Turning Points Chapter 8: A Safe and Healthy School Environment Summary

Turning Points Chapter 8: A Safe and Healthy School Environment Summary

This chapter goes into building a safe and healthy environment in a school and in a classroom. At the Middle School age this is a big range due to what the students are going through. This is a crazy, emotional, and crucial stage in a students life. In creating a safe and healthy environment there are many factors such as: behavior, emotional and physical abuse, sanitization, lifestyles, consequences, rules, etc. A healthy school environment can have on students throughout their education and in their own life. There are many factors inside and outside the school that create the school environment. What happens in the school affects outside of school and what happens outside of school effects inside of school. It is important that clear expectations of behavior and actions of students is well known. Rules should be known, understood, reinforced, and correctly enforced.

The class seemed to really like this chapter and think that it really gave them some insight on how to help provide a safe and healthy environment. That providing this for students in school creates at least one healthy and safe environment for them. Although it served as, what Amber called, "a recap" for a lot of her other courses and reading have gone over before, it's good to have this. It keeps it fresh in our minds like we should keep the classroom norms fresh in our kids minds. Also, with most of us having either Student Teaching or actual teaching right around the corner, this is something that we should fresh up on. Based on Courtney's personal experiences in high school I think in order for a student to be able to focus in school any negativity needs to be removed. Teachers need to show their students that they are someone they can trust and turn to when things get rough. Ryanne liked the idea of a "health club" in the middle school that allowed the students that were uncomfortable participating in after school sports or physical education classes to come into the school a couple nights a week for aerobics classes and gym nights! The fact that those students were able to get involved in a way they were comfortable with was very cool to her and the fact that their parents were coming also was an even better improvement.

Turning Points Chapter 8: A Safe and Healthy School Environment

Turning Points Chapter 8: A Safe and Healthy School Environment

In creating a safe and healthy environment there are many factors such as: behavior, emotional and physical abuse, sanitization, lifestyles, consequences, rules, etc. A healthy school environment can have on students throughout their education and in their own life. There are many factors inside and outside the school that create the school environment. What happens in the school affects outside of school and what happens outside of school affects inside the school. It is important that clear expectations of behavior and actions of students is well known. Rules should be known, understood, reinforced, and correctly enforced.

This is a Great chapter and is very important to consider when creating your classroom management plan. Setting up the classroom rules and expectations should be created with the students, so that they know and understand what they are, make them into the social/ classroom norms, and have safety and health in mind with each one. The effects of not having a safe and healthy environment is important for both the physical and emotional state of your students.

Becoming a Wiz at Brain-Based Teaching

I think that this was a really nice way to talk about stress and the brain. I think that it will really help to understand what our students are going through much better. I also really liked it because I didn't know that all of the things on the list that they told us that relate to stress, related to stress. I am starting to fill out job applications and doing a bunch of stuff for graduation while going to school and working. Stress is a common factor in my life. I really enjoyed looking all the way to deal with stress both in and out of the classroom.

The brain stuff was interesting. There was a lot of information presented, but it was done in such a manor that it was easy to understand. I know that the presenters didn't expect for us to come out of the presentation and have everything memorized, but if we took some key points that will later help us as people and as teacher, they were happy- which is nice.

GREAT JOB!

A Whole New Mind

I really enjoyed this presentation. Beth had used this in her Philosophy of Education class and I really liked it. I think that it is a hard book to get the true point across in such a little bit of time. I knew what the idea and point of the book was, but I feel like a lot of the other students after class were saying "ummm I still have no idea what that book was about, but the activities were fun!" I think a little bit better explaining in the beginning, before picking in the first activity, of what is left brain and right brain would have made the whole thing much better.

Other than the clarification I think that you guys did a GREAT job. I loved all the activities! I think that they were fun and really put the point across about what each of the things he talks about is. At the end where we thought about our classrooms and how we would apply each of them to our classroom was a terrific conclusion to it all. It really tied up some loose ends on why this book was being read and how it could actually apply to a classroom setting.

Best part of the whole thing was Dr. Graces quote "Oooo A Wordle!".

The End!

Outdoor Adventures

Abstract:

This chapter offered 13 big suggestions on outdoor activities that you could do. The activities offered could really work for an integrated classroom outside activity, because more than one subject can be worked into each activity. Some of these activities pulled in art and drama as well. The chapter also gives you a sample letter to Parents, which is really nice to include!

Reflection:

I loved the Civil War reenactment and the Freedom trail ideas. I think that they'd be great with Middle School kids. The Service Project idea is like what they did in the book that my group just read. I liked that it even gave math and english assignments. This way if you made a whole day adventure out of a field trip somewhere you could have alternating group activities with the different classroom teachers.

Active Learning

Abstract: This chapter focuses on making subjects physical engaging and gives many great suggestions. The chapter walks you through many activity ideas that I believe would really target many of the Multiple Intelligence's. Some examples include allow students to create a rap song, Let students stretch every 30 mins or so, the Ball Summary, Carousel Brainstorming, an Olympics course with an academic focus, or using drama in your classroom. All of these suggestions really got the students interacting with the work that they were doing. I feel that most students learn better when they are doing a memorable activity, which each of these qualify as.

Reflection: I was reminded of the school that Dr. Grace had mentioned with no windows when I saw the suggestion of adding a mirror to make the room seem bigger. This chapter gave some good and bad suggestions. It's great to get the kids moving and out of their seats. It gives the teacher and students a break from the same old boring stuff. I wasn't a big fan of the YMCA in New York's suggestion for an activity and some of these seemed more targeted at 4th or 5th grade. Also, a lot of these would need heavy supervision and rule set up for the immature kids in your classroom. Overall I liked this chapter though.

Curriculum and Assessment to Improve Teaching and Learning

Abstract: Focusing the curriculum and the focus of the school on teaching and learning seems so obvious, but the chapter points out that this essential can sometimes be lost in places. Setting up standards for teachers, like our MLRs, to help aid teachers on the right course and taking a load off their back. The teachers will be able to follow these standards, but at the same time have the freedom of how they want to teach and assess them. The chapter also discusses some focuses that the standards should take on and gives advice like how "it is initially easier to change behavior than to change attitudes" (TP2000 page 34). It takes us through concepts ad generalizations that are relevant to a Middle School classroom or student.

Reflection: This is a perfect chapter for right before starting our units. The examples were very helpful. It shows way to be able to use the MLRs and has more great ideas for standard that could be for the school to have. I liked that it mentioned on page 37 that you should do "place-based" curriculum that relates to local stuff. I think this makes the curriculum more relevant and interesting for students.

chapter 6

Summary:

Abstract:

Teachers Advisories- A Proposal for Change

Abstract:

This chapter focused on having Advisors in middle school. The advisors would have an average of 10-15 advisees assigned to them. They suggested times such as 3-4 times a year you have an advisor/ advisee lunch to go over classes and life. Also, Advisory days were suggested where there are no classes just service activities, physical activities, reflections, or social activities planned for the day.

Reflection:

I think that advisors to just touch base would be a good thing for middle level students. I think that it would be a great way for them to just have someone to talk to about how everything is going. We did not have advisors at the middle school level in my middle school. When we got to high school we had guidance counselors and I had a case manager that I met with. I think that getting the kids out of the classroom is a Wonderful Idea!

Extending Our Professional Practices: Teaming

Abstract:

This chapter breaks down the core values of working as a team in a middle school setting. It explains the importance of teams for helping to make large schools feel smaller and more personal and to provide support and encouragement, which would be great in the Bonney Eagle Middle School. In teams you can get together to make rules and expectations similar for children from class to class. Teaming also makes it easy to do collaborative work both in subjects and themes that the teams can follow, this way kids see connections. Subject integration is alway a great way of doing this, and teams enable teachers to do this without too much stress. Teams also make it smoother for the kids both academically and socially in such a crucial time of change in their lives.

Reflection:

I think that teams are Great! We had teams at my middle school. They were named after counties. I think that this way a great way to meet the kids from other elementary schools and to build a great social and academic experience. My teachers incorporated examples from stuff that we were doing in our other classes into what we were doing in our class, which helped help us learn the material in both classes. When we did field trips they made sure that it was incorporated and reapplied in each subject.

This We Believe

Summary:

Pages 1-7 walk through the general idea and goals of a successful middle school. Discussing the type of state that young adolescents are in during this stage of developmental process. The book also goes into how society plays a role in both the school and in the children. The first couple of pages seem like they are setting up a mission statement for a middle school. Some of the topics of goals and how the school should be run sounded just like the discussions from class. This was a great follow up to setting up our mini mission statements for our school in class last time.

Pages 9-19. Successful schools for young adolescents are characterized by a culture that includes most importantly effective teachers. This culture must include educators that enjoy it and are prepared, collaborative leadership, a shared vision, high expectations for everyone, a supportive environment, active and engaged learning, an advocate for every student, and family and community partnerships. One that allows students to feel comfortable and voice their concerns, or not be afraid to speak their mind. They need to be enthusiastic about their subject and lesson plans. these are the basics to being a great teacher and one should not go into the profession if they do not feel as if they can fulfill these duties.
Pages 19- 34. Providing "curriculum that is relevant, challenging, integrative, and exploratory" is key in a middle school classroom (This we believe 19). I think that curriculum and it's relation to the students age and interests is going to make or break a classroom and what the student takes away from it. Relevance can range from is the content relevant to what the MLR's are for this class and age group, to is this relevant to the students. Using examples that relate to the music, movies, sports, or hobbies that the students in your class are interested in at that time makes it easier for them to understand and makes them pay attention so much more. Finding lessons and activities that actively engages students and challenges them to think is extremely important with any classroom. In the middle levels its harder to find things, because each student is going through some major changes in their life and can be at a different level as the student sitting next to them. Interactive and exploratory go together in my mind. Students should really get to be able to experience many different ways to learn at this age to be able to figure out how THEY learn best. They should be able to explore on their own in research based activities and really get some hands on experience weither its group work or a field trip. While creating these lessons as a teacher one must keep the times in their mind. Most kids own a computer or use a portable electronic devise on a daily bases. Incorperate the appropriate teachnology and outside resources to be able to make a lesson plan easier for students to understand. Plus, adding these things into ones curriculum adds some variety so that both the teacher and the students don't get bored. The book also goes into assesment and how it should be stated clearly, which I think helps not only the students understand what is wanted, but it also the teacher. The rest of this section just went into a lot of stuff that we've been discussign in class about the Mission statement and how students are at risk for using drugs, tobacco, or having sex at this age.
Pages 35-51. This section really breaks down the roles and responsibilites of all the people involved in a middle school community adn how important each role is. It emphasises how crusial this stage of their life is. This part is something that would be great for a middle school conference day prep.

Motivating Young Adolescents

Meet Me In The Middle: Chapter 2

Abstract:

Chapter 2 makes you look around your room, examine, your lessons, and assignments and try to figure out a way that could make these things more inviting and effective. There are 17 suggestions in total and stories along the side of each suggestion from middle school students. These are GREAT suggestions. Most of these are ones that are one that have been mentioned in the education classes that I have taken, but they go into good depth on how to apply it and give a story of how it worked for a student.

Reflection:

“Getting young adolescents to pay attention and learn is 80 percent of our battle in middle schools” (page 7). I honestly couldn’t have put it better. My favorites were the not obvious ones that you normally don’t hear about: build suspense, use stories, use PQRST to motivate reading, and let students use their bodies. The suggestions along with the stories is effective information that every teacher should read. You can apply these suggestions at every level of schooling, not just in Middle School.

Stoking the Fires Within

Meet Me In The Middle: Chapter 1

Abstract:

Chapter one makes you look at yourself and how you feel that you will be as a teacher. It talks about what good teachers do. It makes you think about if you can handle what your about to take on. It’s a great first chapter to a teaching book. When you listen, use differentiated instruction, and care/ are passionate about your students can lead you to be a good teacher. Attitudes and communication are so important.

Reflection:

“Teachers can instruct by what they are more than by what they say” (page 3). Teachers have to live what they teach or they are not setting a good example for their students. “Good teachers came prepared to enlighten their students” (page 3). I feel that this is something that I am going to strive for in my teaching every day. On page 4 it mentions how teachers should “...admit mistakes and make it safe for students to admit theirs” which I feel is very hard to do, but learning it early is a good thing. “Educational systems are people centered. Survival in this world requires good people skills. Positive attitudes can change the world...” and thats what I hope to do. I feel that I am people centered, a positive attitude, and good people skills.

A design for improving middle grades education

Chapter 2:
Abstract:
Chapter two was full of recommendations. They recommend that you follow by set standards that are set by your state or school district. That the teachers are staffed with people who are knowledgeable about middle school age students. That staff should govern democratically while providing a safe and healthy environment. They also recommend that schools involve the parents and community members to help support and encourage the student learning. They express and emphasis that each teacher should work to ensure gets a full education.

Reflection:
The philosophy presented in Turning Points is meant to include every middle school student by making them effective human beings and informed citizens. This should be the main goal and philosophy of every school. The recommendations are good, but seem like repeats from all our education classes. The diagram 2.1 on page 25 was really good. These suggestions with experience and the eight essentials from chapter one would ensure a successful middle school.

A Decade Later

Kaisha Dunne
Due: January 21st, 2010
Turning Point 2000

Chapter 1
Abstract: The chapter went over the eight Turning Points essentials: create smaller communities, core of common knowledge, organized to ensure success, that teachers and principals need to have a major responsibility and power, staff your school with expert teachers, promote good health, structural change, and it is crucial to get together and synthesize the lessons learned with most current research. Teen drugs and pregnancy are a continuous issue in middle school. As students are having sex younger and younger it becomes a more prominent issue within the middle school classroom. It points out that the less supportive middle schools are correlated with lowered self esteem.

Reflection:
I think that this is a great chapter that every middle school teacher and administrator should read and work on in their own schools. I think that the communities are a great idea. I had communities in the middle school that I went to and it went so smoothly. Portland High and Mt. Abrham also use something similar to communities where they have a set homeroom for all four years. Which isn’t exactly the same, but it makes the transition from community style school smoother.

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