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Classroom Management
Middle-school students are more independent, and when you give them an inch, they take a mile. Though I employed many of my elementary school strategies, I had to be much clearer with my expectations. With new technology and other distractions at their disposal, I revisited many basic management strategies, like being mindful of my zones of proximity or taking away their privileges. I was also very consistent with my communication with families, both to inform of them of disciplinary matters, like sending GoGuardian logs for irresponsible Chromebook usage, and to update them on positive student growth.
In middle-school, it's critical to have a strict pipeline for enforcing your classroom expectations. You only have so much time to teach each subject, meaning there's absolutely no time to waste.
My Discipline Plan:
1) Verbal Warning
2) Action Plan + Email to parents
3) Call Home
4) Referral to the Office
*How strictly I follow these steps depends on the situation and severity of their actions.
At any step of the way, I hold one-on-one meetings with students during or after class. It often involves encouraging them to think about what they did wrong and how it's not respectful. I remind them of their higher aspirations and whether it's making them successful. All in all, I avoid language that shames them (e.g. "Why do you always..."), and instead, opt for goal-oriented reflective conversations. Typically, these meetings do the trick. I even learn valuable information about the students, like something happening at home, where their mind's at, what stressors they have, who's bothering them, etc.
Action Plan
Action Plan
Middle school students know better. Often, it's not necessary for me to give them a whole speal. So, my strategy is often to tap into their conscience by having them reflect. It's not enough for them acknowledge their mistake. We want students to have growth mindsets. This means thinking about "why" their behavior isn't right. It means thinking about specific steps they will take to change the way they act. This is reinforced with comments from myself. The parent is also encouraged to add a brief note of acknowledgement. Often, I find that parents will write that their child's behavior is unacceptable and that they talked about this and that.
These Actions Plans can also be used as evidence. For example, we can discuss this in future meetings with parents or administrators.
Retake System
Retake System
To ensure that students not only have another opportunity to demonstrate their understanding but also hold them accountable, I have them reflect on what they did wrong, what they should do going forward, and get a parent signature. The signatures help parents stay in the loop. This prevents students from abusing the system.
Book Club Project (7th Grade)
Book Club Project (7th Grade)
We facilitated book clubs where different groups of students read a different books. Initially, they only read the blurbs of the books, picked the blurbs they liked, and we sorted them into groups. Students were assigned a log where they prepare questions and thoughts to discuss when they meet with their groups, then they record the key details of their discussions. After completing the readings, students were given a list of project choices to demonstrate their understandings. In these two examples, we have trading cards with characters details and a poster to advertise the book.
Wax Museum (7th Grade)
Wax Museum (7th Grade)
Students spent a few weeks researching a person who overcame challenges. They read, took notes, created timelines, wrote a 2-minute speech, and rehearsed. On performance day, they all came in their outfits and placards. They all stood on both sides of a walkway. 6th graders walked through and "activated" wax figures to listen to their speech.
Stained Glass (7th Grade)
Stained Glass (7th Grade)
After learning Europe in the Middle Ages, we created our own stained glass windows using tracing paper, construction paper, color pencils, markers, scissors, and glue. Stained glass windows were one way that the masses were educated on religion, so the students were tasks with conveying a topic we learned about. I also held them accountable by having them create placards on index cards, explaining what symbols they drew and why they were important. Looks like an art gallery!
Cornell Notes (7th Grade)
Cornell Notes (7th Grade)
In my history class, students needed more support in processing informational texts by having students generate questions and summaries to supplement their notes. Cornell Note-taking is a helpful tool that I used as an AVID student during my middle and high school dayIt's tedious but ultimately leads to better retention of information. I do many examples of good Cornell Notes when we begin to study a new topic, gradually having them do more notes as we progress into subsequent subtopics.
1) Write name, teacher, subject, and date.
2) Identify topic and essential question regarding topic.
3) Begin note-taking.
4) Generate questions that correspond to right-hand side notes.
5) Summarize your notes at the end in 3-5 sentences.
6) Re-read and annotate as needed.
Students can study these notes when they go home by folding back the right-hand column and asking themselves the questions they wrote during class.
Hieroglyphics (6th Grade)
Hieroglyphics (6th Grade)
To enrich students understanding of history, you can expect hands-on projects like this. After learning about ancient Egypt, students created their own messages using a provided hieroglyphic translation guide. They had a lot of fun with this, even wrinkling them, tearing the edges up, or even soaking the paper in coffee.
Roman Columns (6th Grade)
Roman Columns (6th Grade)
We made Roman Columns after learning about the Rise of the Roman Empire. First, I showed them a video of the Column of Trajan to build background knowledge. I pointed out the inscriptions on the Trajan Column and how they used various illustrations to depict scenes. Then, I modeled by doing an example of a Greek Column. I pulled a passage from our previous unit about Alexander the Great's conquest and identified key scenes that I could use for each section of my column. Finally, I had the students split into groups, each being assigned a different period of Roman expansion. Each student had roles, such as being the architect or scribe. Each student had to depict one event. After completion, students presented their columns.
Mandalas (6th Grade)
Mandalas (6th Grade)
We made Mandalas after learning about ancient India and one of their major religions, Buddhism.
Terracotta Soldiers (6th Grade)
Terracotta Soldiers (6th Grade)
After studying ancient China, we created little terracotta soldiers out of clay to give them a hands-on experience.
Growing Hands
Growing Hands
This was our school's Beginning of the Year iniative to get to know the students. I placed them directly under our classroom contract chart because I wanted to make it clear that not only is everyone is a part of the classroom, but also responsiblee for keeping it a safe and positive environment.
Poetry Books (7th Grade)
Poetry Books (7th Grade)
As a culmination of our poetry unit, students created poetry books that consisted of narrative, argumentative, and another poetic form of their choice.
Technology During Instruction
Technology During Instruction
Google Earth
Interactive Tours
Differentiation and Scaffolding
Differentiation and Scaffolding
Preloading with background knowledge
Providing outlines
Classroom Library
Classroom Library
Having a classroom library with a diverse array of literature is key to promoting literacy among students with different interests and reading levels. My library is carefully curated with middle-school hits, SEL books, and poetry anthologies.
Setting up an safe environment to help the students feel more calm in my class.
Setting up an safe environment to help the students feel more calm in my class.
Teacher-Parent Communication
Teacher-Parent Communication
Much like my time teaching 4th grade last year, I made sure to update parents on everything. For example, at the end of the year, I wrote up a final letter that recapped some of the major things we've gone through, while also educating them on how to best guide their child going forward.
Teacher-Parent Communication
Teacher-Parent Communication
Much like my time teaching 4th grade last year, I made sure to update parents on everything. For example, at the end of the year, I wrote up a final letter that recapped some of the major things we've gone through, while also educating them on how to best guide their child going forward.
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