The Barbed Wire Model

I enjoyed this article very much. I think the analogy is perfect for the classroom, especially the middle school classroom. I really liked the section about letting the kids be their own judge & jury:

"Another strategy is to avoid the role of judge, jury, and executioner. Put that on the shoulders of the student, where it belongs. Students understand consequences, and if an infraction occurs, they need to take responsibility. It is a question of changing "I am going to punish you" to "Your actions are punishing you. What are you going to do about it?" The difference between these statements is that with the second one, when you are not there, your students will still monitor themselves"

I totally agree with this and do some of this already. I have always thought that when it comes to grades and consequences the teacher as the "giver" is doomed from the start. I have often told my students that I don't give grades, I record grades. If I have done my job then each and every one of them knows what they need to do to achieve the grade they desire. All that is left for me to do is record their level of achievement. I have always thought grades & consequences are often times too subjective. If kids know what will earn them an "A" and what will earn them a detention, then I am simply the facilitator, instead of the judge & jury. I like the language Ben Johnson used in his example and I think he is right that they will start to realize that their actions have consequences regardless of who is or isn't around. Maybe this is the key to self-discipline?

What I like about my classroom is that no one is afraid to be themselves, including the teacher. I have really tried to celebrate the the individual strengths of all students, but am quick to stamp out people trying to chop someone down for being different. I have a loose environment where humor, music, and fun is o.k. as long as it doesn't get in the way. I like a friendly classroom where the teacher isn't trying to be friends with the kids. They have plenty of friends, what they need are teachers, but that doesn't mean we can't be human and enjoy ourselves. A classroom should be somewhere students & teachers enjoy being, and I think I have that.

To Self-Discipline or not Self-Discipline that is the Question

I honestly went back and forth with this article. There were many things that made sense and I agreed with whole-heartily, but other things that I thought were simply a result of over analyzing students, behavior, and the classroom. For example: “The moral of this story is that just because motivation is internal doesn’t mean it’s ideal.” I say who cares. The idea that my students are motivated, no matter the reasons for it, is much better then them not being motivated. I would rather see them putting in a high effort then not. I see the point of students completing tasks just to stave off anxiety being a bad thing, but I'm not convinced that is occurring as frequently as the article might suggest. Sometimes we over think the reasons we do things. In life how many times do we do things as teachers, parents, co-workers, neighbors, or sons and daughters, because it just needs to get done. I know it’s not glamorous to say, but learning that life is full of tasks that we do because they need to be done, is a good lesson to learn going into high school. I do agree with the idea that with such stress put on the leveling of education and completing tasks just to get to the next, does take the value of the task away. We often wonder while tasks aren’t mastered or why something wasn’t learned even though it was taught, well maybe it’s because the focus is on the completion of tasks and not the tasks themselves, “satisfaction from the process rather than always focused on the product.”

Another interesting point: “if they’re nevertheless engaged in ensuring that children internalize our values — in effect, by installing a policeman inside each child —then they ought to admit that this isn’t the same as helping them develop their own values, and it’s diametrically opposed to the goal of helping them become independent thinkers. Control from within isn’t inherently more humane than control from without, particularly if the psychological effects aren’t all that different, as it appears they aren’t.” I agree. Our children aren’t learning anything in this situation other than a blue print of how to act. We do need to teach good decision making and encourage them to make the right decision for them as individuals, but then we have to give them the opportunity to practice these skills. Often times students don’t get this practice, but instead go off to high school or college and are now left to use these skills for the first time. Without practice in a controlled environment the consequences are magnified and sometimes catastrophic.

My dad always says “everything in moderation.” I think we need to take self-discipline and theories against it in moderation and with a grain of salt. I always have a hard time siding with an argument 100% when no alternative is offered.

Expression From The Middle: Impressed?

I am always impressed by the insight offered by middle school students. Sometimes I think that insight is clouded by immaturity and peer pressure, but in the end kids often surprise me. One thing I have really started to notice in the few middle schools I've been in an even fewer amount of years, is the incredible range of maturity, insight, and motivation. The more I read the more I hear how one minute a middle school student is raising money to help end local homelessness and then the next minute they're farting in class to make everyone laugh. I know I tend to forget that this is an age of extremes and inconsistency. Not all middle school kids act the same and not one acts in one way all the time. Because I work with an age group that I would compare with a roller coaster ride, I have learned to celebrate those amazing moments, like those found at the website below, and try to accept those gaseous moments. I especially like the artwork found at the website below, but make sure you read what the kids had to say about the meaning of their art. Very insightful!

Expression from the middle:
http://www.nmsa.org/moya/StudentEngagement/ExpressionsfromtheMiddle/tabid/1186/Default.aspx

Response to Living With and Teaching Young Adolescents: A Teacher's Perspective

Reading this article led me to a comparison that I think sums up teaching at the middle level for me. For me teaching middle school is a lot like football use to be when I was in high school. Football was hard, exhausting, but incredibly rewarding. When I was away from it I thought about how much went into it and relished my days off, but at the same time loved every minute of playing in games, performing, and collaborating with my teammates. For me being a apart of football made me special. Many people weren't tough enough, or maybe dumb enough, to take the long and difficult journey for the big payoff in the end. Middle level education is that way for me. Students can be challenging; days can be exhausting;the behind the scenes work often times gets little praise, but in the end I wouldn't trade my membership in for anything. I like being in the trenches. I like doing what others won't. Everyone has their place; being in the middle is mine.

As for the article: I agree with the extremes of the age and also encourage others to take it all in with a grain of salt. I also agree that increased parental involvement is required at this age, not less. I found the four parts to middle level education very interesting. I agree that students need an advocate and a place where they can create a sense of belonging. In most schools I think this would be called "homeroom," but I don't believe that is the spirit of the idea. Often these are put together according to last name or address. I think common planning periods is a must! The best part about where I teach is the team I work with and our ability to meet on a daily basis if need be. For me to pull from a more experienced teacher or integrate units across subjects is invaluable and only possible because of common planning time. Engaging instruction is also a must and obvious, but difficult when not working in a block schedule. I too also believe that a complete education includes many elective opportunities including the arts, but with funding getting cut that is becoming harder and harder each year. I think the letter was a great way to end the article. At some point I hope I get a letter like that. To a certain extent I think I need one, maybe we all do. Maybe I should say we would all like one. I don't think anyone in middle level education got into it for the money, the fame, or the gratitude, but yesterday I saw a mother of a student in the grocery store and she told me how much her daughter was enjoying this year and my class. Sometimes just a few words is enough to keep you going and convince you that you ARE making a difference.

Response to a Digital Portrait: "Dylan"

Technology from an early age.  This is why our students are so into technology.  Dylan was using technology at 4!  Technology gets credit for teaching him phonics.  Technology is good!  Dylan brings this statement to life.  From learning how to read to using online forums to bring awareness to animal cruelty or going green as a lifestyle not just a choice, technology can do so much good when applied appropriately.  Collaboration comes up in this portrait as well.  No longer do group projects became cumbersome.  Students, at all levels, can collaborate from their own homes.  "Think globally and act globally," we have come a long way in the last few decades.  

Response to a Digital Portrait: "Cameron"

I think this is a much better example of teaching one's self, learning problem solving skills, etc.  I really like how Cameron's parents found what motivates him let him go for it.  This is much better then when I see teens using technology for gaming.  Here we really get to see the creative side of kids and technology and how that marriage can be amazing.  You can tell the educators and other adults in Cameron's life have jumped head first into technology and what kids are interested.  This is the key to teaching the next generation of students.  I think that can be a hard sell to educators who have not bought into technology yet, but sooner or later we will all have to, our students already have.

Response to a Digital Portrait: "Virginia"

The teacher in this portrait is great!  I love this quote: "Technology should improve our lives, not take away from our lives.  I was amazed to hear that Facebook was affecting her  complexion and eating habits.  I was even more amazed to hear that Virginia gave up time on the computer because of those reasons.  She also brings up a great point that rural America becomes mainstream due to technology.  I also love that Virginia is teaching kids younger than her and teaching them technology safety, this is way more affective from an older peer.  Once again we see this balance between technology and the "outside world."  All good things in moderation.

Response to a Digital Portrait: "Jalen"

Kids like what they are good at.  Jalen is a good example of that.  He used technology as a spring board for what he already was interested in.  This is one of the many great uses of technology, and as a teacher, I have learned not to fight this.  Use technology to dwell on student strengths & interests.  But, I urge people to give credit where credit is due.  Although Jalen appears to be raised in an urban area, I'm not convinced he didn't have a few advantages others didn't.  I'm not sure if he goes to a private or public school, I'm not sure if he was accepted into the Digital Youth Program or if it was open to all, but I am sure what kind of family he comes from. Jalen's dad is Scoop Jackson a national columnist, a writer for ESPN page 2, and an ESPN television personality.  Not to take credit away from Jalen or the role technology has had in his life, but let us not forget the role that good parenting, strong genetics, and access to alternative programs play in the education and upbringing of any child.  With that said, this is great for rural educators to see.  Technology truly is the great equalizer.  In both urban & rural areas technology can bring students closer to the rest of the world and maintain the competitive balance that money and location often throw out of whack.

Response to a Digital Portrait: "Sam"

I think Sam is a good example of a child brought up in the digital age.  The balance of Sam's "1st" & "2nd" life is what seems unique to me.  As a 7th grader she appears very mature in her thought process.  She seems to have found a balance between the "outside" world and the digital world that many teens struggle with.  I do think Sam's parents are a bit naive in thinking that she is learning valuable communication skills and problem solving skills by texting and playing computer games so much.  I do find the value in any activity where you practice problem solving and collaboration, but where is the face to face, and more importantly, where is the supervision and regulation of content?  It's really easy to justify 12 hrs. of gaming by saying she's problem solving & practicing communication skills, but who monitors this "2nd life?"  Overall, this story is a good example of what good technology can do in terms of creating learning experiences and opportunities to access more of everything, but I think Sam is the exception, not the rule.