Orange Middle School has gone through some changes in order to improve performance on mandated tests. Their approach toward improvement has pushed the school to form smaller learning communities that provide structure and intimacy, which are elements that may be lacking at home. This is a great idea; students in this age group look for acceptance, which helps shape their identity. They are going through various emotional, physical and intellectual changes. These smaller learning communities give the students something to identify with. Here, they may feel more at home or closer to their learning environment.
Another change that they have made involves teacher team meetings that unpack weekly events, troubled students and upcoming goals. Here, the teachers are being proactive by creating a community of caring practitioners. This is another great idea; these delicate students need a team of teachers that are constantly in dialogue. Here, the teachers are more prepared to meet the needs of these students in flux.
Orange Middle School also has sessions for students to speak their minds; here, they can vent, share concerns or just listen to other peers. It seems the school is moving in the right direction.
"This We Believe" contends that middle school students are intensely curious and inquisitive. It would behoove the school to create some actual learning activities that hone the aforementioned characteristics. Here, problem solving and critical thinking can be embraced with some novel projects or activities.
When I attended Bloomfield Middle School, we had a class called Positive Personal Development. It was like a health class that allowed us to talk about various issues such as change, sex, safety and other pertinent ideas. Orange Middle School should try something along those lines to further supplement their discussion sessions.
I would also include some community service as part of the curricula; these kids have energy and a desire to help. Taking advantage of these characteristics would most likely increase the success that they are already having.
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7 comments:
Community service is an excellent suggestion. It would really allow students to collect and find meaning in their environment. I agree with you about implementing more problem based learning; while the article did mention, I think, some thematic units that the teachers were working on, but that does not necessary mean authentic problem solving activities which this students' crave.
I hadn't thought of community service until I read the suggestion in your blog. I think it is a great idea that might impact the choices these students make in the future. Too add onto the idea, maybe the school could also establish a mentoring component within the community service element. Then the kids might also make some connections with positive role models from the community.
I also said that some sort of volunteer work would be great for these kids. Not only could they test what they have been learning in school (to see if it has real value) but they can also learn responsibility and it will take these students off the streets after school. It would be great, too, if once these students became old enough to get paying jobs, if they could continue to work at these businesses for money! I also think Ellen's idea of a mentoring service would be great! The experiences outside of school have as much of an impact on students as experiences inside the school!
I like that Positive Personal Development program that you mentioned. It seemed to me that you thought it was successful when you were a student. It appears to me that all middle school students would benefit from a class that discusses the issues that are confusing to them and are relevant to their every day lives.
I too like the community service suggestion...but what is the "hook" to get kids to participate?
I think your idea for a Positive Personal Development class makes sense. The stated curriculum aside, I like the hidden curricular message: students have ownership of their actions, and such their futures. Such a class could serve as a very practical guide map towards success in high school and life beyond.
I try to imagine what these personal groups look like during the "venting" sessions, the idea being that students can feel uninhibited to vent their frustrations to their peers. In one respect, I think their peers are the best counselors that they could have, so long as their relationships are based on trust and honesty. On the other, I keep in mind that these are kids. I wonder if they are mature enough to handle this type of setting. I think much of its success would rely on the teacher/supervisor who needs to skillfully keep their presence in the meeting to a minimum while still moderating and keeping the discussion in a positive direction.
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