Extractions: Prospective Students Current Students Visitor Information Faculty/Staff ... Home For Immediate Release Contact: Debra Walker October 23, 2001 [Jefferson City, Missouri] Lincoln Universitys Pan Hellenic Council are serving as mentors to approximately thirty students at Thomas Jefferson Middle School. The mentoring program, initiated by counselor Linda David, began during the 2000-2001 school year. This year the mentoring program kicked-off in September with a luncheon where participants learned about program expectations and goals. The program was developed to help at-risk students or those who need a positive role model adult in their lives to help them pursue goals like graduation and future success. David commented, Our Lincoln students have doubled the amount of students we are able to mentor this school year. They are bright, educated students with high ideals. They communicate this to our students as do all of our mentors. Mentors at Thomas Jefferson Middle School meet with students once a week for 30 to 50 minutes. During this time they build a relationship with the students. Mentors serve as role models, nurturers, care givers, teachers, sponsors, and encouragers, and they help build self-esteem in the students.
LEARNS Middle And Upper Grades Resources Tips for Working with middle school students Encourage critical thinking. students must write for a variety of purposes, so teach academic success skills. http://www.nwrel.org/learns/resources/middleupper/
Extractions: Guidelines for Reading Tutoring Sessions: Middle School; Ages 10-13 (or what do I do now?) In the national service arena, tutoring models range from cross-age to intergenerational programs. But don't let the jargon scare you. Instead, think of yourself as an advocate, and use the following guidelines to create successful sessions. At the middle school level, the reading material a student needs to master is "content rich," ranging from word problems to scientific facts. Tutoring sessions may involve deciphering unfamiliar words, solving problems, and deepening reading comprehension. Cross-age tutoring and peer tutoring are two models often used successfully for this age group. When the tutor is an older student, the term cross-age tutoring applies. This type of tutoring takes advantage of the higher status inherent in age differences. When the tutor is the same age, grade, or academic status as the student receiving help, that relationship is called peer tutoring. Generally, both students share similar language and feel freer to express opinions and take risks. Many programs rely on the parent/volunteer model of tutoring. This model pairs adults from the community with students in need. In general, these programs require less supervision than student-to-student pairs. Whether tutoring sessions last 30 minutes in a gym or an hour in a classroom, educators and researchers recommend the following overall structure:
Teach disadvantaged middle school students with a challenging and supportive educational experience which fosters curiosity, competence and confidence for success in http://www.aimhigh.org/faculty/
Extractions: Summer 2004 Program Dates: June 14th - July 24th Aim High, an academic summer school program for middle school students, is currently accepting applications for summer teaching positions. The summer 2004 dates are: June 14th - July 24th (a six-week program for teachers, five weeks for students). Aim High is located at six campuses in San Francisco and one campus in Oakland. Courses include: Humanities, Science, Math, Computer Science and a variety of co-curricular activities. The staff at each of the Aim High sites consists of experienced master teachers as well as interns. Classes are team taught. Classes are small, salaries are competitive and Aim High is also a terrific opportunity for experienced teachers to mentor interns.
Gifted Learners And Middle School of learning within larger school settings,; teach a ensure success for all students,; enable educators closest staff middle schools with teachers trained to work http://www.kidsource.com/kidsource/content/giftedlearners.html
Extractions: Historically, tension has existed between gifted education and middle school education (Tomlinson, 1992), leaving some advocates of each educational practice suspicious of the other, and leaving middle school students who are advanced in one or more dimensions of learning in a sort of educational no-man's-land. While some legitimate areas of disagreement are likely to persist, there are enough areas of shared belief to bridge the practice between gifted education and middle school education. This digest provides an overview of some areas of agreement between the fields
Extractions: Edina Public Schools Curriculum Middle School Profile Middle School Profile The mission of middle level education in the Edina Public Schools is to encourage the growth of knowledge, self-esteem, life skills, citizenship, and global awareness in all students through a caring, safe, flexible, exploratory, and student-centered learning environment. The curriculum provides a balanced program while offering students opportunities to explore individual interests. Seven initiatives for continuous improvement identified by the Edina middle Level Review Team are: The Edina middle schools are committed to a learning program that promotes success for all students. Some flexible grouping and instructional team approaches are used for students at all grade levels. The four-year curriculum in Grades 6-9, with an average class size of 24 students, offers subjects in 11 content areas to provide basic and in-depth learning experiences consistent with the needs and interests of middle school students. For more detail, see
What Really Motivates Middle School Students? can use success to motivate our students to produce high main idea" strategy. teach them how to find the Motivation and middle school students ERIC Digest. school Survey - Student http://www.middleweb.com/StdntMotv.html
Extractions: Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others. How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles, and (3) they take visible delight in accomplishing their work.
ED421281 1998-06-00 Motivation And Middle School Students. ERIC Digest. Research has shown a decline in motivation and performance for many children as they move from elementary school into middle school; however, research has also shown that the nature of others, and define success accordingly. Studies of students' goal orientations generally find middle school teachers often teach many students over the course of a school day, and http://www.ed.gov/databases/ERIC_Digests/ed421281.html
Extractions: Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL. Motivation and Middle School Students. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC ATTRIBUTION THEORY GOAL THEORY 1. grouping by ability and over-use of standardized tests to grouping by topic, interest, and student choice and to frequent reformation of groups; 2. competition between students, and contests with limited winners, to cooperative learning; 3. using test data as a basis for comparison to using test data for diagnosis and to alternatives to tests such as portfolios; 4. normative grading and public display of grades to grading for progress or improvement and involving students in determining their grades; 5. recognition for relative performance, honor rolls for high grades, and over-use of praise (especially for easy tasks) to recognition of progress improvement and an emphasis on learning for its own sake;
Extractions: Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN. Parent Participation in Middle School Language Arts. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC In an article entitled "Do Middle Schools Work? In a Word YES!" (1993) Peter Scales maintains that research indicates that middle schools are very successful at meeting the needs and developmental characteristics of young adolescents. One reason for their success, he believes, is that middle schools generally use a team approach that provides stability and continuity as teachers integrate subject areas into broader themes and units. Parents should be part of this team approach, and most middle schools welcome parents as part of the team. This Digest will review some ideas and suggestions about parental involvement in middle school education, focusing on the language arts.
Extractions: Nature of the Work About this section Back to Top Teachers act as facilitators or coaches, using interactive discussions and hands-on approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize props or manipulatives to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers. To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.
Extractions: Technical Support Order and License Support Platform Support Customer Care ... Press Releases Related Links: Product Development System Design Camp Inspires Creativity and Promotes Technological Literacy NEEDHAM, Mass. July 11, 2002 PTC (Nasdaq: PMTC Fifteen minority middle school students, drawn from the Lowell Public Schools' summer SPELL program for English-as-a-Second Language students, will participate in the pilot project funded by PTC of Needham, creator of Pro/DESKTOP 3D design software. PTC is providing two specially trained instructors and the design software, which students will be able to take home at the completion of the one-week camp. PTC hopes the camp will serve as a model for other summer educational programs worldwide. "We are happy to work with educators to prepare today's students to adapt to new technology throughout their lives," said C. Richard Harrison, chief executive officer and president at PTC, "and inspire more students to become the innovators of tomorrow by choosing careers in product design and engineering. It is essential to give the workforce of tomorrow the critical thinking and collaboration skills to use technology effectively."
Broadcasting A Middle School Success Story Broadcasting a middle school success Story. At a Massachusetts middle school, a television technology program has be able to teach his students when the new school yearand the http://www.acteonline.org/members/techniques/apr03_story3.cfm
Extractions: After many years of teaching English, Jim OHearn began a new program at the middle school where he taught. Now he is the director of the TV studio for the East Longmeadow Public Schools, which means he is now a career and technical educator. It is a transition that has renewed his energy toward teaching and has brought a new and exciting program to his school and to its students.
Buck Lodge Middle School middle school believes that all students can learn. We believe that all students can learn. We believe that our purpose to teach will also find success in school. I look http://www.pgcps.pg.k12.md.us/~blms
Extractions: Where Character Counts! Our Mission School Activity Clubs School History BLMS Events ... Faculty Teams The staff of Buck Lodge Middle School believes that all students can learn. We believe that all students can learn. We believe that our purpose to teach all students in a safe, orderly and caring environment so they may learn and successfully utilize the skills necessary to participate positively in an interdependent world. School History Buck Lodge was the name given to 250 acres of land given by King George I of England to Arhur Nelson in 1717. The land was later given to Benjamin Belt. In 1746 Belt sold the land to Thomas Ownes of England who lost the land to Count Demanu. The Count willed the land to a Mr. Pywell. The land was kept in the family until it was bought by the Maryland State government. The Prince George's County Board of Education acquired the land in 1956. The school grounds consist of twenty-six acres, including several large athletic areas. The original school building covered 5 acres. A 14-room addition was completed in 1966 which included a new library and band room. An orthopedic wing was completed in 1981. Buck Lodge changed from a junior high school to a middle school in 1981. The school was completely renovated and remodeled during 1991 and 1992. Students returned to the new school in September, 1992. Principal's Message - Dr. Constance Gibb
Extractions: The featured works, all written by Hayes Mizell, director of the Foundation's Student Achievement Program , discusses the challenges that teachers and principals face in their work to improve student achievement in grades six, seven and eight. Mizell also offers suggestions on how schools can more effectively educate our nation's youth. Many people, including Hayes's co-workers, colleagues and admirers, encouraged us to bring together in a single volume some of his most thoughtful and inspirational speeches about how we call can do better for our kids. We hope Hayes's words will inspire, educate and challenge future leaders in school reform and education long into the future. - Michael Bailin, president, the Edna McConnell Clark Foundation
Manassas Park Middle School and community to successfully teach all students in Manassas Park middle school students will be actively engaged as a positive attitude necessary for success. http://www.mpark.net/mpms_photos.htm
Extractions: Bolanos (1994) discusses the application of Howard Gardner's multiple intelligences theory to classrooms at Key Elementary School: "Ten years ago the founders of the Key School began to study Howard Gardner's theory of multiple intelligences. First, we used it as a basis for a curriculum guide for gifted and talented students. Then, we concluded we could benefit a wide range of students, from slow learners to gifted, by applying the seven areas of intelligence to the classroom. Thus began the creation of the Key School from scratch. We garnered community support and the approval of James A. Adams, then the superintendent of the Indianapolis Public Schools. With funding from a local foundation, we planned for one year. When it opened in 1987, the school's goal was to give equal emphasis to the seven areas of intelligence. This idea separates the innovators from the modifiers. If you take equal status seriously, then the staff must include persons who are qualified to teach a specific discipline, e.g., instrumental music, and develop schedules to equalize the instructional time across the seven areas. Classroom generalists cannot teach effectively in all these areas. Our current staffing pattern at the Key Elementary School includes seven classroom generalists, full-time specialists in the visual arts, instrumental music, and physical education, a media specialist, a resource teacher, and two teachers on special assignmentthe flow activity teacher and the community resource teacher. These two positions were designed to make possible grounded research in intrinsic motivation and community involvement.
CBE, Barnes, Teaching With Standards ... This research project was a success for me, as For the first time, students understood how barren the grade English at Richard Henry Dana middle school in San http://www.c-b-e.org/articles/barnes.htm
Extractions: Teaching with Standards in the Classroom by Jill Barnes Standards. The word brings to mind visions of spinster schoolmarms brandishing unjustly sharp pointers intoning, "Write one hundred times..." Those standards have been supplanted by a type of standard with an infinitely brighter future: our new national student learning standards. Many teachers cringe when hearing the term standards, but most already teach the content in these standards. In a middle-school English classroom, it's hard to teach something that is not covered by one or more standard. I have not considered my classroom standards-based, however, because there was no conscious effort on my part to align standards with learning. To begin moving my classroom toward being consciously standards-based, I decided to create a unit designed to specifically address one standard. I chose to work with our district's language arts standard number 26 which states, "Gather, evaluate, and integrate information from multiple sources, such as firsthand experiences, computers, and library/multimedia centers, to prepare reports and presentations." At the time, my students were reading Julie of the Wolves by Jean Craighead George. It is a gripping survival novel about a thirteen-year- old Inuit girl who is lost on the Alaskan tundra and befriends a pack of wolves. It is a well-crafted story, but one which my students have a difficult time relating to, as they cannot identify with Julie's situation.
ERIC L & L Digest teachers may agree to teach their individual diverse population of students is experiencing success. 1980s, enrollment of middle school students has climbed http://www.cal.org/resources/digest/met00002.html
Extractions: EDO-FL-96-05 This digest is based a on chapter from Foreign Language Learning: The Journey of a Lifetime (R. Donato and R.M. Terry, Eds.). The book is part of the ACTFL Foreign Language Education Series and is available from National Textbook Company, Lincolnwood, IL. Philosophy Organization . Unlike elementary schools, where students spend most of their day with one teacher, or high schools, where students follow individual schedules with six or seven teachers a day, middle schools are most often organized around interdisciplinary teams. Teams usually consist of four or five teachers who serve 100-200 students. Generally, the core team consists of teachers of mathematics, science, social studies, and English/reading/language arts. These teams meet daily to plan and deliver instruction to meet the requirements of the curriculum. Often, foreign language teachers are not included in the team, and many feel excluded from the heart of the school's mission. Some schools have worked to rectify this problem by including foreign language teachers as part of the core team. Interdisciplinary instruction is increasingly popular at the middle school level because of growing recognition that learning is improved when students are able to understand the underlying relationships that connect what they are taught from one class period to the next. When objectives and content can be integrated, it is likely that greater student learning will be attained. Among the strategies for integrating instruction in different disciplines are thematic units, curricular connections, and thinking skills development.