This is just one of many activities on this website that students can use to construct knowledge for themselves when they are learning linear equations!

http://education.ti.com/educationportal/activityexchange/activity_detail.do?cid=us&activityid=5650

Gizmos – Online simulations that students can explore to add meaning and depth to their understanding!

http://www.explorelearning.com/

 StockMarket Webquest:  If you are not familiar with webquests (I am just getting familiar with them) they are awesome! Students get involved in real-world problems that require higher-order thinking skills (think Bloom’s taxonomy) and they really get excited about it!!

http://coe.west.asu.edu/students/pwann/smwq/index.htm

Finally, if you have never been to the Futures Channel site this is a must!  Real-world “stuff” on every subject (especially math) abound.  The students get to see real-world application and then do a “real-world” lesson to build their understanding and make connections.

http://www.thefutureschannel.com/index.php

These sites are worth looking into! Geri U.

http://headrush.typepad.com/creating_passionate_users/2006/01/crash_course_in.html

I was going to tell you that I was technologically challenged and I did not know how to do this, but then I figured it out. 

Diminimus Island Instructions 

Decorative Back for Cards

Information Cards for Diminimus Island Activity

I think. 

            Teachers are called on and expected to take action everyday. We are called to teach, parent and even counsel children. We are expected to hold students to high standards, ensure that the learning process is taking place, manage a classroom, plan and prepare lessons, and also keep up with the daily housekeeping procedures of running a successful classroom. There are many reasons that teachers cannot propel themselves to take action. There are issues of enough time during the day, liability and even backlash from other colleagues. Many teachers feel that most teachers are afraid and tired of things changing.

            Chapter One of Dr. Jeffers book, Feel the Fear and do it Anyway, says, ‘I’ll handle it’ on the cover page. For most teachers, this has to be their motto. For every situation, every lesson, every student and every piece of paper that enters a teacher’s classroom, ‘I’ll handle it’ has to be the first thing said! Dr. Jeffers discusses how her first classes always start. The students are nervous to talk at first and after they all realize that they are in the same boat, they begin to feel a bond with each other. Many schools do get to the process with their teachers and many do not. If only all teachers would open and work together, the job of teaching and the process of teaching would work so well! Ellen Moir writes an article that address much of these same issues. She answers questions that teachers have, many times new teachers and deals with these same issues. She strives to keep teachers focused on the important issues for teachers and states how important it is for teachers to find a system of support in their school, (Moir, 2007).

            In chapter three of Dr. Jeffers book, she discusses prioritizing events in life. Many people do not know how to say no and this is such an important thing to do, especially when teaching. You really have to focus on the important issues and learn how to not fret over every detail. If you have a busy schedule and need to prepare for teaching, it is okay to tell people that you can’t do something. Being prepared in the classroom should take priority. So many teachers, especially beginning teachers, become so bogged down with paperwork tasks that they loose sight of the focus of the classroom.             Also, in chapter three, Dr. Jeffers discusses a pain to power chart. Jeffers suggests placing a pin in the chart to determine where you are in terms of being in control of certain situations. She says that awareness is half of the battle. I feel that this chart can be applied to effective teachers vs. ineffective teachers. Teachers that stay in the top half of the chart are more likely to be effective teachers. Those that stay in the bottom half of the chart are more likely to be ineffective teachers that blame others and take no responsibility for their actions in the classroom, This pain to power chart from Jeffers can also help teachers to continually reflect on their classroom practices.            Teachers have so many different roles throughout the day and encounter many different students with many different learning styles that it becomes very difficult to manage time. Many teachers want to do more but school day time restraints become an issue. There are also teacher liability issues with school systems.

http://www.edutopia.org/ask-ellen-new-teacher-urban-classroom

Civic duties have long been thought to be essential components of public education.  While many may believe that this concept best applies to secondary and post-secondary settings, it is highly relevant and necessary at the middle school level as well.  The civic responsibilities one must hone throughout the educational process entails aspects of social participation and democratic engagement.  Student advocacy groups, which thrive at the middle school level, are considered by many to be among the most productive and beneficial of all civic activities and interactions within a school setting (Howard, King, & Marcus, 1993).  Weeks (1998) maintains that by engaging in advocacy groups, students may enhance their levels of interest and involvement in their local communities, as well as developing an increased sense of awareness related to their personal rights and responsibilities as a productive citizen.

            Recent studies support the views described above.  A recently publicized Report of the Task Force on Civic Values at Princeton (2007) stresses that students exposed to opportunities related to civic involvement within a school setting at an early stage in their education often make commitments to civic activities beyond the traditional educational realm.  Engberg, Hurtado, Landreman, and Ponjuan (2004) assert that the students’ civic experiences, or lack thereof, during earlier educational processes predispose them to the formation of beliefs and practices that often render them unprepared to “negotiate conflict in diverse democracy.”  John Mohan (2006) notes that education-based civic activities have demonstrated educational benefits while having wider impacts in terms of politics and social engagement as well.

            During my initial year of teaching, I noticed a major lack of civic responsibility and involvement on behalf of the students at the school in which I teach.  With that in mind, I approached the school administration about forming a student council that would undertake several projects throughout the year in order to enhance personal, school, and community awareness among the students.  Now, over three years later and with administrative support, the DMS student council is larger than ever (I do not place limitations on the number of students that may serve), and the projects are proving to be larger and more beneficial as time progresses.  All of the projects undertaken by the student council are student initiated, and they are primarily funded by student-driven fundraisers.  All projects must be school or community based, and they must demonstrate some degree of civic duty or interaction on behalf of the students.  Since the inception of the student council, I have observed the students, may I remind you that they are middle school students, propose and carry out large school-based projects such as hosting a teacher appreciation day on an annual basis, an annual custodian appreciation day, encasing school bulletin boards, and many other projects.  While such projects may seem minute to the outside world, the increased senses of morale and responsibility generated by the student council projects within the school have had tremendous impacts on the students, faculty, staff, and school as a whole.

            As the chair of the DMS Relay for Life, I have also employed student volunteers as a means of enhancing the students’ involvement in both school and community affairs.  The involvement of the students has made the Relay for Life program at DMS the most successful Hall County school-based program involved in the initiative.  The student volunteers, many of whom are linked to the student council, hosts annual dances, mini-relays, and other fundraisers throughout the year in order to contribute to the Relay for Life effort. 

Considering the changes that have taken place within my school within the past three years, it is clear that civic responsibility and involvement is relevant at the middle school level.  As John Mohan (2006) notes, education-based civic activities have demonstrated educational benefits while having wider impacts in terms of political and social engagement as well.  Although it may be a bit early for me to proclaim that such notions are true of the students I have mentored with the student council and Relay for Life programs, I can state that early evidence suggests that many have continued their involvement in civic activities at the high school level.  Many of them currently participate in successful extra curricular activities, and several have chosen to become active members in service-based clubs such as the Fellowship of Christian Athletes and the Partners Club.  To me, this is clearly enough evidence to support the promotion of civic engagement at the middle school level.

Engberg, M., Hurtado, S., Landreman, L., & Ponjuan, L. (2004).  Students’ Precollege Preparation for Partcipation in a Diverse Democracy.  Retrieved  10/01/2007 from: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ647388&ERICExtSearch_SearchType_0=eric_accno&accno=EJ647388

Making a Difference?  Student Volunteerism, Service Learning, and Higher Education in the USA.  Springer Netherlands (2006).  Retrieved 10/01/2007 from: www.springerlink.com/index/Y5T4H80866X30156.pdf

Report of the Student Task Force on Civic Values at Princeton (2007).  Retrieved 10/01/2007 from: http://pace.princeton.edu/pdf/STFCV_report.pdf 

Chapter One: Civic responsibility.  (couldn’t find original author)  Weeks, 1998.  Retrieved 10/01/2007 from:   

http://scholar.lib.vt.edu/theses/available/etd-04272000-18210021/unrestricted/ChapterOne.doc.

I found it ironic that, as I was beginning to research this topic online, my eyes were immediately drawn to a text box that read “Are you too busy for college?” and then explained the benefits of online college. This advertisement was immediately proceeded by another dark-blue message that read “What’s your credit score?” There on a search engine, sandwiched between a recipe for double-banana bread and small business web site info, were two promotions designed to awaken some measure of fear in viewers and to poke at their level one and level two fears. However, these seemingly harmless links perfectly illustrate points raised by Susan Jeffers in Feel Fear and Do It Anyway. Whether it is fear of economic failure and bad credit or playing the “when/then” game and putting off college, everyone experiences some level of fear and self-doubt. However, it is the action that one takes that is truly important. As Jeffers states, “What matters is that you begin…to develop your trust in yourself.” (1997).

As I read the author’s message of personal power, expanding one’s comfort zone, and fear truths, I was reminded of a German proverb, “Fear makes the wolf bigger than he is.” Sure, we all experience fear, but I wondered what was my big, bad wolf? What is holding me back professionally? Do I really believe I can handle anything? The answer, I found, was complicated.

Teaching is my second career. Initially, after college, I was in the management program at a major bank, and I decided to resign and become a teacher. Yes, Susan Jeffers would have been proud. Afterwards, I joined one of the post-bac programs at N.G.C.S.U. and quickly became a teacher before I had even student taught. Therefore, I could easily empathize with Jeffer’s account of her first teaching experience and feeling like “I was being sent to the guillotine” (1997). Then, after five years of teaching, I fell into a rut and began to play the “when/then” game. Obtaining a master’s degree is a rite of passage for most teachers, but I conveniently found excuses as to why I could not return to school; the list of excuses was endless, and I will not bore the reader with them. In spite of those excuses, I returned to school. I realized that “the only way to feel better about [my fear] is to go out…and do it.” And as a result, the fear of returning to school passed.

My next steps are to set a new goal and expand my comfort zone. In a recent Wall Street Journal article, author Andrea Coombes wrote, “If you cannot have a clear picture and imagine what it is you see yourself doing, it’s going to be hard” (2007). Much like Jeffer’s message of personal power, Coombes believes that, if you have no goal, then you are going nowhere: no goals, no go. Of course, I wholeheartedly agree with the statement; however, this decision is my latest fear. Where do I go next? After seven years of teaching I realize I need another change. Do I need to switch grades? Do I need to switch schools? At this point, I am unsure. However, after our readings, I realize that I have started to pay the “when/then” game once again, and my vocabulary has moved more toward the pain side of the chart.

In closing, we all experience fear; it is a part of life. As Dave Berry once joked, “All of us are born with a set of instinctive fears – - of falling, of the dark, of lobsters, of falling on lobsters in the dark.” Yet, it is how we “hold” the fear that is truly important. For me, I need to realize Jeffer’s truth 4: “Not only am I going to experience fear whenever I’m on unfamiliar territory, but so is everyone else” (1997). Then, I need to make some important decisions.

Works Cited:

Jeffers, Susan (1997), Feel the Fear and Do It Anyway, Rider and Co.

Coombes, A. (2007, February 23). How to switch to a new career. Retrieved October 1, 2007, from The Wall Street Journal Web site: http://www.careerjournal.com

    “So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.”  This timeless quote by Franklin D. Roosevelt was given at his first Inaugural Address American Rhetoric: Franklin Delano Roosevelt – First Inaugural Address.  In 1933, the depression had reached its depth and Roosevelt’s address outlined in very broad terms how he hoped to govern and reminded Americans that the nation’s “common difficulties” concerned “only material things.”  Although we are not experiencing an economic depression, the status of our nation’s educational reform efforts could be considered a depression in itself.  We are a nation at a war with researchers, policy makers, administration, NCLB, and countless other factors that have left us feeling powerless and helpless.  As a teacher, I speak for the nameless group of individuals that are blamed for all the problems with this nation’s educational failures.  I have spent countless hours wondering how I got myself into this mess, and thinking “why did I not listen to my father and become a lawyer?”  Then I realized after reading, Feel Fear-Do It Anyway.  Dr. Jeffers (1987) explains that, “pushing through the fear is less frightening than living with the underlying fear that comes from a feeling of helplessness (p. 28).” 

     I moved here five years ago from Moline, Illinois as a passionate dreamer.  I wanted to believe that I could change the world.  I attended Western Illinois University with a very progressive curriculum, whose efforts were to create the teachers for the 21^st century.  We were armed with the latest research

 based knowledge and pedagogy to fight our nation’s educational battle.  We were urged to find jobs in the South to begin this reform.  My husband (who is also a teacher) and I moved here to the most beautiful state on the earth, to begin our new life together and begin the reform.  Our efforts seemed to be met with obstacles from day one. This area is a drastic contrast from the progressive university life, which we were immersed in.  This is very traditional and highly conservative area with very strong ethics and morals.  But those are the probably the only two things, that I do not wish to change about this state.  It was obvious from day one, that most people did not share the same educational philosophy as I. 

     Actually, my fear did not start until after I moved here. It was after my first year of teaching.  The passage of NCLB had everyone up in arms.  The administrators had posted every teacher’s tests scores, and I felt as though we were being played against each other.  My fellow colleagues were now considered competitors, and the battle was for the highest CRCT scores.  The interesting thing, is in Illinois we do not have a test comparable to this, so I quickly realized the importance of that testing game.  My students were actually performing similar, if not better on these tests than some of the teachers that had more experience than me.  Great for me, but this system can create resentment among the other teachers, and that resentment was aimed at me. Someone who has been teaching for fifteen years does not want a mentor that is twenty years younger.  So, I began the pursuit for higher learning. I thought “maybe they will respect me if I have a Master’s degree.”  Dr. Jeffers (1987) had me realizing that “The fear will never go away as long as I continue to grow (p. 22).” 

     My other fears…as I move up degrees, I continually thrive on education and learning.  I absolutely love school and the challenges that it gives me.  That is why I love teaching!!  I have thought about pursuing a PhD, but then I start to feel the fear again.  I am the mother of a three year old, and I am concerned about the repercussions of a very intensive degree, and the impact it will have on my family.  I come from a humble background and was the first person in my entire family to pursue a college degree and later my sister followed.  I also fear that this will separate me from them.  I have a hard time talking about my passion with other people; most people do not know the real me.  The last thing, I want to become is someone in the ivory tower, you know the researchers, policy makers, professors, and administrators that seem so separated from the teachers, the classroom, and most importantly the students.  The reasons why I entered this profession are what I do not want to forget.  I am tired of being scared, I am tired of being passive and complaint, and I feel compelled to advance and make a change.  Please say you will join me!      

References

Jeffers, S. (1987). Feel fear-do it anyway. Fawcett Columbine.

In reading through the beginning of Susan Jeffer’s book, Feel the Fear and Do It Anyway, I realize I need to do some serious work in my life.  Recently, I have recognized with some clarity that something is not quite right.  I no longer feel like myself.  My enthusiasm for life seems to be diminished.  I have fallen in a rut of not caring, feeling inadequate, like a failure, powerless and out of control.  I contributed these feelings to my surroundings and the high pressure I felt in my work environment to be as good as or better than those around me.  I had no idea that these feelings were my fault and that I had the power to change them.

After much reflection, I have come to a decision to determine exactly what it is I am afraid of.  I returned to school in my mid 30’s to pursue my bachelor’s degree.  I was afraid of the idea at first, but then my oldest son asked me, “Mom do you think you could go back to college before it is time for us to go?”  Since he was in Middle School, I thought I had better get started.  Initially the financial burden was a huge topic of discussion for my husband and me, but once I decided that I wanted to go, we made it happen.  I enrolled at Perimeter College intent on becoming a certified teacher.  I finished my Associates degree there and then transferred to the much larger University of Georgia in Athens.  I had a decision to make, would I enroll in the elementary program or the middle school program?  I thought about my options and although the elementary program was more competitive and harder to get into, I did not succumb to the pressure to follow that path.  I reflected instead on my own experiences and thought about where I felt I needed the most guidance as a young person.  I remember Junior High being a point in my life where I really needed someone to count on. 

After looking at the different Level 1 Fears I figured I had faced all of them and conquered quite a few of them (Jeffers, 2006).  I was getting older, but I did not let it stop me from entering into a much younger crowd to finish my education.  I had made several friends along the way who helped me to be successful.  I had been able to take advantage of the Hope Scholarship and did not have a huge debt to repay.  I had made major changes in my life.  I was not worried about being older and I had really asserted myself to make being a teacher happen for myself. 

So why am I still feeling like a failure and helpless to do anything about it?  I chose math as my content area, not because I was an awesome math student, but because I felt it would make it easier for me to find a job when I had finished my degree.  I also had loved math as a younger student, but when I reached a certain level in mathematics I was no longer allowed to ask why things worked the way they did, but instead was told to just memorize the facts.  One of the fears I initially faced as a teacher was that the students might be smarter than I was.  Some of them were and still are.  Yet as more changes rolled through with a new curriculum and performance standards, I made sure I knew what changes I needed to make to be prepared to teach my students.  I did not want to be a failure.  But still, I felt vulnerable.  I made friends with another math teacher that was very confident in her mathematical abilities and she and I worked together to be sure we were implementing the new curriculum in a way that was beneficial for the students.  We both went back to school and were excited to find a text that we believed would be a great help in our instruction with the new curriculum.  We presented an idea to our principal to share the texts with our fellow math teachers as a pilot school.  Unfortunately, we were rejected.  It did not stop us however, from sharing our enthusiasm; we just shared it with others.  Eventually, the county adopted the new text as the primary text for middle school in our entire county. 

I am afraid of failure of losing face with my students, but more so with their parents.  I think I am practicing avoidance and it is not a tactic that is working for me.  I know I need to face my fear and just face my parents.  I don’t have to have an engineering degree from Georgia Tech to be a competent math teacher.  But I still am afraid that these ultra professional parents are going to discover that I am not perfect.  I am not sure why I have this great fear; I know none of us is perfect.  I do not expect it in my students, why am I expecting it of myself? 

Just this week I have decided that I am going to take action and tackle these fears head first.  I am participating with other teachers within my community (cluster) to work on preparing any teacher that walks into a classroom to be prepared to teach the state mathematics standards to all of the students in our county.  I attended a Vertical Team meeting today where we did something extremely simple.  We made checklists for teachers using the latest state performance standards.  It does not sound like a difficult task, but it was.  Those fears came up again.  What if I am doing it wrong?  All of my peers in the county are going to see this.  I have decided that I need to put some faith in my fellow teachers and trust that we will do the right thing.  I know that the work we are doing right now will affect the teachers that follow us and I believe that we are going to make a difference (Osteen, 2004).

I have also decided that now is the time for self discovery.  I am going to take a look at a teacher blog http://www.phschool.com/cmp2/  for teachers that are using the same text books that we have adopted.  I hope to see that many of the challenges I am facing in my classroom are not isolated incidents, but that others are facing them also.  I plan to ask for help from my peers and even possibly those on the blog to make myself face the reality that change is good.  I know in The Four Agreements, Don Miguel Ruiz http://www.businessballs.com/thefouragreementsdonmiguelruiz.htm  says that the world is not all about me.  I will be impeccable with my word, I will try not to take things too personally, I will not make assumptions, I will do my best at all of my endeavors and I will become a better person because of it.

I am going to stop behaving like an infant who is unsure of themselves and start behaving like the adolescent that I want to be by living my life, taking chances, taking responsibility (okay this is more adult than adolescent), and being okay with myself if I am not just like everyone else.  I am the best and only me that I can be.

  As I reflect on my teaching life, I realize I do have many fears.  After reading, “Feel the Fear and Do It Anyway”, I understand that I have labeled my fears with many different verbs.  As suggested by the book, I have been playing a game of semantics with myself.  I have felt “nervous” about teaching a class or “anxious” about volunteering for a position.  After reading Jeffers book, I realize I have actually been in a place of fear concerning these activities.  I have never really thought of myself as a fearful person, however I can see now that fear is always a part of my life, because as a person and as an educator, I continue to grow.

   Teachers are one of the few professional careers in which the individual is required to seek out their own continuing education in order to remain employed.  Teachers are also the only career I can think of that requires the individual to complete and pay for higher education in order to receive a pay raise.  Other professions give pay raises for performance on the job, while teaching gives pay raises for performance off the job.  This scenario can be problematic for those of us who do not have power over our fears.   I really related to the author’s friend, the self-made man’s attitude that “it never occurred to me that fear would prevent me from taking the risks necessary to get what I wanted.”  Like the author’s friend, I would just plow ahead and do whatever it would take to accomplish a goal – despite any fear.  I really believe this trait is the reason that despite mothering four children, needing to bring in a full-time income, caring for a terminally ill mother, building a new home, moving, facing health issues, and running a household I went back to school in order to pursue a teaching career.  As evidenced by my enrollment in this course, I have continued my education in order to obtain a master’s degree.  In addition, I am taking the necessary courses to complete an endorsement to my degree. 

  Although I am often filled with the fear of not being able to be successful due to possibly over extending myself, I am adopting the book’s philosophy for conquering my fear.  My new mantra will be “I can handle it”.  I do agree with the book in the idea that by my “doing” school in the midst of the rest of my life, my fear of not being successful in school is diminishing.  I also know that once I complete these programs and degrees, I will feel better about myself for going out and just doing it. 

  Another author I love who helps people overcome living ineffective lives is Stephen Covey.  His book, “The Seven Habits of Highly Effective People” parallels many of the principals found in Jeffer’s book, “Feel the Fear and Do It Anyway”.  Covey’s idea of needing to be self-aware is linked to Jeffer’s idea that we must look inward to discover the real roots of our fears.  Jeffer’s sends her readers on a personal journey of constant self improvement and Covey preaches to his readers that they must continually “sharpen the saw”.  Read more Covey at:  http://www.stephencovey.com/press/articles.html.

  Following the advice of both authors will help me conquer my fears and enjoy life more.  It is a great exercise to revisit the principles for facing my fears, moving from pain to power, and continuously expanding my comfort zone on a regular basis.  By changing my perceptions, I know I can keep sharpening my ability to do things for myself! 

In Face Your Fears, Lisa Martin states, “Two of our most common fears—of rejection and failure—are both are deeply connected to an outcome. However, if you spend all your time fearing an unknown outcome, you will never move forward.” This statement speaks volumes to me on many levels. I am definitely driven by the fear of failure in both my professional and personal life, and I spend more time than I would like to admit worrying about it. I know that if I continually fear my unknown failures I will not move on or be able to handle the fear of failure.

I am definitely afraid that I will fail at teaching and my failures will show through student achievement. I am particularly fearful of being seen as a failure by my peers. Each year, following the CRCT and EOCT my content area teachers meet to analyze and discuss our overall test results as a school, as well as each teacher’s classes. The idea of my students not doing as well, if not better than the other eighth grade students propels me to work hard and plan effectively. By doing so, I try to limit the amount of failure my students and I face.

My math curriculum is structured around discovery and collaborative learning. Throughout my day, each period both my students and I obviously experience failure and success through teaching and learning. Class periods will go by where students understand the lesson and all is going well. Then, I will work with a group of students who are completely lost. I do not always assume that I failed to teach them the proper background knowledge or that my delivery is wrong. I understand that there are many reasons for student failure, but I do feel responsible on some level as it is my job to give them the tools they need to be successful.

Susan Jeffers states, “All you have to do to diminish your fear is to develop more trust in your ability to handle whatever comes your way!” I agree that the idea behind this statement is true, but I have a hard time believing that I will get over my fear of failure through trusting my abilities. I don’t feel as though I have a hard time addressing the many problems or pressure throughout the day. I am very laid back for the most part and enjoy being flexible in the classroom, however, I simply do not like feeling as though I have done something wrong or hindered my students in any way. I know that I need to let my fear of failure go in order to move on, but actually doing it is another story. I would like to think that knowing that I do, as much as, I can on a daily basis for my students should be enough for me to handle my fear of failure, but it isn’t. I am away of this fear and I would like to work towards overcoming it. Hopefully, with experience and continual growth I will move beyond my fear of failure.

http://www.positivepath.net/ideasLM4.asp

References:Jeffers, Susan Feel Fear and Do It Anyway.

Martin, L Face Your Fears. Retrieved October 2, 2007, from Positive Path Network Web site: http://www.positivepath.net/ideasLM4.asp

 

Albert Einstein stated, “Setting an example is not the main means of influencing others; it is the only means.” What has propelled me through these past 25 years in the classroom? What was the initiative for me to go back to school to get my Masters after 25 years in the classroom? That is a simple answer. It has been and continues to be my two boys. From the time my boys were small, education has always been stressed within our home. Today, I have a junior at the University of South Carolina, who not only is a Phi Beta Kappa recipient, but also carries a full load of credits, works at two jobs, is doing an internship, and maintaining a 4.0 average. My other son is a junior in high school, participates and travels with the Debate team, works at a part-time job, and he too carries a full load of Honors classes, and he is a solid B student. According to White (2002), the aim of education is to help those being educated to lead flourishing lives. Without hesitation, I can firmly state that my boys are leading flourishing lives. It was my intent that as they finished out their remaining years at their current institutions of learning, I would pursue my Masters, and therefore, when they would say, “School is hard,” or “I can’t do this or that”, I could squarely look them in the eye and say, “I know, but we will get through it, together.” In a study of adults returning to the classroom, Kirby, Beiver, Martinez, and Gomez (2004), found 30 out of 185 adults who participated in the study stated that returning to school resulted in setting good examples for family members, and most of these participants had children.

There is a saying, “Life is what happens while we’re busy making other plans.” This couldn’t be farther from the truth. When I decided to go back to school last September, I had every detail planned out – dinners for my son while I was in class, how he would get to work, and even how and when the dog would be walked. What I did not count on was being diagnosed with Rheumatoid Arthritis 2 months after beginning classes. Rheumatoid Arthritis is an autoimmune disease that causes inflammation of the joints. http://www.medicinenet.com/rheumatoid_arthritis/article.htm. Both my fingers and feet are mainly affected thus far. Ironic don’t you think, considering a teacher stands on her feet all day, and with all the papers that need to be written for the Masters classes, how did I get so lucky for it to appear in those two places? I share this information because according to our reading, Feel Fear – Do it Anyway (Jeffers), Jeffers makes reference to asking her students what they are having difficulty confronting in life. She was amazed that as people shared from their hearts, the atmosphere immediately changed. Her students realized they were not the only ones feeling afraid. And yes, when I was first diagnosed, I was afraid – afraid of the unknown; afraid on all levels. Initially I was afraid of becoming disabled, of associated illnesses, of making decisions regarding proper treatments, and whether or not I would be able to continue my pursuit in gaining my Masters (Level 1 fears), of being vulnerable (Level 2 fears), but then the real fear set in. My fear was that I couldn’t handle it! (Level 3 fear). Six months has passed, my medication is working, I am taking the precautions necessary, and I am learning that I can handle it!! I could have chosen to find a rock, crawl underneath it, and forego my plans of finishing up my coursework, but I chose to remain steadfast in my decision and continue on. I do have my days when my fingers and feet hurt, and I become afraid, but as Jeffers suggests, I find my inner strength and I build myself up by saying, “I can handle this!” With each course I complete and each paper I write, my self-confidence continues to grow. I feel a great sense of accomplishment as I push my way through the fear. I may have rheumatoid arthritis, but it doesn’t have me!

References:

Jeffers, Susan (1997), Feel the Fear and Do It Anyway, Rider and Co.

The need to do my best is the motivation that propels me into action. I too, am a Type A personality. Not matter the personality test I know what I am before I start. “Tell me which category includes the opinionated know it all who would rather work alone and do it herself and says true things that hurt the tenderhearted is and just put my name under that category and we’ll say I took the test.” I am under the sometimes useful delusion that I can do everything. I will admit that I may not do everything well, but I’ll at least try. I say this knowing full well that my confidence does not extend to the mechanics of my car or the desire to bungee jump.

I said “sometimes useful”, because the belief that I can do everything has at times left me in tears in the midst of parts of a monumentally good idea that has failed to come together the night before whatever it is is due. Genius sometimes strikes at the midnight hour; sometimes we take a C and are so very grateful. It sounds conceited to say that I don’t let fear stop me because I don’t think I’ll fail. I do feel fear and I do think I can fail, but I have accepted failure. I can fail and I know that will not be the end of my life. If I fail I will do something different.

In teaching, I often fail. I teach the same lesson four times a day. Last week, I taught a lesson to two of my classes and then 5^th period came in and I taught the same lesson and the first time I asked the class a question I was met with the resounding sound of confusion, blank expressions and open mouths gaped at me as if I were speaking a foreign tongue. What my previous classes had seemed to accept with no trouble, this class couldn’t comprehend. My delivery of the material had failed. We did something different.

In her book, Feel Fear Do It Anyway, Susan Jeffers states, “All you have to do to diminish your fear is to develop more trust in your ability to handle whatever comes your way!” This is true. One of the most aggravating obstacles in teaching is a student’s belief that they CAN’T do something. My students tell me they can’t do math – they aren’t good at it. Every class period we do math anyway. Maybe I should acknowledge the fear of math at the start of math each class period. Then we can all feel the fear, the fear of math, the fear of not knowing the answer, the fear of looking dumb in front of others and then we’ll do it anyway. My students CAN handle the math, they are all certainly smart enough, and they just need to believe in themselves.

Many people have listed public speaking as a fear. Steve Pavlina talks about ways to overcome this fear. http://www.stevepavlina.com/blog/2005/05/overcoming-fear-of-public-speaking/ He echoes Jeffers statement to overcome a fear you must face the fear. You must feel the fear and chose to do it anyway and while you’re bound to fail at first, you will get better and you will be able to handle it.

I think we often fear failure more than whatever it is we say we fear. Jeffers advises us to take risks, to change our very vocabulary to become more powerful; she challenges us to accept responsibility for our actions and grow from our experiences. If you weren’t born a Type A personality I still believe you can find a way for your own fears to become a driving force to do better rather than a restrictive force that prevents change.

Jeffers, S (2006). Feel the fear and do it anyway. Ballantine Books.

As I have passed from adolescence into young adulthood and now into “maturing adulthood”, I have begun to realize that I am a very Type A personality. I enjoy and actually thrive on having total control of my life. I believe that this personality type has lent itself very well to the development of how I handle fear in my life. As Susan Jefffers states in the text “As far as I know, everyone feels fear as he or she moves forward in life.” (Jeffers, pg. 30) Fear is part of everything we do as human beings. I love the line from Jeffers book which states, “You must feel the fear . . . and do it anyway.” (Jeffers, pg. 27) Confronting and facing our fears is a critical part of our development as human beings. I feel that I have finally reached a stage in my life where I can say that I understand and have applied some of the key factors in dealing with fear.

The realization that I do have control of my life and my fears did not happen overnight. When I was a child, I was under the care of my parents. They definitely encouraged me to take risks, but I still fell into the trap of not taking responsibility for what happened to me. When I was in college, I was having a good time and didn’t fully realize how important these years were until I was about to graduate. During my adolescence I still felt that my parents were mostly responsible for my well-being and happiness. After graduation I had to pursue and get a job on my own. I believe this was the beginning of my quest for handling fear. One part of my personality that I will forever be thankful to my father for is his encouragement of me to take full responsibility of me! He never wanted me to be totally dependent on anyone, especially not a spouse. I feel thankful to my dad for this every day of my life. I believe it was having children that finally made me realize how to handle fear in my own life. Having to be responsible for human beings that are totally dependent on you helps to make one realize that “you can’t sweat the small stuff.” I began to realize that I could not fear what I had no control over, and I chose to not fear what I could control; I just took action.

As I have grown, I have begun to realize that I do like control over my life. My personality is the type that realizes I have and need control over many things in my life. I am not saying that I don’t feel fear. I agree totally with Ms. Jeffers analysis that everyone feels fear in their lives. It is how we handle this fear that differentiates us as human beings. I can identify with the author’s Truth 2 which states that “The only way to get rid of the fear of doing something is to go out and do it.” (Jeffers, pg. 23) Personally, I have realized this with my own life. I now use fear as a “catalyst” for action. I still feel those twinges in my stomach or the dry mouth, but I also realize that if I wasn’t feeling these things I probably would not be doing something which is helping me grow as a person. Dr. M. Mastria states in an article called “Facing Your Fear” that “Fear is part of being on your growing edge.” (Mastria, pg. 1) I believe this totally. If you are not feeling fear, then you are probably not doing something which will help you grow as an individual.

I do believe that I’ve conquered a lot of problems which Susan Jeffers talks about in her book about handling fear; however, I also realize that I do have professional fears which might be keeping me from “growing” as a teacher. What I fear most as a teacher entering this profession as a second career path, is finding myself in the position of not having control of what and how I am teaching my class. I fully understand that there are guidelines for teachers in our society, but I also believe that teachers are overly scrutinized about everything which we do in the classroom. Teachers are held accountable for student performance on standardized tests. These tests are developed by teams of professionals from other parts of the country who are not in our classrooms. I am not saying that I don’t have the highest expectations for my students. I also support the use of state standards in education. What I fear is that teachers are being held accountable for student performance, so much so, that if their class results do not have a high enough percentage of students who meet or exceed standards their jobs could be in jeopardy. How many excellent teachers are being pushed out of education because of this pressure?

I also realized after thinking about what I truly fear in education, is that one of my greatest fears is that I and many others like me, will lose our “desire” to make a difference in the lives of our students. I realize after one year of teaching, how many responsibilities outside of just educating students are placed on teachers. I want to take on added responsibilities within my school, but do I have enough time and energy to give 100% and still have some left for my family and me? I do believe in Ms. Jeffers mantra of “I can handle it.”, but how many good teachers out there are saying they can’t handle it any more. I am still new to this profession. I do believe that I can make a difference. My question is; does the system which is trying its best to help teachers educate our nations’ children realize that they might be suffocating that “light” which all great teachers have in the process. That “light” or desire to help each and every child is what great teachers have which helps us tame our professional fears. If this light goes out, who suffers more, teachers or our children? For me, this is my biggest fear, and I am still working on how to handle it. Let’s hope that I can learn from reading Ms. Jeffer’s book and realize that I can handle anything life throws my way. For the sake of my students, I have to.

Link to article by Dr. M. Mastria: http://www.articlesbase.com/self-help-articles/facing-your-fear-163836.html

References

Jeffers, Susan (1997). Feel the Fear and Do It Anyway. Rider and Co.

Mastria, M. (2007). Facing Your Fear. Retrieved from Articlesbase Sept., 2007.

In Jeffer’s book, Feel Fear Do It Anyway, she mentions how one feels on the first day of a new class. On page 11, Jeffers reminds us that all students feel uncertain about their abilities and feel nervous on the first day. As an educator, I have felt the tension Jeffers mentions as students enter on the first day or the beginning of a new semester. As a post- graduate student, I too can relate to the feelings of tension on the first day of a new class.

 

Jeffers classifies fears into three categories: Level One, Level Two, and Level Three.

In my teaching profession, I can relate to some of the fears mentioned. To begin with, the fear of public speaking is a common fear for many people, including myself. In my teaching setting, however, I do not experience this fear. However, when I am asked to speak in front of my peers, I do feel nervous and a little fearful. The feelings I confront when speaking to my peers in a college class for instance revolve around some of what Jeffers refers to as Level Two Fears. Some of these Level Two Fears include the feeling of being vulnerable, the fear of failure, and the fear of disapproval. I think we all have some of these fears from time to time. I also think most people are afraid of failure or disapproval from other people. Furthermore, I feel we as educators sometimes feel vulnerable in our profession due to the fact that educators are now under more scrutiny than ever before. Part of this problem stems from standardized tests and from the fact that many believe educators are responsible for every student’s faults or difficulties. More and more demands are being placed on educators, which is resulting in some teachers leaving the profession. Those leaving the education field may have reached what Jeffers terms “Level Three Fear – I can’t handle it!” I am quite sure most if not all of us have experienced days where we felt the same sentiment.

 

On page 16, Jeffers makes an astonishing finding! She states that all one has to do in order to diminish his or her fear is to have more trust in his or her abilities to handle whatever comes his or her way. This of course is easier said than done. All of us have doubts from time to time or we would not be human. Jeffers, however, does make an interesting point when she suggests that every time one feels afraid, one just needs to remind him or her self that he or she is simply not feeling good enough about him or her self. I wonder what the world would be like if we could grasp such a simple concept! If we could teach our students to take hold of that concept, our jobs would be much more enjoyable and less stressful. We as educators could also benefit enormously from taking such advice. I know I am guilty of not feeling good about myself on some days. In fact, some days I feel downright helpless and frustrated. There never seems to be enough time to prepare lessons, grade papers, attend meetings, etc, etc. I sometimes have to give myself a pep talk and realize that all I can do is to keep on keeping on!

 

Later on in her book, Jeffers lists five truths to dealing with fear. Truth One on page 22 states that as long as we continue to grow, fear will never go away. As an educator, I am continuously growing and adapting to the changes all around. Jeffers point is a good one in that it applies to everyone in all occupations. If people continue to grow in their experiences, then they will always experience fear. On the other hand, a complacent person will likewise experience fear due to the fact that he or she is too afraid to try new things. Truth Two (p.23) states that the only way to get rid of the fear is to go out and do it. That truth is so profound! Some educators, for instance, are too afraid to try new methods and thus stay in the same rut for many years. It is important in the teaching profession to venture out and try new ways of doing things since so many of our students have special and diverse needs. If we try something and it does not work, then we should try again or try another method instead of throwing in the towel. Truth Three (p. 25) is closely related to Truth Two. Truth three states that the only way to feel good about one’s self is to go out and do it. This is so true in education. Many times we don’t feel like trying something new or different, but once we do it, it does make us feel better. For example, I am currently considering changing subjects and while it sometimes makes me fearful, I know the only way to really know what I want is to go out and do it.

 

Finally, Jeffers talks about power and how it is related to a healthy self – love (p.34). This is so true in education. I feel you have to really love yourself and constantly tell yourself that you are doing a great job. Let’s face it – educators do not receive many pats on the back nowadays. Therefore, teachers must possess a healthy self – love if they are going to survive and thrive in the world of education today.

 

Speaking with experienced teachers, I find it interesting that many believe the implementation of the new standards will keep them from taking as many risks as a teacher. Although the curriculum is less broad and deeper than in the past, many teachers fear that the high level of the curriculum will only lead to more direct instruction rather than student-centered instruction. My opinion on this topic is not yet formed. I see both sides of the issue. However, I have learned that students often learn more when given the chance to work together through a problem. I have spoken with many teachers in various academic areas about how they see the new standards affecting their classroom. Interestingly, it has not just been the teachers close to retirement who have said that their practices in the classroom would not change. Thinking back to North Georgia’s EDUC 6002 course, I recall learning about the stages that a teacher goes through during their career (novice, apprentice, professional, expert, distinguished, and retiree). This recollection led me to ponder how much a teacher’s perception of their placement in this life cycle scheme affected their risk taking as an educator. I see the level of risk taking on a bell-curve – the novice and apprentice teachers taking fewer risks as they try to survive; the professional and expert teachers trying every idea they can in the classroom; and the distinguished and retiree teachers finding comfort in using past methods without venturing into the unknown. For more details on the stages of a teacher’s career, see the articles The Life Cycle of the Career Teacher and The Developmental Stages of Teachers.

The second truth in Feel the Fear and Do It Anyway states, “the only way to get rid of the fear of doing something is to go out and do it” (Jeffers, p.23). Teachers at that professional, expert, or distinguished stage of their career adopt this statement as truth. Try it and if it does not work, modify it for next time or throw it out all together. This leads to Jeffers’ fourth truth of “not only am I going to experience fear whenever I’m on unfamiliar territory, but so is everyone else” (p.25). If students sense your fear – whether it is of an activity, a subject, or something else – they lose confidence in you as their teacher. So even if you have fear as a teacher, you must learn to mask it to an extent to keep the confidence, respect, and cooperation of your students. I believe an important element of a good teacher is someone who shares their own fear (maybe just of when you were in school) with students. For example, in geometry I tell my students that I struggled in high school at times and then they do not feel as bad when they don’t understand a topic. Do not portray yourself as some superhuman who fears nothing and succeeds all the time. Often I feel that image is just as unwelcoming to students as a teacher who is continually unprepared or lacks confidence in him or herself.

Personally, I believe that many teachers lack self-confidence and that prevents them from taking as many risks as they would if they had confidence in themselves. I am guilty of this too. Having another teacher in the room has always bothered me. I have a constant fear that they are thinking, “What is she doing?” or “Why is she teaching that topic in that manner?” Having two of my three class periods with other veteran teachers in the room with me does keep me from taking risks at times. I know that my way of teaching is flawed and could improve on many levels, but I do not want others to see those flaws. Jeffers book revealed some interesting phrases that can be easily altered to change your feelings of helplessness to power such as instead of saying I should, say I could (Jeffers, 2006). I will admit that I have tried swapping out some of my more negative statements for those of empowerment and it does make me feel better about uncomfortable or fearful situations at times.

Jeffers, S (2006). Feel the fear and do it anyway. Ballantine Books.

In responding to the question “How might you engage your students in Community or Civic Life,” I ventured into pondering this question not only for the entire middle grades level, but specifically for the fourth graders that I teach. Too often these eight, nine, and ten-year-old ideas on how to improve the community are not taken seriously because they are so simple. I argue that the only reason a lot of these ideas are not taken seriously by adults is because the kids’ elders simply have a way of overcomplicating those simple ideas and helpful tasks. In the following blog (http://blog.lib.umn.edu/victor/publicengagement/2006/04/public_achievement_a_vehicle_t.html) controlled by the University of Minnesota, Dennis Donovan, who is a leader in the National Organizer for Public Achievement, discusses how different universities throughout the world have students that simply see a problem and decide to do something about it. Donovan quotes Russell Lyons who states “Ideas are great, but relationships get things done.” Together these students meet together on campus and decide to see how to fix the problems, instead of just talking about the problems, which there is far too much of these days. “How does this relate to fourth graders’ ideas?” you might be wondering. My point is simply this; too often kids have great ideas and they are shot down before they even get on the tracks because adults step in and give far too many reasons on how it might not work as opposed on how to make it work. Even if the students’ idea do not go as planned, a lesson can be learned in what could be done better the next time and productive reflection will almost certainly take place. When I also think of civic life, I think of those careers that don’t offer the best pay or the greatest publicity. Yet these are jobs that really make this world go around and are all about serving others and not yourself. Employees of the police & fire departments, social workers, teachers, and non-profit company employees name just a few of these professions. The one red flag I see in education today is that I really don’t see kids being encouraged to pursue these professions because these professions are viewed as “back-up” jobs in a sense. We all know the slap-in-the-face quote “those who can, do and those who can’t, teach” and I believe this quote really sums up this attitude. Trust me, I’m not saying that I would be making a $100K right now in a different career, but there was a sense among people I knew & even some family members that believed my career of a fourth grade teacher was almost a “waste of talent” although to me I’d be wasting my talent in another career. I believe this example proves this sad attitude prevalent in our society. In general, these “other-first” careers are also viewed as more dangerous than working downtown in a sky rise. To me though, too often in society we confuse the words exciting, challenging, & adventurous with “dangerous.” It all goes back to attitude mentioned in Jeffers’ book Feel the Fear and Do It Anyways of the mother who always calls out “be careful” to the children as they leave the house (Jeffers, 17). We live in a much too safe society full of people not willing to take risks. If those risks were taken, how much better of a world would we live in? Jeffers, Dr. S. (1987). Feel the Fear and Do It Anyways. New York. Random House.Donovan, D. (2006, April 17). http://blog.lib.umn.edu/victor/publicengagement/2006/04/public_achievement_a_vehicle_t.html

I must confess that I am new to the whole concept of service learning and civic engagement as potential ways to deliver curriculum. After our brief discussion in class this past week I decided to go ahead and begin researching what service learning and civic engagement really means in terms of my classroom and as potential curriculum delivery models.

What I found is that service learning is essentially a process of learning through the act of service. According to Richardson (2006), service learning “resides at the crossroads of youth development and community improvement” (p. 38). Through service learning students are given the opportunity to apply content in the “real world” and benefit their social and emotional lives, as well as the community around them. Richardson also states that, “service learning puts coursework into context, mixes rigor with relevance, and builds concrete skills” (p.38). Seitsinger makes the distinction between community service and service learning. Service learning, in contrast to community service, is not only about involving students in the community, but uses “community-based learning experiences as an integral element of the teaching and learning process” (Kendall, 1990; Kunin, 1997; Wade, 1997; as cited in Seitsinger, 2005).

I am absolutely enthralled by the concept of service learning because it makes so much sense! As a math teacher, I tell my students almost every day that the real learning happens when they are involved in the actual “doing” of the problem. This also appeals to my emerging teaching philosophy of constructivism – that students learn best when they are constructing meaning for themselves.

So for me, the question then becomes, how could I use service learning in my own classroom? Obviously, my first thought was a service learning project that included some kind of math-tutoring program whereby I could ask my students to commit to working with elementary students on their math and computation skills, preferably in a school nearby! As I searched the web for service learning and the math curriculum, I came across the following link to the National and Community Service site that addressed this very same service learning idea (http://nationalserviceresources.org/epicenter/practices/index.php?ep_action=view&ep_id=2585). Briefly, Worcester, Ma instituted a program called Math Magicians that assists local elementary schools in math instruction. This particular program involved high school seniors as volunteers in this program. This program has proved successful for all involved! Why not initiate something very similar at the middle school level? It is a practical and manageable way, given limited resources and time, to give students a service learning opportunity close to home! I also searched the National Service-Learning Clearinghouse for linking service learning and the math curriculum (http://www.servicelearning.org/resources/quick_guides/math_he/). Again, this site has a plethora of ideas for service learning and the math curriculum that include tutoring, environmental data monitoring and analysis (statistics), construction ideas (geometry and algebra), designing transportation routes, not to mention service learning tasks that might include probability (constructing something that is not likely to fail).

I think that service learning opportunities for students would be huge in terms of the age old question that students have always asked – “Why are we learning this and when will we ever use it?” This is a very common question in math class! If students are given the opportunity to apply and use the knowledge they gain in class in a relevant and meaningful context, it will not only contribute to their learning and critical thinking skills but will obviously affect their social and emotional lives as they inevitably mature during the learning experience as they add value in their own communities.

Richardson, S. (2006, January 1). The Power of Service Learning. Techniques: Connecting Education and Careers, 81(1), 38. (ERIC Document Reproduction Service No. EJ736284) Retrieved September 16, 2007, from ERIC database.

Seitsinger, A. (2005, January 1). Service-Learning and Standards-Based Instruction in Middle Schools. Journal of Educational Research, 99(1), . (ERIC Document Reproduction Service No. EJ725270) Retrieved September 16, 2007, from ERIC database.

     Louis Dudek wrote, “An education is like a crumbling building that needs constant upkeep with repairs and additions.” This very quote could be easily applied to today’s middle schools. Presently, “throughout the United States, there is deep dissatisfaction with education at the middle [school] level,” and many opponents are once again calling for repairs and reformation (Mizell, 2003). Despite the fact that middle schools were considered an innovative reform movement designed to change junior high schools into an environment better suited for adolescents, today’s middle schools have earned a negative reputation due to years of unimpressive student achievement. As a result, some schools are slowly migrating back to a traditional junior high concept. Therefore, is the middle school concept dead? No. However, it certainly is on life support.

     Today’s middle schools have a black eye. A majority of “students in…America’s middle schools are adrift,” and evidence suggests “that thousands of complacent middle schools are wasting student potential” (Mizell, 2003). But why? The Edna McConnell Clark Foundation (1998) contends that a lack of rigorous and challenging academic environment for students is a main contributor to poor student achievement. Simply, it is a lack of high standards that is undermining America’s youth. Along those lines, authors Midgley and Edelin (1998) hypothesize that “positive interpersonal relationships and emphasis on understanding, mastery, and challenge…deteriorated when students moved from elementary to middle-level schools.” Luckily, many middle schools have made significant progress in improving student-teacher relationships; however, the lack of emphasis on the mastery of challenging material has not shown improvement. Therefore, do the aforementioned authors have a point? Do American middle school students rank below many third-world countries in math and science skills because middle school educators and administrators have low expectations of their students? According to our assigned reading, there are many additional factors that may hinder student achievement.

     In our textbook, authors Flowers, Merten, and Mulhall offer the reader a myriad of research findings that address the problems facing American middle schools. One article, School Size Matters in Interesting Ways, tackles the issue of school population. Since many middle schools around the nation are bursting at the seams with growing student populations, the article is especially relevant and offers evidence that “smaller is better” (Flowers, Mertens, and Mulhall, 2007). In fact, students in school with populations less than 749 tend to have “slightly higher levels of self-esteem and academic efficacy” (Flowers, Mertens, and Mulhall, 2007). Another obstacle in student achievement, a decrease in parent involvement and understanding, is also addressed. In the article How Familiar Are Parents with Middle Level Practices? researchers suggest that parents were “generally not aware of established middle level practices” and that schools should expect to educate “parents and the community about the qualities and expectations of a high-performing middle school” (Flowers, Mertens, and Mulhall, 2007). Lastly, high poverty schools and economically disadvantaged students are examined in the article Middle School Practices Improvement Achievement in High Poverty Schools. According to the researchers findings “implementation of interdisciplinary teaming and common planning time [was] critical to increasing levels of practices” and higher student achievement (Flowers, Mertens, and Mulhall, 2007). Needless to say, the abovementioned articles addressed only a few of the problems, which are suffocating today’s middle schools.

     In closing, it is obvious that an overwhelming amount of research is available, which could heal America’s ailing middle schools. Therefore, why are students still not achieving a following behind their peers in other parts of the world? Why is the middle concept slowly dying? I will offer with my own admittedly biased opinion and say that in many schools the research is stubbornly not being utilized, and if it is, it is not being used with fidelity. Even based on my own teaching experiences, I have seen many half-hearted attempts to implement academic, research-based programs, and the results were generally fleeting and unimpressive. The foreword of our textbook echoes this sentiment, “When the full middle school concept becomes standard practice, student achievement improve” (Flowers, Mertens, and Mulhall, 2007). In addition to the inadequate or improper use of research, I also believe that exceptionally low expectations for middle grades students are compounding the problem. Until the day that all teachers, administrators, and parents have high, challenging expectations for their students and utilize research-proven methods, American middle schools will continue to struggle and slowly fade into oblivion.

Works CitedEdelin, K.C., & Midgley, C. (1998). Middle School Reform and Early Adolescent Well-Being: the Good News and the Bad News. Educational Psychologist, 33, Retrieved September 6, 2007, from http://www.questia.com.

Flowers, N., Mertens, S., & Mulhall, P. (2007). Applying current middle grades research to improve classrooms and schools. Westerville: National Middle School Association.Mizell, Hayes (2003). Guiding questions for middle grades reform. Retrieved September 4, 2007, from Middleweb Web site: http://www.middleweb.com“Why do we need middle school reform?” MiddleWeb. 1998. Edna McConnell Clark Foundation. 6 Sep 2007 <http://www.middleweb.com>.

The concept of middle school is dying. It is not completely dead, yet and it may be revived sometime in the near future. I feel that teachers, principals and policymakers will realize how greatly this concept benefits students. The middle school concept is a great concept. The advantages definitely out number the disadvantages, for the students, teachers and parents. The referrenced website provides a breif summary of the basic concept of middle schools.  However, many teachers are not willing to devote the time and effort to implement interdisciplinary units for students to actively learn and connect subject matter. High pressure testing and the push for increasing standardized test scores are also pushing teachers away from the traditional middle school approach. Applying current middle grades research to improve classroom and schools by Flowers, Mertens, & Mulhall (2007), discusses the importance of common planning time and curriculum that connects subject matter. A team concept allows teachers the common planning time they need to discuss student’s needs, discipline and curriculum.

North Hall middle school incorporates the traditional middle school concept of teaming for sixth grade students and a non-teaming approach for seventh and eighth graders. The scheduling and curriculum issues that arise when placing students in higher-grade level classes make it almost impossible to keep students joined with just one team of teachers.

With the increasing amount of pressure on teachers and students to increase test scores teachers are pulling away from the idea of teaching interdisciplinary units.  According to Flowers, Mertens and Mulhall, many teachers do not have a specific middle grades teaching certification and will require schools to provide professional development for teachers to correctly plan and implement interdisciplinary units. Interdisciplinary teaming also sounds like it is a lot of extra work. As stated in the text, many teachers are afraid to leave the security of their often-isolated classrooms and are not willing to learn to work collaboratively. If teachers would take time to examine the benefits to students and realize that in the long run, it has more benefits I feel they would be more willing to try this concept.

I also feel that the concept of providing rigor in the classroom is being used incorrectly. For example, gifted math classes are provided for students that have taken and passed gifted tests and for high achieving students. The concept of rigor means that students should learn topics appropriate to their grade level standards and take this to a new deeper level, to understand and “unpack” the basics concepts. Many schools have interpreted this to mean skipping an entire grade level of curriculum. By skipping an entire grade level of curriculum, students may miss the basic skills they need to move on to more advanced levels of content.

I feel that schools and teachers are moving away from the middle school interdisciplinary teaming concept because the current focus of education is standardized testing and implementing standards based classrooms. I believe that if schools go back to the teaming concept, teachers would be happier in their jobs, test scores would be higher and student success would increase. This would also make learning in isolation disappear and students would get a more wholesome education.

http://www.angelfire.com/mo/drmtch/Number9.html

The middle school concept is definitely alive, well, and thriving at Creekland Middle School., located in the northern part of Cherokee County. Our school is comprised of grades 6-8. According to the research stated in our textbook, Applying Current Middle Grades Research to Improve Classrooms and Schools (Flowers, Mertens, Mulhall, Krawczyk, 2007), “the implementation of interdisciplinary teaming and common planning time is critical to increasing levels of practices. Second, higher levels of team and classroom practices are associated with higher achievement.” This research couldn’t be more evident than at our school. Our test scores this past spring indicated that we had the highest scores in the county for the 8^th grade writing test, as well as having the highest scores for 8^th grade Math and Reading. So, obviously, we are doing something right. Can we attribute our success to the income level of our students? No, because our students come from many socio-economic levels. Our success comes from the implementation of teaming combined with common planning time. Most teams within the school usually meet 3 times a week for 30-45 minutes. During those meetings, we plan collaboratively cross-curriculum lessons, conduct SST meetings, participate in Professional Learning Communities, conference with parents, or meet with the school counselors to discuss student concerns. We are constantly dialoguing about our students to ensure they reach their maximum potential. It is said there is power in numbers. If a given student has 4-5 teachers who have their best interests at heart, how can they NOT succeed? A critical aspect of how well students perform is the cohesiveness of the team of teachers that come in contact with the students on a daily basis. As stated in our text, “Interactions like how well team members work together and the level of support of each other’s work that is present also influences a team’s success.” Our administration ensures each and every year that the teams of teachers they assemble will blend well and the talents of each will compliment one another. The relationship amongst the teachers plays a vital role and greatly influences classroom teaching and learning.

Should the middle school concept be done away with? Should the Junior High concept be brought back? Mizell (2000) discusses the complex developmental needs of young people in the middle grades. The learning environment must be one that is physically and emotionally safe, organized, and structured. In my opinion, a middle school provides these components. According to Horn (2006), there are definite distinctions between the two. The Middle School is more student centered as opposed to subject centered in the junior high. Affective and cognitive growth is emphasized within the middle school concept, but cognitive development is stressed more at the junior high level. Cauley and Jovanovich (2006) state that the concerns of students entering middle school can be grouped into three categories: academic, procedural, and social. “Academic concerns deal with schoolwork and teacher expectations, such as having a tough teacher or teachers who expect too much; having harder schoolwork (Elias 2001); having too much homework (Elias; Odegaard and Heath 1992); having more responsibility for their work (Allen 2001); and knowing how to get extra help from the teachers (Diemert 1992). Procedural concerns are about day-to-day worries about getting around the school, including knowing travel patterns, finding the way to classes, getting to class on time, and finding the lunchroom and restrooms (Diemert 1992; Odegaard and Heath 1992; Schumacher 1998). Other student concerns are about finding their locker or forgetting the locker combination (Allen 2001; Elias 2001). Additional concerns center around being prepared for class, and including having the right books and supplies (Diemert; Elias; Schumacher). Some worry about getting on the right bus to go home (Schumacher). Finally, students worry about the rules in the new school, including knowing the school rules and consequences for breaking them, and how they are expected to behave in each class (Diemert). Social concerns deal with peer and teacher relationships, especially making new friends and getting along with teachers. With regard to friends, students worry about not seeing friends from elementary school (Elias 2001), knowing how to make new friends (Diemert; Elias), and not being in the “in group.”

It is my opinion that the middle school concept addresses these concerns in a safe environment. I also agree that there needs to be a transitional period where a child’s affective and cognitive growth is emphasized, before entering the junior high or high school environment. My elementary school in Dekalb County catered to students from K-6. I entered high school when I was in the 7^th grade. I wish the powers that be had known then what they know now.

References:

 

Mizell, H. (2000). What Works? Who Cares? Retrieved on September 9, 2007 from http://www.middleweb.com/HMcares.html

Horn, A. (2006). Middle School Versus Junior High Distinctions Between Middle Schools

Cauley, K. and Jovanovich, D. (2006) Developing an Effective Transition Program for Students Entering Middle School or High School.