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
Vocab Vitalizer
Daniela Elliott
Blog #7
pages 212 - 267
Vocabulary Vitalizer
1. self-conscious
adjective
2. underachieve
To perform worse or achieve less success than expected.
4. truancy
5. bravado
- excessively aware of being observed by others.
- conscious of oneself or one's own being.
- conscious of oneself or one's own being.
2. underachieve
To perform worse or achieve less success than expected.
3.demeanor
noun
- conduct; behavior; deportment
- facial appearance;
4. truancy
- a person who is absent without leave, esp from school
5. bravado
noun, plural
- a pretentious, swaggering display of courage.
- a pretentious, swaggering display of courage.
Monday, March 21, 2011
Literary Luminator
Alison Getsloff
Blog #7
Pages- 204-265
"Literary Luminator"
On page 209, it states,
" It is useful to remember that our present culture, especialaly through media imagery, foces early mating, romance, and sexualization on children."
"They live in one of the most gender-competitive cultures on earth, if not the most extreme."
"Adults gear much of their lives toward competition with each other for resources and attention. Thus, boys and girls are pitted against eachother as well, just as girls are pitted against girls and boys against boys. Peer pressure is used as a primary tool for socialization for a vulnerable early-adolescent child into a competitive, toughened adult. Although peer pressure and social cometitiveness have always existed, they have not existed between genders with the present level of pressure."
I kind of see where they are coming from with the whole idea of how peer pressure has always been a part of our culture, but I think today's day and age has had the worst kind of peer pressure yet. The media does have a great impact on how children see the world, and it currently isn't a good look.
On page 219, it states,
"This policy (school uniforms) is important to dimish peer pressure, promote school unity, and promote school pride."
"Girls and boys alike benefit as they cut back on psychosocial attempts to impress each other, dress up, or dress down, and focus instead on learning."
I agree with this statement wholeheartedly. I found it difficult growing up trying to "fit in". There were always new trends and new places to show and so much money to spend that I didn't have, that if we had uniforms it would have helped me feel as though I fit in.
On page 224, it states,
"Teachers play a far more crucial role than we have wanted to admit. We play it even more strongly than we did a generation ago, for the extended family, family, and other support systems are now generally shattered-fathers gone, mothers gone, grandparents gone, and so on. For many middle schoolers, the teacher is one of a bare handful of the most stable presences in a child's life. Even for those middle schoolers who have stability and networking through home, family and other systems, the teacher is still a significant mentor."
I also agree very strongly with this statement. Growing up, I had a very great support system at home, but still felt as though some of my teachers played an important role in my learning and life. My favorite teacher, my 9th grade math teacher, Mr. Young, still plays an important role in my life to this day. Building those trusting character bonds with a teacher right off the bat is very important and all teachers have to realize how many different children are in their classes and how many different backgrounds they may come from. Accepting, understanding and loving each child is essential.
Blog #7
Pages- 204-265
"Literary Luminator"
On page 209, it states,
" It is useful to remember that our present culture, especialaly through media imagery, foces early mating, romance, and sexualization on children."
"They live in one of the most gender-competitive cultures on earth, if not the most extreme."
"Adults gear much of their lives toward competition with each other for resources and attention. Thus, boys and girls are pitted against eachother as well, just as girls are pitted against girls and boys against boys. Peer pressure is used as a primary tool for socialization for a vulnerable early-adolescent child into a competitive, toughened adult. Although peer pressure and social cometitiveness have always existed, they have not existed between genders with the present level of pressure."
I kind of see where they are coming from with the whole idea of how peer pressure has always been a part of our culture, but I think today's day and age has had the worst kind of peer pressure yet. The media does have a great impact on how children see the world, and it currently isn't a good look.
On page 219, it states,
"This policy (school uniforms) is important to dimish peer pressure, promote school unity, and promote school pride."
"Girls and boys alike benefit as they cut back on psychosocial attempts to impress each other, dress up, or dress down, and focus instead on learning."
I agree with this statement wholeheartedly. I found it difficult growing up trying to "fit in". There were always new trends and new places to show and so much money to spend that I didn't have, that if we had uniforms it would have helped me feel as though I fit in.
On page 224, it states,
"Teachers play a far more crucial role than we have wanted to admit. We play it even more strongly than we did a generation ago, for the extended family, family, and other support systems are now generally shattered-fathers gone, mothers gone, grandparents gone, and so on. For many middle schoolers, the teacher is one of a bare handful of the most stable presences in a child's life. Even for those middle schoolers who have stability and networking through home, family and other systems, the teacher is still a significant mentor."
I also agree very strongly with this statement. Growing up, I had a very great support system at home, but still felt as though some of my teachers played an important role in my learning and life. My favorite teacher, my 9th grade math teacher, Mr. Young, still plays an important role in my life to this day. Building those trusting character bonds with a teacher right off the bat is very important and all teachers have to realize how many different children are in their classes and how many different backgrounds they may come from. Accepting, understanding and loving each child is essential.
Creative Connector
Alison Getsloff
Blog #7
Pages- 204-265
"Creative Connector"
The first quote that I felt I could relate to was on page 205, "...if middle school is not exactly a battlefield, it is certainly a place of stress and strain."
This passage made me think back to when we had small "fun nights" in the gym on certain Friday nights in middle school. People would dance, play games, have popcorn from the popcorn machine, etc. These were supposed to be "FUN NIGHTS" but instead most girls were crying over which boy chose to dance with someone else or who spilled something on their new cute Abercromie shirt. With all the changes brought on in middle school, it certainly is a place of stress. Girls are changing, boys are changing, nothing is the same anymore.
On page 214, it states" As many teachers have discovered on their own when they experiment with having boys and girls seat themselves, a natural segregation often occurs. Holla, a Hickman Mills Middle School teacher, allowed her students to choose their own seats. She found that the boys and girls segregated themselves anyway."
I remember being in middle school and always wanting to be with the girls. You feel more comfortable, you didn't have to try and impress anyone and it was just easier. This brings up the question of "should boys and girls learn separately?" If there are less distractions, then, why not?
On page 224, it states, "There is no middle schooler who wants to learn language arts, math, science, or any other subject in the presence of an elder she or he does not trust or like."
I truly believe in this statement. Growing up I had a lot of teachers that I loved- but at the same time, I had some I couldn't stand. I think this happens for every child, but teachers should want to teach, want to have kids like them, and should want to have a lasting bond with each and every child. I think sometimes teachers forget why they teach, and just do the same boring routine day after day. They have to follow certain standards of learning and teaching instead of just having fun once in a while and letting kids have fun. That's what childhood is about anyway, right?
Blog #7
Pages- 204-265
"Creative Connector"
This passage made me think back to when we had small "fun nights" in the gym on certain Friday nights in middle school. People would dance, play games, have popcorn from the popcorn machine, etc. These were supposed to be "FUN NIGHTS" but instead most girls were crying over which boy chose to dance with someone else or who spilled something on their new cute Abercromie shirt. With all the changes brought on in middle school, it certainly is a place of stress. Girls are changing, boys are changing, nothing is the same anymore.
On page 214, it states" As many teachers have discovered on their own when they experiment with having boys and girls seat themselves, a natural segregation often occurs. Holla, a Hickman Mills Middle School teacher, allowed her students to choose their own seats. She found that the boys and girls segregated themselves anyway."
I remember being in middle school and always wanting to be with the girls. You feel more comfortable, you didn't have to try and impress anyone and it was just easier. This brings up the question of "should boys and girls learn separately?" If there are less distractions, then, why not?
On page 224, it states, "There is no middle schooler who wants to learn language arts, math, science, or any other subject in the presence of an elder she or he does not trust or like."
I truly believe in this statement. Growing up I had a lot of teachers that I loved- but at the same time, I had some I couldn't stand. I think this happens for every child, but teachers should want to teach, want to have kids like them, and should want to have a lasting bond with each and every child. I think sometimes teachers forget why they teach, and just do the same boring routine day after day. They have to follow certain standards of learning and teaching instead of just having fun once in a while and letting kids have fun. That's what childhood is about anyway, right?
Sunday, March 20, 2011
Should Middle-School Boys and Girls Be Taught In the Same Way?
Blog #7
Suzanne C.
Idea Illustrator
March 20, 2011
This cartoon portrays the idea that boys and girls look at things and interpret things differently. Gurian discusses how because of brain differences boys don't use words to deal with their problems as girls do and that they need outlets for their physical aggression. Therefore, like the drawings in the cartoon show it is natural for boys and girls to see and deal with things differently.
While it is common to think that middle-schoolers want nothing to do with their parents, this is untrue. Despite pushing them away in order to foster independence, it is important to their development to feel loved and important. The use of grandparents and other community members as mentors helps to give middle-schoolers the bonds they need to grow into well-adjusted adults.
Single-gender classrooms and uniforms are strategies that Gurian suggests for middle school classrooms. He discusses how because the middle school brain is going through so much change the orderliness that a uniform brings helps students focus and learn. Single-sex learning also allows students to focus on learning rather than being distracted by the behaviors of the opposite sex.
Suzanne C.
Idea Illustrator
March 20, 2011
How Can Behaviors and Learning Differences Be Explained?
Suzanne C.
Blog #7
"Essence Extractor"
When it comes to dealing with behaviors and to teaching Math and Science to girls and English and Social Studies to boys, considering brain differences between males and females can make the middle school classroom more successful and manageable.
Blog #7
"Essence Extractor"
When it comes to dealing with behaviors and to teaching Math and Science to girls and English and Social Studies to boys, considering brain differences between males and females can make the middle school classroom more successful and manageable.
Monday, March 7, 2011
Essence Extractor
Blog #6
Alison Getsloff
Essence Extractor
Pages 167-204
When a mutual bond of respect is created between a teacher and a student, postive, healthy and fun learning can take place.
Alison Getsloff
Essence Extractor
Pages 167-204
When a mutual bond of respect is created between a teacher and a student, postive, healthy and fun learning can take place.
There is way too much that goes into creating an ultimate classroom....
Blog #6
Alison Getsloff
Idea Illustrator
Pages 167-204
This reading was about discipline in the classroom and how to deal with the differences between boys and girls- but I think, it all comes down to respect. Respecting your elders, respecting your teachers, respecting your parents, and respecting your peers.
On pages 160-161, it is stated "Discipline could be a matter of fear- fear of God, fear of the rod, fear of parents. The teacher might not utterly bond with a student yet nonetheless instill fear because the child feared other forces- perhaps family and God- that supported the teacher. Futhermore, the child was taught from infancy to respect elders, including teachers, as inherently right. Both innate respect for the teacher and fear of punishment by supportive religious and family forces have diminished."
If the teacher and students can come to a common ground, where respect is mutual, then, hopefully in the future discipline won't be nessesary.
"According to the A.C. Nielsen Co., the average child watches 20,000 thirty-second TV commercials every year and sees 8,000 murders on TV before finishing elementary school. By age eighteen, the average American has seen 200,000 acts of violence on TV, including 40,000 murders. Dr. John Nelson of the American Medical Association (an endorser of National TV-Turnoff Week) said, 'If 2,888 out of 3,000 studies show that TV violence is a causal factor in real-life mayhem, it's a public health problem'."
"The average American youth spends 900 hours in school each year. That same average American youth watches 1.500 hours of television.Community collaboration in this area is crucial: teachers and parents alike need and want training in media literacy. This is because the media- especially its violence and amoral content- are ghosts from the home that visit many schools by way of schoolchildren who are allowed at home to surf the Internet inappropriately, watch whatever television they want, and see developmentally inappropriate movies,"
I think with all of the technology advancing everyday, it's just going to get worse and worse for the next generations. There are so many distractions with new technologies that kids aren't focusing on what's important for their future. Obviously, they don't know that all of this technology is mind-altering their health-like it was mentioned in the book, if parents could collaborate with teachers on positive training in the media literacy field- more school work and outdoor fun could go on. Healthy activities. If only some of these new technological advances' could be educational....
In the section titled "Innovations for Academic Excellence" starting on page 180, it give examples of how to engage your students, boy both and girls. Something that caught my attention was written on page 181, "By essentially making a game out of letter learning, she had great success". Both boys and girls thrive off of competition- "Cooperative learning is, of course, something to be enjoyed and celebrated, and its praises cannot be sung enough for both male and female brains," page 196. I think teaching and learning should be fun. Kids should want to learn, enjoy learning and want to do more of it. I never want any of my future students to dread coming to school. I want to make my classroom a learning environment where everyone can be open with each other, express themselves anyway they choose, and I just want to have fun. The more fun you have, the more experiences you will remember, and the more you will in-turn learn in the process.
Alison Getsloff
Idea Illustrator
Pages 167-204
This reading was about discipline in the classroom and how to deal with the differences between boys and girls- but I think, it all comes down to respect. Respecting your elders, respecting your teachers, respecting your parents, and respecting your peers.
On pages 160-161, it is stated "Discipline could be a matter of fear- fear of God, fear of the rod, fear of parents. The teacher might not utterly bond with a student yet nonetheless instill fear because the child feared other forces- perhaps family and God- that supported the teacher. Futhermore, the child was taught from infancy to respect elders, including teachers, as inherently right. Both innate respect for the teacher and fear of punishment by supportive religious and family forces have diminished."
If the teacher and students can come to a common ground, where respect is mutual, then, hopefully in the future discipline won't be nessesary.
"According to the A.C. Nielsen Co., the average child watches 20,000 thirty-second TV commercials every year and sees 8,000 murders on TV before finishing elementary school. By age eighteen, the average American has seen 200,000 acts of violence on TV, including 40,000 murders. Dr. John Nelson of the American Medical Association (an endorser of National TV-Turnoff Week) said, 'If 2,888 out of 3,000 studies show that TV violence is a causal factor in real-life mayhem, it's a public health problem'."
"The average American youth spends 900 hours in school each year. That same average American youth watches 1.500 hours of television.Community collaboration in this area is crucial: teachers and parents alike need and want training in media literacy. This is because the media- especially its violence and amoral content- are ghosts from the home that visit many schools by way of schoolchildren who are allowed at home to surf the Internet inappropriately, watch whatever television they want, and see developmentally inappropriate movies,"
I think with all of the technology advancing everyday, it's just going to get worse and worse for the next generations. There are so many distractions with new technologies that kids aren't focusing on what's important for their future. Obviously, they don't know that all of this technology is mind-altering their health-like it was mentioned in the book, if parents could collaborate with teachers on positive training in the media literacy field- more school work and outdoor fun could go on. Healthy activities. If only some of these new technological advances' could be educational....
In the section titled "Innovations for Academic Excellence" starting on page 180, it give examples of how to engage your students, boy both and girls. Something that caught my attention was written on page 181, "By essentially making a game out of letter learning, she had great success". Both boys and girls thrive off of competition- "Cooperative learning is, of course, something to be enjoyed and celebrated, and its praises cannot be sung enough for both male and female brains," page 196. I think teaching and learning should be fun. Kids should want to learn, enjoy learning and want to do more of it. I never want any of my future students to dread coming to school. I want to make my classroom a learning environment where everyone can be open with each other, express themselves anyway they choose, and I just want to have fun. The more fun you have, the more experiences you will remember, and the more you will in-turn learn in the process.
Sunday, March 6, 2011
The Basics of "No Child Left Behind"
Blog #6
Suzanne C
Rigorous Researcher
Pages 167-204
No Child Left Behind (NCLB)
This act passed in 2001 has received positive and negative feedback since it's passing. In order to shed light on the requirements of the law I have included the "Four Pillars of No Child Left Behind" as defined by the United States Department of Education Website.
1. Stronger Accountability for Results- "Under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run."
2. More Freedom for States and Communities- "Under No Child Left Behind, states and school districts have unprecedented flexibility in how they use federal education funds." Therefore districts can transfer up to 50% of their federal grant money to "need, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development."
3. Proven Education Methods- "No Child Left Behind puts emphasis on determining which educational programs and practices have been proven effective through rigorous scientific research. Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement."
4. More Choices for Parents- "Parents of children in low-performing schools have new options under No Child Left Behind. In schools that do not meet state standards for at least two consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district. The district must provide transportation, using Title I funds if necessary. Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district."
United States Department of Education. Retrieved from http://www2.ed.gov/nclb/overview/intro/4pillars.html
Suzanne C
Rigorous Researcher
Pages 167-204
No Child Left Behind (NCLB)
This act passed in 2001 has received positive and negative feedback since it's passing. In order to shed light on the requirements of the law I have included the "Four Pillars of No Child Left Behind" as defined by the United States Department of Education Website.
1. Stronger Accountability for Results- "Under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run."
2. More Freedom for States and Communities- "Under No Child Left Behind, states and school districts have unprecedented flexibility in how they use federal education funds." Therefore districts can transfer up to 50% of their federal grant money to "need, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development."
3. Proven Education Methods- "No Child Left Behind puts emphasis on determining which educational programs and practices have been proven effective through rigorous scientific research. Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement."
4. More Choices for Parents- "Parents of children in low-performing schools have new options under No Child Left Behind. In schools that do not meet state standards for at least two consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district. The district must provide transportation, using Title I funds if necessary. Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district."
 |
United States Department of Education. Retrieved from http://www2.ed.gov/nclb/overview/intro/4pillars.html
Words to Explain the Brain
Blog #6
Suzanne C..
Vocabulary/Concept Vitalizer
pages 168-204
1. Lateralization-noun- : localization of function or activity on one side of the body in preference to the other
(Page 168)
2. Antithetical-adj.- 1. constituting or marked by antithesis
Suzanne C..
Vocabulary/Concept Vitalizer
pages 168-204
1. Lateralization-noun- : localization of function or activity on one side of the body in preference to the other
(Page 168)
2. Antithetical-adj.- 1. constituting or marked by antithesis
2. being in direct and unequivocal opposition (p.177)
3. Edify-verb- to instruct and improve especially in moral and religious knowledge
Synonyms: enlighten, uplift, inform (Page 178)
4. Aural-adj.- of or relating to the ear or to the sense of hearing (Page 181)
5. Hippocampal- adj.- relating to the hippocampus a curved elongated ridge that extends over the floor of the descending horn of each lateral ventricle of the brain, that consists of gray matter covered on the ventricular surface with white matter, and that is involved in forming, storing, and processing memory (Page 196)
So many issues, So little time
Daniela Elliott
Blog #6, pages 167- 215
Creative Connector
1. "Teasing. Teasing is a normal activity among peers, in which children focus on a real or perceived weakness in another or others." (pg 175)
Blog #6, pages 167- 215
Creative Connector
1. "Teasing. Teasing is a normal activity among peers, in which children focus on a real or perceived weakness in another or others." (pg 175)
Teasing, harassment and bullying have become a central topic for many education discussions because of how much violence has been brought about due to these actions. This simple definition means so much because it’s something I’ve done and still do. When I take the time to think about myself and whether or not I tease people, I can’t deny this fact. Strangely enough, while in school, I don’t think I did all that much because I was such a quiet, shy young girl. Now that I’m older, more mature, and eager to be a teacher it’s hard to believe that with all I know, I can still tease people without realizing that I’m doing it and realizing how hurtful it can be.
2. "The average American youth spends 900 hours in school each year. That same average American youth watches 1,500 hours of television." (pg 179)
This statistic was scary to think about not so much because it was hard to believe that children watch so much TV; on the contrary, I wasn’t really surprised to read that part. Rather, I was surprised how much little time is spent in school. I would never have said this when I was in school, I don’t think, but this just makes me stop and think about the idea of having children go to school year-round. As much as I never liked having to go to school and do school work as I grew up, I did like getting to see my friends every day and I did like the athletic activities. So, was it really that bad? No, probably not, and I think many children wouldn’t mind.
3. “I have found not only those hands-on activities make abstract concepts much more clear, especially in math, but also that team activity helps a lot.” (pg 189)
As a soccer coach, I learned the hard way what my players did and didn’t want to do at practice. When I think about this quote and my players I remember how much they loved being in teams during practice and competing against each other. No matter what drill it was, as long as it became a team drill and they got to work together and without any direction from me they level of intensity, the excitement and the passion was all increased.
3. “I have found not only those hands-on activities make abstract concepts much more clear, especially in math, but also that team activity helps a lot.” (pg 189)
As a soccer coach, I learned the hard way what my players did and didn’t want to do at practice. When I think about this quote and my players I remember how much they loved being in teams during practice and competing against each other. No matter what drill it was, as long as it became a team drill and they got to work together and without any direction from me they level of intensity, the excitement and the passion was all increased.
Outside Forces Affecting Education
Daniela Elliott
Blog #6, pages 167- 215
Literary Luminator
Blog #6, pages 167- 215
Literary Luminator
1. "The effect of media influence, especially on male violence, must be courageously dealt with by every school district." (pg. 178)
Media, whether its music, television or the internet, I believe, has corrupted young children so much more than parents think it would. When I think about the ridiculous shows that our on TV that are directed towards young adults: Jersey Shore, Teen Mom, Secret Life of the American Teenager, etc. The list goes on and on and these shows will never been understood by teenagers and young adults as just a TV show. They see these shows and want to imitate what they see, or they spend so much time trying to make them something that seems popular on a show. I don’t believe teenagers understand that it’s not real, or that it’s all just for fun. I know that when I think about my own children, someday in the future, I’m learning so much right now about what not to do with my children and restricting media use is going to be one. When I was growing up, it used to be Saved by the Bell and Charles in Charge, and there was never anything on those shows that negatively influenced me and I want my own children to have that same upbringing.
2. “This year our school separated the girls into classes by themselves away from the boys. it has helped the girls to concentrate. They are more focused, and I have noticed things about girls’ behavior that I never really noticed before.” (pg. 183)
The more I read this book and the more I think about my own childhood, the more I like the idea of single-sex education. I do believe that there is something very beneficial to having our children go through elementary and even middle school in a single-sex school. This book talks so much about how rapidly the brain is developing during these young ages and how many differences there are between boys and girls. Then I think about the schools here in Rochester that offers this education style: Mercy and McQuaid. Two private and expensive schools, so the question is: how badly do I want my children do get the best education style of teaching? Enough to spend thousands of dollars each year to send them to these schools? I have a feeling that if more people could afford such schools, that more parents would select this option.
3. “No one denies the need to hold schools and teacher accountable, and no one likes schools to constantly under perform, but is the present hysteria to test students healthy for the learning brain? Our research shows us that, for the most part, it is not.” (pg. 190)
As a future educator, I’ve heard so often of standardized testing and their “importance.” Importance is a tricky word to use because for the most part, it is politicians who are deciding what is and isn’t important for schools and students. I agree with the quote, that a level of accountability needs to be held, as with any other job, being responsible for what you’ve taken part in is only natural and expected. But, with all that I’m learning in only my first semester in grad school, and all that is still left to learn, I wonder how politicians could ever be qualified to make such important decisions for the educational system. Politicians are intelligent in their own rite but if a person is not well-informed of something how could it ever be okay for that person to make such a powerful decision for something they don’t fully understand? With so many bigger issues affecting our country, it seems as though politicians have bigger things to worry about, bigger things to actualyl take part in.
Tuesday, March 1, 2011
The Buddy-Buddy System
Daniela Elliott
Blog #5, pages 126-180
Rigorous Researcher
A term that came up towards the end of the reading under the “Role of the Mentor” section was the educational strategy of vertical or intergenerational mentoring. The book speaks about a private school in Texas in which vertical mentoring is mandatory. What interested me most about this strategy is how useful and successfully it can be for both parties involved. It’s possible, to underestimate the effect of two students working together and in their own way helping one another. It’s a powerful tool and can be overlooked in public school systems.
Blog #5, pages 126-180
Rigorous Researcher
A term that came up towards the end of the reading under the “Role of the Mentor” section was the educational strategy of vertical or intergenerational mentoring. The book speaks about a private school in Texas in which vertical mentoring is mandatory. What interested me most about this strategy is how useful and successfully it can be for both parties involved. It’s possible, to underestimate the effect of two students working together and in their own way helping one another. It’s a powerful tool and can be overlooked in public school systems.
Whether it’s a young, maturing adult working with an older community citizen or pairing up a young elementary student with an older elementary student; any pairing of young and old can have a great result. As Education.com posted, mentoring is “a relationship between a more experienced person and a younger person which involves mutual caring, commitment and trust.”
Some of the student benefits listed on the website include: 46% less likely to begin using illegal drugs, 27% less likely to begin using alcohol, 53% less likely to skip school, 37% less likely to skip a class, less likely to hit someone, more confident of their performance in schoolwork and demonstrating improved relations with families. These benefits were noted after an 18-month study of a Big Brother Big Sister; although ages and ethnicity of participants were not noted in the article, it was stated that the effects of the program were even greater among minority students who had not already begun using illegal drugs or alcohol.
Intergenerational mentoring can provide for extra attention for those who need it, offering the help of an older student/adult to help give perspective of life or simply an ear to talk to. In relation to the book, offering such services to students, young and old, who are still trying growing up and mature at different times than other students could possibly enjoy speaking to someone neutral.
What does that mean exactly?
Daniela Elliott
Blog #5, pages 126-180
Vocabulary/Concept Vitalizer
In this week’s blog I chose to look in to vocabulary that is used to describe educational events, people or statements made in the book that I had heard of, and read, before but never really took the time to understand the true definition. Researching these definitions certainly enhances my understanding of the reading:
Blog #5, pages 126-180
Vocabulary/Concept Vitalizer
In this week’s blog I chose to look in to vocabulary that is used to describe educational events, people or statements made in the book that I had heard of, and read, before but never really took the time to understand the true definition. Researching these definitions certainly enhances my understanding of the reading:
Prophetic, pg 143
Adjective: predictive; presageful or portentous; ominous: prophetic signs; prophetic warnings
Draconian, pg 170
- of or relating to Draco, 7th-century Athenian statesman and lawmaker, or his code of laws, which prescribed death for almost every offence.
-
Truism, pg 146
Noun: a self-evident, obvious truth.
Emotional literacy, pg 149; see below
Promulgated, pg 154
Verb:
- to make known by open declaration; publish; proclaim formally or put into operation (a law, decree of a court, etc.).
- to set forth or teach publicly (a creed, doctrine, etc.).
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