Chapter 7

Chapter 7 gave a thorough explaination of the types of assessment and how to create them. The authors discussed portfolios. I have not been able to use the portfolio for several years due to a hectic schedule. I teach 4-5 subjects each year and at 5-8 grades so it is difficult to be organized for portfolios. However, that being said, when I do move into just one content area I do think that I will use portfolios with my students. I like the idea of keeping a record for them to self-reflect and discuss. It is also a great way to see growth over a long period of time. The chapter also discussed how to prepare test items. I liked that it discussed that assessments given by the textbook companies aren't necessarily valid. Too many teachers rely on them.

Chapter 6

Chapter 6 discussed designing different types of units. The Integrated Thematic Unit most interested me because this is something that we have a staff have been trying to do for years. The problem in the past has been teacher willingness to share ideas, respect others and collaborate. The other issue is not having a shared plan time. I would love to work with my team on developing units, rather than only doing cross-curricular lessons that do not flow from one classroom to the next. The chapter really emphasized the importance of the written lesson plan. I do both as a teacher. When I have a lesson on vocabulary or something like that all I need is a few bullets. However, when I am working with the material of a chapter in a book and am not just using the text and its resources, I like to write my plans in more details. I always have a piece of paper in front of me that I use to follow my plans. I also like sticky notes on materials being used as reminders of things I want to say or do and also to write down any ideas that students come up with for future learning.

Chapter 5

This chapter contained an abundance of information on creating objectives and standards. There was discussion on covert behaviors or things that cannot be observed and overt behaviors which can be observed. It also discussed each level of the cognitive domain, psychomotor domain, and the affective domain. I liked that the text included words to help teachers formulate objectives. It is always useful to have a tool to help formulate your objectives. The chapter stressed the importance of careful planning.

Chapter 4

This chapter was all about classroom management. It is important that expectations are clearly difined and that they are implemented from the beginning of the school year. Behavior managment is half the battle. If a teacher can not create a learning environment conducive for learning then it doesn't matter how much knowledge that teacher can impart. I attended a Harry Wong seminar at Bradley several years ago. He was quite entertaining but what he made quite clear is that expectations are clear and concise and that procedures need to be taught and retaught and practiced. I have stuck with this for the last six years and classroom management is one of my strongest suits.

Chapter 3

Chapter 3 discussed the various forms of questioning, how tocreate good questions, and how to implement them. The chapter emphasized the importance of students thinking about their thinking. This is a rather difficult thing for young middle school students to do. The process of teaching them to answer questions of higher order thinking takes quite a bit of time. It needs to be done but should be well thought out and practiced. Young middle school students may need some unbiased guidance to answer the higher order questions but with time will begin to answer them without as much guidance. There was a lot of information in the chapter about the wait time and how to question an entire group. I think the overall trend is to use fewer convergent questions and more divergent and higher order questioning in the classroom.

Chapter 2

Chapter 2 gave a lot of good insight into what to expect as a teacher and how to be an effective teacher. When I went through Bradley, I had my heart set on elementary school teaching because I had spent most of my volunteer time and schooling in elementary schools. However, when its 100 degrees in July during summer school and a principal makes a special trip to interview you for a full time position anywhere you end up taking it. Needless to say I found myself in a classroom teaching 4 different subjects and 4 different grade levels. I soon wished I had done my middle school endorsement before I took the job. I learned a lot that first year and everyday since. I know it is sometimes tedious to read all of the assignments we are given but this book is informative and easy to read. It was a good reminder for me to read the 22 different aspects of being a world class teacher. This chapter also reminded me of how quickly we adjust to a new environment because so many of these things are now second nature to me. I think that the book raised a good point about technology in the classroom. I think its important to use what you have and seek out what you don't. I also think it is important to mix it up. Students and teacher alike get bored if you always use the same equipment and style for teaching.

Chapter 1

Chapter 1 of Teaching Young Adolesents introduced the middle school concept to the reader. It briefly described the types of schools and their functions.The chapter also introduced the idea that middle school students come with a myriad of backgrounds and learning abilities. This is key to understanding the middle school student. Finally, the chapter discussed briefly the qualities of a "fantastic" teacher and reflective decision making. Reflective decision making is key to meeting the needs of all students and improving on your own methods of teaching.