Chapter 10 really seemed to bring this book together for me. (That may be why it is the last chapter in the book.) Anyway, Sue and I had discussed relevant personality type testing on an earlier blog and on page 169 it discusses learning styles inventories with students. It suggests one but states that it is not a diagnostic tool and that teachers must have training to administer it. I do think MS students can learn and value their own and others personality types inorder to help them understand why teachers and schools in general function the way they do. Teachers can introduce the language of personality typing to students to help them understand why they struggle is more important than only giving the students the strategies to stop struggling. Students don't need to be labeled but need to understand that all preferences are good ways to be.
However, I think teachers understanding students' personality type is the key to reaching all students. Teachers need to understand how each of the preferences might approach a task and offer opportunities to meet all the students needs.
At NWMS we have a very high level of poverty or economically disadvantaged students. It was interesting to read why many of them are probably Extraversion/Perceiving and how they can be serviced by a teacher with differing needs.
At NWMS we also have a high percentage of students with labels like ADD, ADHS, and ODD. I liked the bullets on page 182. So many teachers want to make "demands" on these types of students and that does not work.
I think some professional development would be a good idea with our teachers but it should be used for looking beyond our own needs and beliefs to what students require to succeed. I'm not sure our district will support this type of staff development to the point that it could be used to bring about the changes we would like to see.
One of the most interesting things that I read in Ch. 10 was the results of Wilson and Corbett's study of middle-school students. The type of classrooms that students repeatedly said they wanted to be in had teachers who understood students, taught with a variety of activities, were patient when explaining things, were helpful, were strong disciplinarians, and had high expectations for students. Some of these were a little surprising to me. However, I do feel like kids want structure and security in the classroom.
Angela, I agree with you that teachers need to understand students' personality type and offer opportunities to meet their needs. I also think that it's important for teachers to realize that all personality preferences are good ways to be. Teachers need to provide an academic environment that helps students of every type learn to their fullest potential.
As I began to read chapter 10, I read some things that sounded so familiar in regards to staff development. How many times have we here in Anderson County heard people say "Last year it was this program, 5 years ago it was that program and now they want us to do so&so" Then those statements are followed up with "don't worry this too shall pass" - - Because of this, I think the statement on page 166 is so true; teachers dread staff development efforts. However, at the same time how can we as a staff, or system grow or change with good strong staff development? Without good, well planned staff developments teachers will continue to teach the same concepts in the same manner without any regard to what works, individual learning styles or collaboration.
I think this chapter does a good job of illustrating the importance of well planned staff developments that looks beyond what works for our teachers, but rather what works for the children we are teaching.
Angela, I like what you said about introducing the language of personality typing to students to help them understand not only themselves but other learners around them. I feel that could also be beneficail in the elementary schools in many ways. I, like you, don't think students need to be labeled but what a powerful tool we could have if we could get students to recognize early one what type of learner they are, along with identifying these learning styles for classroom teachers. Don't you think that if teachers truly knew the learning style of every student in their room, their teaching would automatically take a different avenue? I also think teachers need to know their own learning/teaching style and how to use their comfort zone to reach different styles of learners.
I agree Stephanie that we need good staff development. I've learned so much over the past couple of years from the staff development that we've been given. The quality of staff development we've been given compared to the teachers is like night and day. I feel like the teachers are just doing their time when they go to their professional development. They come back the next day with more confusions or complaints then they had before they went. I think the quality of the professional development has got to improve and teachers need input into what they need. I know no one has ever asked me what areas I need help in. Don't we have to know our own students needs before teaching them. Does anyone know our teachers needs? Professional development has got to be individualized by schools.
Angela, I agree with you....at this point my backpack is also full! And I believe that is how most of our teachers are feeling. I like the statement from page 182 about teacher-centered staff development which says, "..honoring their strengths, beliefs, concerns, and needs during change - set them free to entertain possibilities and stay open to new avenues for growth. They will change their classrooms."
Jessie and Stephanie, I also agree we must keep teacher needs in mind while considering PD next. I think the district is starting to see the importance of creating professional learning communities within our individual schools. Now I think it is our job to be an advocate for our teachers to our principals to ensure they have a voice in the planning for PD in years to come.
I am anxious to find out exactly what our role will be next year for PD. I hope we will be given the opportunity to share the things we have learned this year in Arkansas with our staff. Thinking back on the experience, I was lost the first semester but it has all started to come together.
I like the idea of using an assessment wall with our students at the MS level. We will use this years test scores to follow each students progress. I plan to have PD with each subject area, including RA teachers, after school weekly next year. We will base the PD on literacy in the MS, fiction and non-fiction texts that relate to contexts, strategies such as MAX to read the textbooks, etc.
Even though this year has been hectic, I really look forward to using what I have learned. It excites me to think we are actually making progress and alignment with the elementary teachers.
It's a great idea for teachers to allow students to have some choice in what they read or study. The idea is that they will take ownership in the learning process. What do you think about a similiar process for PD for teachers? Would it be possible to offer several topics that teachers could choose to participate in? It's just a thought...maybe some sessions in say... classroom management student engagement strategies for higher order thinking learning styles multiculturalism brain research how to handle difficult students and many more Do you think it would work? Would teachers feel better about PD where they were actually allowed to have some choice in what they participated in?
Jessie you said it sister! Teachers do feel like they're just doing their time when they go to their required PD! Many of them don't embrace it in a way to make it beneficial to them, but you stated the reason whay this is so.... NO ONE HAS EVER ASKED THEIR INPUT! How can anyone truly go into something in a positive manner when they're told what they need to learn. Don't you think that if teachers had some input, then the complaining and grumblings would be minimized?
On another note, I too am curious what our job holds for us next year. I feel that I have learned a treamendous amount, but have had no time to share in an effctive way. I am hoping that comes soon!
Cindy, I really like that idea. I think it would be great to find "experts" within our county that can lead PD sessions on different topics. I agree that teachers would feel better about PD if they were given some choices. I think it would be great to encourage them to keep a reflection log of the PD sessions they have selected, this could be worth some PD hours, too!
Great idea RaeAnn. We know that we have "experts" within our county, so why not use their expertise to help other teachers. Each teacher would then be given the choice of sessions to attend depending on their own individual needs. I also like the idea of the reflection log. This would allow them to increase their learning to an even greater degree. We've got a plan!
As it says on page 176, "with middle-school students, choice serves as a strong motivator; adolescents enjoy having some power and autonomy over assignments." I can see us modeling this with our teachers by offering a choice of PD sessions as mentioned by Cindy, and then we can remind teachers to use that same idea when working with their students.
I totally agree Stephanie that we've learned so many things these past two years and I'm just throwing information at the teachers. I hope that next year will be better. I love the idea of giving teachers choices based on their needs. I remember one year we each grade level meet together and that was wonderful. It was one of my first years and I learned soooo much from the other teachers. We're not fully accessing our best resources.
I liked in chapter ten when Kise talked about adding a common framework for team building and involving the students. On page 167, "including the students, though, adds powerful tools to the school's repertoire for helping students succeed academically and socially, as well as experience personal growth." This seems so critical for building comunity and togetherness as a whole school.
We are all in a opportune position to work with our teachers in some exciting PD. I hope our administrators will allow us to implement some of the things we have learned this year.
The most important thing for us to remember is to make sure the PD is taught effectively so that it is relative to the teachers, and then coach to make sure it is being implemented by the teachers.
The last thing we want to do is make our PD something that the teachers expect...a waste of their much needed time. The only way to accomplish this is to get together and make a long term plan allowing the teachers to feel the benefit of using with their students.
We must begin to look at successful schools with effective teachers and visit them to discover what they are doing that makes them Level 4 and 5 teachers. We must then take that information and not only share it with our teachers but demonstrate how to implement their practices with our students so we can all become Level 4 and 5 teachers. I also like the idea of my teachers visiting LCMS and observing some of their teachers and bringing it back to our schools.
This is not something we can afford to give up on. Many teachers in our schools are looking at losing their jobs because they not being effective. There is effective teaching going on in our county and we have to use those teachers as models for others.
Cindy, I like your idea about giving teachers more choice in staff development. What if all elementary literacy coaches, (include the three not attending our PCL training,) 4 MS coaches, and Journey team up to teach a PD. Elementary and MS teachers could choose from a menu of 7 topics. I keep 'reflecting' about how great it feels to have some choice in topics when we go to a conference. You feel like you're somewhat in control of your educational destiny! Any takers?
When I proposed my professional book study at my school, one teacher responded that "no one ever asks us what we want to do"! Even with the field wide open for choice of text, I had no takers. When teachers haven't had input into their professional development for so long, I think they become apathetic and think things will never change. Fron the talk I hear in my building, I think their responses (both good and bad) have primarily been linked to the presentor, how relevant the material is, and how engaged they were in the session. Some come back re-energized and ready to try some new idea in their classroom. Social studies draws high praise from everyone! I long for the day when teachers seen the relevance in their training and are excited about what they learned!
Chapter 10 really seemed to bring this book together for me. (That may be why it is the last chapter in the book.) Anyway, Sue and I had discussed relevant personality type testing on an earlier blog and on page 169 it discusses learning styles inventories with students. It suggests one but states that it is not a diagnostic tool and that teachers must have training to administer it. I do think MS students can learn and value their own and others personality types inorder to help them understand why teachers and schools in general function the way they do. Teachers can introduce the language of personality typing to students to help them understand why they struggle is more important than only giving the students the strategies to stop struggling. Students don't need to be labeled but need to understand that all preferences are good ways to be.
ReplyDeleteHowever, I think teachers understanding students' personality type is the key to reaching all students. Teachers need to understand how each of the preferences might approach a task and offer opportunities to meet all the students needs.
At NWMS we have a very high level of poverty or economically disadvantaged students. It was interesting to read why many of them are probably Extraversion/Perceiving and how they can be serviced by a teacher with differing needs.
At NWMS we also have a high percentage of students with labels like ADD, ADHS, and ODD. I liked the bullets on page 182. So many teachers want to make "demands" on these types of students and that does not work.
I think some professional development would be a good idea with our teachers but it should be used for looking beyond our own needs and beliefs to what students require to succeed. I'm not sure our district will support this type of staff development to the point that it could be used to bring about the changes we would like to see.
One of the most interesting things that I read in Ch. 10 was the results of Wilson and Corbett's study of middle-school students. The type of classrooms that students repeatedly said they wanted to be in had teachers who understood students, taught with a variety of activities, were patient when explaining things, were helpful, were strong disciplinarians, and had high expectations for students. Some of these were a little surprising to me. However, I do feel like kids want structure and security in the classroom.
ReplyDeleteAngela, I agree with you that teachers need to understand students' personality type and offer opportunities to meet their needs. I also think that it's important for teachers to realize that all personality preferences are good ways to be. Teachers need to provide an academic environment that helps students of every type learn to their fullest potential.
As I began to read chapter 10, I read some things that sounded so familiar in regards to staff development. How many times have we here in Anderson County heard people say "Last year it was this program, 5 years ago it was that program and now they want us to do so&so" Then those statements are followed up with "don't worry this too shall pass" - - Because of this, I think the statement on page 166 is so true; teachers dread staff development efforts. However, at the same time how can we as a staff, or system grow or change with good strong staff development? Without good, well planned staff developments teachers will continue to teach the same concepts in the same manner without any regard to what works, individual learning styles or collaboration.
ReplyDeleteI think this chapter does a good job of illustrating the importance of well planned staff developments that looks beyond what works for our teachers, but rather what works for the children we are teaching.
Angela, I like what you said about introducing the language of personality typing to students to help them understand not only themselves but other learners around them. I feel that could also be beneficail in the elementary schools in many ways. I, like you, don't think students need to be labeled but what a powerful tool we could have if we could get students to recognize early one what type of learner they are, along with identifying these learning styles for classroom teachers. Don't you think that if teachers truly knew the learning style of every student in their room, their teaching would automatically take a different avenue? I also think teachers need to know their own learning/teaching style and how to use their comfort zone to reach different styles of learners.
ReplyDeleteMy backpack is full, Ladies. I'm sure your's is too!!!
ReplyDeleteI agree Stephanie that we need good staff development. I've learned so much over the past couple of years from the staff development that we've been given. The quality of staff development we've been given compared to the teachers is like night and day. I feel like the teachers are just doing their time when they go to their professional development. They come back the next day with more confusions or complaints then they had before they went. I think the quality of the professional development has got to improve and teachers need input into what they need. I know no one has ever asked me what areas I need help in. Don't we have to know our own students needs before teaching them. Does anyone know our teachers needs? Professional development has got to be individualized by schools.
ReplyDeleteAngela, I agree with you....at this point my backpack is also full! And I believe that is how most of our teachers are feeling. I like the statement from page 182 about teacher-centered staff development which says, "..honoring their strengths, beliefs, concerns, and needs during change - set them free to entertain possibilities and stay open to new avenues for growth. They will change their classrooms."
ReplyDeleteJessie and Stephanie, I also agree we must keep teacher needs in mind while considering PD next. I think the district is starting to see the importance of creating professional learning communities within our individual schools. Now I think it is our job to be an advocate for our teachers to our principals to ensure they have a voice in the planning for PD in years to come.
I am anxious to find out exactly what our role will be next year for PD. I hope we will be given the opportunity to share the things we have learned this year in Arkansas with our staff. Thinking back on the experience, I was lost the first semester but it has all started to come together.
ReplyDeleteI like the idea of using an assessment wall with our students at the MS level. We will use this years test scores to follow each students progress. I plan to have PD with each subject area, including RA teachers, after school weekly next year. We will base the PD on literacy in the MS, fiction and non-fiction texts that relate to contexts, strategies such as MAX to read the textbooks, etc.
Even though this year has been hectic, I really look forward to using what I have learned. It excites me to think we are actually making progress and alignment with the elementary teachers.
It's a great idea for teachers to allow students to have some choice in what they read or study. The idea is that they will take ownership in the learning process. What do you think about a similiar process for PD for teachers? Would it be possible to offer several topics that teachers could choose to participate in? It's just a thought...maybe some sessions in say...
ReplyDeleteclassroom management
student engagement
strategies for higher order thinking
learning styles
multiculturalism
brain research
how to handle difficult students
and many more
Do you think it would work? Would teachers feel better about PD where they were actually allowed to have some choice in what they participated in?
Jessie you said it sister! Teachers do feel like they're just doing their time when they go to their required PD! Many of them don't embrace it in a way to make it beneficial to them, but you stated the reason whay this is so.... NO ONE HAS EVER ASKED THEIR INPUT! How can anyone truly go into something in a positive manner when they're told what they need to learn. Don't you think that if teachers had some input, then the complaining and grumblings would be minimized?
ReplyDeleteOn another note, I too am curious what our job holds for us next year. I feel that I have learned a treamendous amount, but have had no time to share in an effctive way. I am hoping that comes soon!
Cindy, I really like that idea. I think it would be great to find "experts" within our county that can lead PD sessions on different topics. I agree that teachers would feel better about PD if they were given some choices. I think it would be great to encourage them to keep a reflection log of the PD sessions they have selected, this could be worth some PD hours, too!
ReplyDeleteGreat idea RaeAnn. We know that we have "experts" within our county, so why not use their expertise to help other teachers. Each teacher would then be given the choice of sessions to attend depending on their own individual needs. I also like the idea of the reflection log. This would allow them to increase their learning to an even greater degree. We've got a plan!
ReplyDeleteAs it says on page 176, "with middle-school students, choice serves as a strong motivator; adolescents enjoy having some power and autonomy over assignments." I can see us modeling this with our teachers by offering a choice of PD sessions as mentioned by Cindy, and then we can remind teachers to use that same idea when working with their students.
ReplyDeleteI totally agree Stephanie that we've learned so many things these past two years and I'm just throwing information at the teachers. I hope that next year will be better. I love the idea of giving teachers choices based on their needs. I remember one year we each grade level meet together and that was wonderful. It was one of my first years and I learned soooo much from the other teachers. We're not fully accessing our best resources.
ReplyDeleteI liked in chapter ten when Kise talked about adding a common framework for team building and involving the students. On page 167, "including the students, though, adds powerful tools to the school's repertoire for helping students succeed academically and socially, as well as experience personal growth." This seems so critical for building comunity and togetherness as a whole school.
We are all in a opportune position to work with our teachers in some exciting PD. I hope our administrators will allow us to implement some of the things we have learned this year.
ReplyDeleteThe most important thing for us to remember is to make sure the PD is taught effectively so that it is relative to the teachers, and then coach to make sure it is being implemented by the teachers.
The last thing we want to do is make our PD something that the teachers expect...a waste of their much needed time. The only way to accomplish this is to get together and make a long term plan allowing the teachers to feel the benefit of using with their students.
We must begin to look at successful schools with effective teachers and visit them to discover what they are doing that makes them Level 4 and 5 teachers. We must then take that information and not only share it with our teachers but demonstrate how to implement their practices with our students so we can all become Level 4 and 5 teachers. I also like the idea of my teachers visiting LCMS and observing some of their teachers and bringing it back to our schools.
This is not something we can afford to give up on. Many teachers in our schools are looking at losing their jobs because they not being effective. There is effective teaching going on in our county and we have to use those teachers as models for others.
Cindy, I like your idea about giving teachers more choice in staff development. What if all elementary literacy coaches, (include the three not attending our PCL training,) 4 MS coaches, and Journey team up to teach a PD. Elementary and MS teachers could choose from a menu of 7 topics. I keep 'reflecting' about how great it feels to have some choice in topics when we go to a conference. You feel like you're somewhat in control of your educational destiny! Any takers?
ReplyDeleteWhen I proposed my professional book study at my school, one teacher responded that "no one ever asks us what we want to do"! Even with the field wide open for choice of text, I had no takers. When teachers haven't had input into their professional development for so long, I think they become apathetic and think things will never change. Fron the talk I hear in my building, I think their responses (both good and bad) have primarily been linked to the presentor, how relevant the material is, and how engaged they were in the session. Some come back re-energized and ready to try some new idea in their classroom. Social studies draws high praise from everyone! I long for the day when teachers seen the relevance in their training and are excited about what they learned!
ReplyDelete