Daniela Elliott
Blog # 8
pages 266-317
Essence Extractor
High school can make or break us.
Tuesday, March 29, 2011
What are Teenagers Learning Outside of the Classroom?
Daniela Elliott
Blog # 8
pages 266-317
Idea Illustrator
1. One of the biggest issues that plague high school students is the idea of fitting in; being cool. This idea can harm student’s self-concept, whether they’re considered “cool” or not. Sometimes being in the in-crowd can convince people that they’re above others or that they can possibly treat others who are outside of the in-crowd, in a negative or demeaning way. Or, on the other hand, student’s who don’t feel cool or made to feel un-cool, will feel poorly about them which can lead to harmful effects against themselves or others.
2. It’s strange to believe what the above cartoon is saying but, I can unfortunately agree. Other than my closest high school friends I try to avoid the people I meet in high school and the awkward conversation that inevitably follows when you do run in to them. So much of high is spent trying to impress or fit in with your schoolmates in the four years you’re in high school and once graduation is over with, you wonder why you bothered so much.
3. Teen pregnancy is a major discussion point and problem in high schools today. So much so that health clinics and abortion clinics have become a normal part of life for teenagers. Whether a person is pro-life or pro-choice, this debatable topic continues to cause concern across the country.
Blog # 8
pages 266-317
Idea Illustrator
3. Teen pregnancy is a major discussion point and problem in high schools today. So much so that health clinics and abortion clinics have become a normal part of life for teenagers. Whether a person is pro-life or pro-choice, this debatable topic continues to cause concern across the country.
Monday, March 28, 2011
Vocabulary/Concept Vitalizer
Alison Getsloff
Blog # 8
pages 266-317
Vocabulary/Concept Vitalizer
Conflict Resolution: is a range of methods of eliminating sources of conflict. The term "conflict resolution" is sometimes used interchangeably with the term dispute resolution or alternative dispute resolution. Processes of conflict resolution generally include negotiation, mediation, and diplomacy.
Mentor: a trusted friend, counselor or teacher, usually a more experienced person. Some professions have "mentoring programs" in which newcomers are paired with more experienced people, who advise them and serve as examples as they advance. Schools sometimes offer mentoring programs to new students, or students having difficulties.
Peer Support: occurs when people provide knowledge, experience, emotional, social or practical help to each other. It commonly refers to an initiative consisting of trained supporters, and can take a number of forms such as peer mentoring, listening, or counseling. Peer support is also used to refer to initiatives where colleagues, members of self help organizations and others meet as equals to give each other support on a reciprocal basis. Peer in this case is taken to imply that each person has no more expertise as a supporter than the other and the relationship is one of equality.
Peer Leadership Program: is an organization, most often run in public high schools and four-year Universities, that looks upon upperclassmen to help ease the transition to the underclassman's respective freshmen year. The Peer Program is considered to stress communal interaction and social insight. Before meeting with smaller groups of newcomers the larger Peer Organization is trained to deal with the psychological and emotional needs the newcomers may express.
Grade Inflation: is the tendency of academic grades for work of comparable quality to increase over time. It is said to occur when higher grades are assigned for work that would have received lower grades in the past. Whether rising grades are a result of grade inflation or higher achievement can be difficult to discern and often can be determined only with systematic research.
Wikipedia
Blog # 8
pages 266-317
Vocabulary/Concept Vitalizer
Conflict Resolution: is a range of methods of eliminating sources of conflict. The term "conflict resolution" is sometimes used interchangeably with the term dispute resolution or alternative dispute resolution. Processes of conflict resolution generally include negotiation, mediation, and diplomacy.
Mentor: a trusted friend, counselor or teacher, usually a more experienced person. Some professions have "mentoring programs" in which newcomers are paired with more experienced people, who advise them and serve as examples as they advance. Schools sometimes offer mentoring programs to new students, or students having difficulties.
Peer Support: occurs when people provide knowledge, experience, emotional, social or practical help to each other. It commonly refers to an initiative consisting of trained supporters, and can take a number of forms such as peer mentoring, listening, or counseling. Peer support is also used to refer to initiatives where colleagues, members of self help organizations and others meet as equals to give each other support on a reciprocal basis. Peer in this case is taken to imply that each person has no more expertise as a supporter than the other and the relationship is one of equality.
Peer Leadership Program: is an organization, most often run in public high schools and four-year Universities, that looks upon upperclassmen to help ease the transition to the underclassman's respective freshmen year. The Peer Program is considered to stress communal interaction and social insight. Before meeting with smaller groups of newcomers the larger Peer Organization is trained to deal with the psychological and emotional needs the newcomers may express.
Grade Inflation: is the tendency of academic grades for work of comparable quality to increase over time. It is said to occur when higher grades are assigned for work that would have received lower grades in the past. Whether rising grades are a result of grade inflation or higher achievement can be difficult to discern and often can be determined only with systematic research.
Wikipedia
Why go to bed early?
Alison Getsloff
Blog # 8
pages 266-317
Rigorous Researcher
I have always been very intrigued by how schools start their school day differently around the country, and why? But, I had always thought it had to do with the school bus schedule and how there just wasn't enough school buses to transport each kid at the same time. I think scheduling and buses do have some sort of impact, but I learned more on page 284,
"Research reports that, in general, adolescents need nine hours and fifteen minutes of sleep a night. Without this adequate amount of sleep, the brain never has a chance to move through the deep REM sleep cycles necessary for proper growth, healthy development and learning. Earlier starting times, overscheduled lives, inordinate amounts of homework, and employment are cutting down on this sleep."
Michelle Kipke, director of academy's Board of Children, Youth, and Families, put it bluntly: "Sleep experts feel strongly that high school timings are out of sync with the natural circadian rhythms of adolescents." The research of "Boys and Girls learn differently" corroborates with these findings. "Teachers constantly tell us how difficult it is to teach teens in the early morning, how out-of-rhythm so many teens become for a few hours in the morning, and how difficult the already-tough teaching areas become (as with the verbals for many boys and the high math and physics for many girls)."
William Dement, director of the Sleep Disorders Center of Standford University and a sleep researcher for forty-eight years, says clearly: "Since the amount of sleep a student gets correlates strongly with academic performance and social behavior, it is important for high schools to have later start times."
Detractors from this brain-based research might say, "It's not the school's fault that the kid doesn't sleep enough. The parents should make them go to bed earlier." The "Boys and Girls learn differently"'s response: "We must realize that the adolescent stays up later, by nature, than he or she did earlier in life."
An innovation schools can try regarding time-of-day scheduling involves timing certain subjects throughout the school day. "Spatial learning is, for instance, easier when the testosterone level is high, as at mid-morning. This is a good time for math learning. Verbal learning can improve with estrogen increases. Though these are less diurnally cyclic than testosterone, teachers can certainly watch when girls' minds seem 'electric' with learning; they may be seeing estrogen surges in the girls' bodies."
All information is from: "Boys and Girls Learn Differently"
Blog # 8
pages 266-317
Rigorous Researcher
I have always been very intrigued by how schools start their school day differently around the country, and why? But, I had always thought it had to do with the school bus schedule and how there just wasn't enough school buses to transport each kid at the same time. I think scheduling and buses do have some sort of impact, but I learned more on page 284,
"Research reports that, in general, adolescents need nine hours and fifteen minutes of sleep a night. Without this adequate amount of sleep, the brain never has a chance to move through the deep REM sleep cycles necessary for proper growth, healthy development and learning. Earlier starting times, overscheduled lives, inordinate amounts of homework, and employment are cutting down on this sleep."
Michelle Kipke, director of academy's Board of Children, Youth, and Families, put it bluntly: "Sleep experts feel strongly that high school timings are out of sync with the natural circadian rhythms of adolescents." The research of "Boys and Girls learn differently" corroborates with these findings. "Teachers constantly tell us how difficult it is to teach teens in the early morning, how out-of-rhythm so many teens become for a few hours in the morning, and how difficult the already-tough teaching areas become (as with the verbals for many boys and the high math and physics for many girls)."
William Dement, director of the Sleep Disorders Center of Standford University and a sleep researcher for forty-eight years, says clearly: "Since the amount of sleep a student gets correlates strongly with academic performance and social behavior, it is important for high schools to have later start times."
Detractors from this brain-based research might say, "It's not the school's fault that the kid doesn't sleep enough. The parents should make them go to bed earlier." The "Boys and Girls learn differently"'s response: "We must realize that the adolescent stays up later, by nature, than he or she did earlier in life."
An innovation schools can try regarding time-of-day scheduling involves timing certain subjects throughout the school day. "Spatial learning is, for instance, easier when the testosterone level is high, as at mid-morning. This is a good time for math learning. Verbal learning can improve with estrogen increases. Though these are less diurnally cyclic than testosterone, teachers can certainly watch when girls' minds seem 'electric' with learning; they may be seeing estrogen surges in the girls' bodies."
All information is from: "Boys and Girls Learn Differently"
Sunday, March 27, 2011
Important Ideas to Consider When Teaching a High School Student
Blog #8
Suzanne C.
Literary Luminator
pages 266-321
I found the following quotes discussed important themes in the chapter,
p.267. "In brain-based and gender literature, high school is usually treated as a lesser subject because so much of a student's learning pattern has been set in middle, elementary, and preschool. Although it's true that the high school student is :mostly formed", it is also true that he or she is not at all finished. High school is a time of refinement for all students, in both brain and gender development."
This quote should serve to remind teachers that while high school students may seem to want to be treated as adults, we need to remember that they are still developing and need guidance and opportunities to learn. Therefore, we must provide them with opportunities to assume responsibility, but also not require them to function as adults.
p.270-in a discussion of Communication and Conflict Resolution- " "The intention of the hurt student, whether male or female, is the same: to return to the self to a position of respect in the face of lowered peer respect, and to do so by attempting to dominate or defy the instructor, who is perceived as the betrayer of the respect and the bond."
This quote reminded me that discipline is not all about power. While it is important to set limits and adhere to them this can be done without humiliating a student. By setting reasonable limits and predictable, concrete consequences a teacher will not be at as great a risk of breaking a bond with a student and therefore having that student become a permanent behavior problem due to their lack of respect and trust towards the teacher.
p.297- in a conclusion of a discussion about Gender Eductaion- Bill Callahan, a school principal, said, " Some people wish we could just teach reading, writing, and arithmetic like the old days. But it's a fact of life that we are now responsible for helping our kids to grow and develop as people."
While this statement can be a bit overwhelming to a teacher, it speaks to how our society has changed in the last 50 years. While many families are now single parent ones or simply do not have the time to teach their children social skills, it does not mean that they are not trying. Even if a student is brought up in a family with positive role models it is important for them to see these values and try to practice them in the real world. Therefore, as their "real world" schools need to remember the importance of values and social skills in their teaching as well as the academic subjects.
Suzanne C.
Literary Luminator
pages 266-321
I found the following quotes discussed important themes in the chapter,
p.267. "In brain-based and gender literature, high school is usually treated as a lesser subject because so much of a student's learning pattern has been set in middle, elementary, and preschool. Although it's true that the high school student is :mostly formed", it is also true that he or she is not at all finished. High school is a time of refinement for all students, in both brain and gender development."
This quote should serve to remind teachers that while high school students may seem to want to be treated as adults, we need to remember that they are still developing and need guidance and opportunities to learn. Therefore, we must provide them with opportunities to assume responsibility, but also not require them to function as adults.
p.270-in a discussion of Communication and Conflict Resolution- " "The intention of the hurt student, whether male or female, is the same: to return to the self to a position of respect in the face of lowered peer respect, and to do so by attempting to dominate or defy the instructor, who is perceived as the betrayer of the respect and the bond."
This quote reminded me that discipline is not all about power. While it is important to set limits and adhere to them this can be done without humiliating a student. By setting reasonable limits and predictable, concrete consequences a teacher will not be at as great a risk of breaking a bond with a student and therefore having that student become a permanent behavior problem due to their lack of respect and trust towards the teacher.
p.297- in a conclusion of a discussion about Gender Eductaion- Bill Callahan, a school principal, said, " Some people wish we could just teach reading, writing, and arithmetic like the old days. But it's a fact of life that we are now responsible for helping our kids to grow and develop as people."
While this statement can be a bit overwhelming to a teacher, it speaks to how our society has changed in the last 50 years. While many families are now single parent ones or simply do not have the time to teach their children social skills, it does not mean that they are not trying. Even if a student is brought up in a family with positive role models it is important for them to see these values and try to practice them in the real world. Therefore, as their "real world" schools need to remember the importance of values and social skills in their teaching as well as the academic subjects.
Simple Strategies to Help High School Learning
Blog #8
Suzanne C.
Pages 266-321
Creative Connector
On pages 275-276, Gurian spoke of what needed "to be the rule" in a high school classroom to achieve successful discipline. On his list, he included mandatory service programs. This made me think of my own experiences with service programs both as a participant and as a recipient. In 8th Grade we had ministry days once a month, where we would go to local organizations and volunteer. Sometimes I didn't see why folding clothes that had been donated taught me anything, but overall I think that the experience helped me to develop character by seeing how I could help other people in the world. I attended the same school for high school and service was not required. I know that now many schools, at least Catholic schools require their students to complete so many hours of service each year. While I can see the benefit of this, I feel that it needs to be organized. When you let students have a day off from school to complete the hours, some students just show up to log their hours and do nothing. Therefore, I believe it is important for leaders of such programs to make sure that opportunities to help are provided to each student and that expectations are clearly expressed.
On page 282, Gurian shares the comments of Andrea a 12th grader at a Catholic school who did not like the dress code. She said, High school should prepare you for college. Wearing uniforms doesn't prepare you for college."
I understood and agreed with her comment, but also considered how having to wear a uniform for my whole school career prepared me for the future. In some ways, it didn't. By having to wear the same thing all the time, I saw that as acceptable professional clothing and didn't know what necessarily to chose for myself after that. In school, we had to wear a blouse and a skirt which is not necessarily the most acceptable thing to wear in college or the work world. However, I believe having a dress code or uniform does prepare you for a dress code that you may face in the work world. By having a dress code in school, students can learn that there are ways to and not to dress in public. In response to the feeling that uniforms take away individuality, I agree, but I also disagree. While we had to wear a white shirt and blue pants or skirts we didn't all look the same. Even with uniforms you had the girls with the cool jewelry and shoes. So individuality and problems with students being mocked for their dress and wanting to look cool can still exist even with a dress code or uniform policy.
On pages 285-286, Gurain describes the rotating block schedule implemented at Crespi Carmelite High School in Encino, Clifornia. He says, "Its students have a rotating block schedule, which allows them to have the same class at a different time on a different day during the week. For those students whose natural rhythm is different from what a standard seven-or eight period schedule takes into account, the rotating blocks give a chance to perform at times when their biology is in synch with their educational performance demands."
I followed a block schedule in both junior high and high school. While it could be initially confusing, I think in the long run it was helpful to me educationally. While I only remember enjoying days when I might have my history test last and therefore had time to study during study hall, after reading Gurian I can see how the schedule benefited me educationally. It made me a more well-rounded student because by having classes rotate so I could experience all of them at the best times for me biologically I was able to absorb more in some subjects than I would have otherwise.
Suzanne C.
Pages 266-321
Creative Connector
On pages 275-276, Gurian spoke of what needed "to be the rule" in a high school classroom to achieve successful discipline. On his list, he included mandatory service programs. This made me think of my own experiences with service programs both as a participant and as a recipient. In 8th Grade we had ministry days once a month, where we would go to local organizations and volunteer. Sometimes I didn't see why folding clothes that had been donated taught me anything, but overall I think that the experience helped me to develop character by seeing how I could help other people in the world. I attended the same school for high school and service was not required. I know that now many schools, at least Catholic schools require their students to complete so many hours of service each year. While I can see the benefit of this, I feel that it needs to be organized. When you let students have a day off from school to complete the hours, some students just show up to log their hours and do nothing. Therefore, I believe it is important for leaders of such programs to make sure that opportunities to help are provided to each student and that expectations are clearly expressed.
On page 282, Gurian shares the comments of Andrea a 12th grader at a Catholic school who did not like the dress code. She said, High school should prepare you for college. Wearing uniforms doesn't prepare you for college."
I understood and agreed with her comment, but also considered how having to wear a uniform for my whole school career prepared me for the future. In some ways, it didn't. By having to wear the same thing all the time, I saw that as acceptable professional clothing and didn't know what necessarily to chose for myself after that. In school, we had to wear a blouse and a skirt which is not necessarily the most acceptable thing to wear in college or the work world. However, I believe having a dress code or uniform does prepare you for a dress code that you may face in the work world. By having a dress code in school, students can learn that there are ways to and not to dress in public. In response to the feeling that uniforms take away individuality, I agree, but I also disagree. While we had to wear a white shirt and blue pants or skirts we didn't all look the same. Even with uniforms you had the girls with the cool jewelry and shoes. So individuality and problems with students being mocked for their dress and wanting to look cool can still exist even with a dress code or uniform policy.
On pages 285-286, Gurain describes the rotating block schedule implemented at Crespi Carmelite High School in Encino, Clifornia. He says, "Its students have a rotating block schedule, which allows them to have the same class at a different time on a different day during the week. For those students whose natural rhythm is different from what a standard seven-or eight period schedule takes into account, the rotating blocks give a chance to perform at times when their biology is in synch with their educational performance demands."
I followed a block schedule in both junior high and high school. While it could be initially confusing, I think in the long run it was helpful to me educationally. While I only remember enjoying days when I might have my history test last and therefore had time to study during study hall, after reading Gurian I can see how the schedule benefited me educationally. It made me a more well-rounded student because by having classes rotate so I could experience all of them at the best times for me biologically I was able to absorb more in some subjects than I would have otherwise.
Tuesday, March 22, 2011
Rigorous Researcher
Daniela Elliott
Blog # 7
pages 212-265
Rigorous Researcher
As defined in Wikipedia: Teenage pregnancy is pregnancy in a young woman who has not reached her 20th birthday when the pregnancy ends, regardless of whether the woman is married or is legally an adult (age 14 to 21, depending on the country).
The current section we read in Boys and Girls Learn Differently touched briefly on sex education and teenage pregnancy. What I hear about this issue on a national level and even in my old high school is startling and an issue that is hard to believe. Not to mention the fact that teenage pregnancy is practically being glorified in the media.
The US has the highest teen pregnancy rates and teen pregnancy costs the US at least $7 billion annually which is a crazy! This problem is greater than most believe it is and it’s only going to get worse if. Some other sobering statistics:
Blog # 7
pages 212-265
Rigorous Researcher
As defined in Wikipedia: Teenage pregnancy is pregnancy in a young woman who has not reached her 20th birthday when the pregnancy ends, regardless of whether the woman is married or is legally an adult (age 14 to 21, depending on the country).
The current section we read in Boys and Girls Learn Differently touched briefly on sex education and teenage pregnancy. What I hear about this issue on a national level and even in my old high school is startling and an issue that is hard to believe. Not to mention the fact that teenage pregnancy is practically being glorified in the media.
The US has the highest teen pregnancy rates and teen pregnancy costs the US at least $7 billion annually which is a crazy! This problem is greater than most believe it is and it’s only going to get worse if. Some other sobering statistics:
· Just under 1/3 of all girls in the United States will get pregnant in their teenage years. Obviously,
· Every year around 750,000 teenagers will get pregnant.
· Unmarried teenagers having children account for 24 percent of all unmarried expectant mothers.
· More than 2/3 of all teenagers who have a baby will not graduate from high school, hence the correlation with
· Billions of dollars are spent taking care of teenage mothers and their children and they are more likely to be in the poverty bracket. On the flip side, millions of dollars are spent in prevention programs.
Statistics provided by: http://www.pregnantteenhelp.org
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