are expected to have the diligence to simply catch upon their own. Not only are the teaching styles different, nor just the way students learn, the schools themselves are different. The school calendar year in Japan is longer than that of the U.S, thus resulting in higher stress in Students. We reviewed how the stressors Japanese students undergo, has lead to an increase...
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...The transition from middle school to high school was a very important experience, that I feel helped to develop me into the person that I am today. Even though the change in schedule, lunch, and the classes that you can choose to take, made the change a much more difficult change to process, now that I have adjusted to it, the transition has been a much smoother one. My middle school experience was a very generic and not interesting one, but it was an experience that had helped me to make many friends. It had also helped solidify my love of new experiences, learning, and overall improving myself as a person. Even though this was a pleasant time for me, the move to the high school from middle school was a very big step that had taken much adjusting...
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...poses a problem. Alcohol, Cigarette and marijuana use are most common. In one study in 1991, 51% of high school students drank at least once a week. Other studies have shown that one in four high school students smoke cigarettes and one in five have smoked marijuana. There are numerous and varying causes of substance abuse in children and adolescents, including inadequate parental supervision, peer pressure, and poor self-esteem. It can cause poor school performance, long-term health problems, and of course, accidents. For teachers, this means being very aware of any change in student behavior that may be attributed to substance abuse. It means being vigilant about any drug use or selling that may be occurring in the school. It could (and should) also mean incorporating education about the dangers of substance abuse in the classroom. Design a classroom that is appropriate for children and adolescents, keeping their physical development in mind. What kinds of school and classroom practices would also meet the physical developmental needs of children and adolescents? How did your own school perform in this regard? A classroom with age-appropriate demonstrations of lessons, readily displayed and explained, would be a priority. I would also include group work and discussion to underscore central themes and ideas. Physical development would be included in the curriculum, with many of the lessons involving physical activity. Fifth grade geometry can be taught during a...
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...School Communication and Human Relations Essay Mathew Cameron, Bobbi Cerro, Tim Jessessky, Kim Maldonado, Reed Pebbles Grand Canyon University: EDA – 575 December 11, 2013 School Communication and Human Relations Essay In an educational setting, there are certain ideals, philosophies, and concepts that transcend grade levels as well as geographic location. A need for solid communication and quality human relations are two of those ideals. Both are necessary whether you are discussing an elementary, middle, or high school. In order to demonstrate this need, this essay discusses various communication and human relation theories and how those theories apply to and are being implemented in five different school settings. The schools being discussed include the following: * Lincoln County High School located in Panaca Nevada, * Mark L. Fine Elementary School found in Las Vegas, Nevada, * Star Valley High School in Afton, Wyoming, * Mendive Middle School located in Sparks, Nevada, * And Village Meadows Elementary School set in Phoenix, Arizona. One theory that is very apparent to certain staff at Lincoln County High School is the Expectancy Theory. The Expectancy Theory implies that an individual’s behavior and efforts are determined by the perception and desire to gain a reward (Miller & Grush, 1988). Staff at the school tend to take positions or extra duties in order to gain a more favorable station with leadership in the school. On the reverse...
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...Math 7/Math 7 Honors Winter Break Homework Practice ! December 23, 2015 – January 1, 2016 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Office of Academic Programs Department of Curriculum and Instruction Name: _______________________________________ Mod: _____________ NOTE TO STUDENT This Winter Break Packet has been compiled to complement middle school mathematics classroom instruction aligned to Maryland College and CareerReady Standards (MCCRS). It is intended to be used for review and practice of previously taught and new concepts. We strongly encourage you to work diligently to complete the activities in this packet. You may experience some difficulty with some problems in this packet, but we encourage you to explore and attempt to find a solution to the best of your ability. Upon returning to school, your teacher will explore and discuss with you various solutions to solving each problem. ! ! ! ! MATH 7/Math 7 Honors Winter Break Homework Packet 2015–2016! ! Name: _______________________________________ Mod: _____________ ! ! City Centers Scale drawings and maps of cities can be very helpful for determining distances between important landmarks. With the right map and a little planning, a vacation to a place like Washington, D.C., can be both fun and informative. PART A Using your ruler and graph paper provided in this packet, create a scale drawing of a city center. Use the information below to create your drawing. The scale...
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...the confidence and character to make a difference in the world. America SCORES LA (known locally as LA SCORES) was founded in 2002 to address the need for quality after-school programs in the Palms area, one of Los Angeles’ socio-economically under-resourced communities. LA SCORES provides a safe after-school alternative in an area where youth centers, libraries and parks are noticeably absent. Our overall goal is to cultivate the literacy and leadership skills that enable urban youth to excel in school and in life. The comprehensive poetry, community service, and soccer curriculum we have created to achieve this goal serves over 400 students. LA SCORES is an independent affiliate of America SCORES, a national organization founded in 1994 by a Teach for America teacher serving in Washington D.C. We are structured as a local grassroots organization, responsible for securing funding to operate our program. After launching at two elementary schools in the fall of 2002, LA SCORES has grown steadily over the past nine years. Today we operate five days a week, between 2:30-6:00 p.m., in collaboration with Charnock Road, Braddock and Palms Elementary Schools as well as Palms Middle School of the Los Angeles Unified School District. In FY 2011, a total of 400 student athletes in grades K-12 (including high school alumni) participate in LA SCORES led by a staff of 30 afterschool coaches. Coaches serve as literacy and/or soccer coaches, and every teacher is trained to use our innovative...
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...C.E. Williams Middle School for Creative and Scientific Arts Constituent Magnet School Accepting Students for Grades 6-8 Applying for the 2012-2013 School Year Completed applications (Parts A) should be submitted to CEWMS by Friday, December 2, 2011. Please keep this page for your records. This application should only be completed for students who live in District 10 (West Ashley) who live outside of the school’s attendance zone. P l e a s e c a l l ( 8 4 3 ) 7 6 3 - 1 5 2 9 o r v i s i t www.CCSDSchools.com to check your attendance zone or for more information. Application materials must be hand delivered, faxed to (843) 763-5955, or mailed to 640 Butte St., Charleston, SC 29414. If contact or student information changes, parents are responsible for contacting the school and making those changes. About Our School C.E. Williams Middle School (CEWMS) operates according to the belief that students can thrive in an environment that emphasizes the importance of hard work, offers an arts-infused curriculum, provides strong parental and community support, and promotes safety and order. Students at CEWMS will benefit from the academically rich instruction that is infused with art elements and standards. Students in the eighth grade have the opportunity to earn high school credit for Algebra, English, Spanish, and Keyboarding/Computer Applications. Students are selected for CEWMS admission based on three different criteria. Students who attend Ashley River Creative Arts...
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