You have been selected to sit on a committee to transition to school from a junior high school to a middle school.
Respond to the following concerns:
1.What resources would you suggest that the committee use to guide the development of the middle school?
During the transition from junior high school to middle school I would suggest using many different teacher and faculty resources such as workshops geared toward a new blocked schedule, which would help teachers plan more in depth, passionate lesson plans aimed at filling a longer time frame of engaging students. By doing this the school would be ensuring that the transition in the classroom would go smoothly.
Also, another idea I would propose to guide the development of the middle school would be pep-rallies, individual student-counselor meetings and a form of “peer-pal” program. I feel group oriented meetings/programs would solidify the middle schools goal of supporting an affective emotional and academic student, while allowing everyone to feel like a team working in connection toward a common goal.
The last thing I would propose would be a wide variety of elective classes. This would allow students time to not only have fun and something to look forward to, with either a cooking class or art class but also tap into students more personal interests, while becoming self sufficient and worldly at the same time.
2. What do you see as the greatest barrier to accomplishing the goal?
The greatest barrier I can imagine would be transitioning into longer class periods. It would be a challenge for everyone involved; administrators, faculty and students. The greatest obstacle would be designing a lesson that stays on target and focused during a 90-97 minute period. While at the same time keeping the class engaged during that period. Everyone would have to work together to formulate a schedule and lessons that fit each classes personality.
I feel that thought there may be some up’s and down’s when transitioning students into a group/family/school community, it is a natural human ability and students will socially adapt quickly in a more nurtured environment, where emotional, social and academic abilities are supported and encouraged, helping fulfill emotional needs as well as academic. Essentially lowering the dropout rates and fulfilling natural human emotional needs by forming an environment where students feel welcome, accepted and successful.
3. What do you believe will be the greatest challenge for the teachers in transitioning to a middle school?
My thought on a teacher’s greatest challenge when transitioning from a junior high school to a middle school links to the second question because of longer blocked scheduling. Teachers will have to manage longer class periods where students may become restless or tuned out. A teacher’s classroom management skills will have to be on point, at the same time a teachers lessons must fill the time frame and be continually engaging. Incorporating group and individual working time with new technology to engage the students and advance their full learning capacities.
In my opinion the teacher and the students are most affected by the transition because their daily routine is most directly changed. Although with the right attitude and inspiration these changes can occur smoothly, while improving a schools ability to keep students interested in every aspect of growing, socially, mentally, academically, emotionally, and personally.
Idona Marie Conley said,
February 8, 2012 at 5:27 pm
Idona Conley
February 7, 2012
You have been selected to sit on a committee to transition to school from a junior high school to a middle school.
Respond to the following concerns:
1.What resources would you suggest that the committee use to guide the development of the middle school?
During the transition from junior high school to middle school I would suggest using many different teacher and faculty resources such as workshops geared toward a new blocked schedule, which would help teachers plan more in depth, passionate lesson plans aimed at filling a longer time frame of engaging students. By doing this the school would be ensuring that the transition in the classroom would go smoothly.
Also, another idea I would propose to guide the development of the middle school would be pep-rallies, individual student-counselor meetings and a form of “peer-pal” program. I feel group oriented meetings/programs would solidify the middle schools goal of supporting an affective emotional and academic student, while allowing everyone to feel like a team working in connection toward a common goal.
The last thing I would propose would be a wide variety of elective classes. This would allow students time to not only have fun and something to look forward to, with either a cooking class or art class but also tap into students more personal interests, while becoming self sufficient and worldly at the same time.
2. What do you see as the greatest barrier to accomplishing the goal?
The greatest barrier I can imagine would be transitioning into longer class periods. It would be a challenge for everyone involved; administrators, faculty and students. The greatest obstacle would be designing a lesson that stays on target and focused during a 90-97 minute period. While at the same time keeping the class engaged during that period. Everyone would have to work together to formulate a schedule and lessons that fit each classes personality.
I feel that thought there may be some up’s and down’s when transitioning students into a group/family/school community, it is a natural human ability and students will socially adapt quickly in a more nurtured environment, where emotional, social and academic abilities are supported and encouraged, helping fulfill emotional needs as well as academic. Essentially lowering the dropout rates and fulfilling natural human emotional needs by forming an environment where students feel welcome, accepted and successful.
3. What do you believe will be the greatest challenge for the teachers in transitioning to a middle school?
My thought on a teacher’s greatest challenge when transitioning from a junior high school to a middle school links to the second question because of longer blocked scheduling. Teachers will have to manage longer class periods where students may become restless or tuned out. A teacher’s classroom management skills will have to be on point, at the same time a teachers lessons must fill the time frame and be continually engaging. Incorporating group and individual working time with new technology to engage the students and advance their full learning capacities.
In my opinion the teacher and the students are most affected by the transition because their daily routine is most directly changed. Although with the right attitude and inspiration these changes can occur smoothly, while improving a schools ability to keep students interested in every aspect of growing, socially, mentally, academically, emotionally, and personally.