Education Week published a 40-page special
section on the middle grades in its October 11, 2000 edition. This conversation
string began when Anne Jolly posted several provocative quotes from one
of the Ed Week stories.
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Hmmmmm . . . I came across these comments on middle schools from an Education
Week Special Report and decided to paste them in this message for your perusal
and reactions -- especially your reactions!
Do you agree with this?
"In today's standards-driven environment, the middle grades are under
pressure to produce and ill-equipped to deliver."
"Trained for the elementary or high school grades, middle school teachers
often lack knowledge about subject matter and young adolescents."
"In their attempts to make learning relevant to students, many middle
schools have created shallow, fragmented, and unchallenging curricula."
"The middle school is the crux of the whole problem and really the
point where we begin to lose it. In math and science, the middle grades
are an intellectual wasteland."
Anne Jolly
Alabama
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Anne Jolly posted this quote:
"The middle school is the crux of the whole problem and really the
point where we begin to lose it. In math and science, the middle grades
are an intellectual wasteland."
I would like to disagree with the above statement. As a Grade 6 teacher
I am very aware that the students that I get every year come with varying
levels of skill mastery. I take them as far as I can and I know that the
Grade 7 and 8 teachers do the same.
I am especially conscious of this in Math. Last year, during a unit on factoring,
I required students to do a retest on the material for scores less than
70% ( a practice I follow with all Math units, not just this one). Before
the rewrite, students come in for extra help (two lunch hours), and do additional
homelearning (two evenings). I had a group of students who rewrote this
unit test three times and still didn't reach a 70%. I was purplexed (and
discouraged, I might add) until I realized that unless you have mastery
of basic multiplication facts, you cannot successfully factor.
This was not a Grade 6 issue, it goes back to elementary grades. Middle
School is not where we "begin" to lose it. The student has been
losing it for some time. Because Math skills build on each other, it's at
the Middle School level that it becomes a stark reality and by high school
no one can miss the deficiencies in a student's mathematical understanding.
I believe that the same holds true with behavior/emotional problems. Girls
don't "just become" anorexic in Middle School. There have been
self-esteem issues and identity problems in place for some time and eventually
they raise their ugly head in a very visual way during these grades.Its
not because Middle school is the beginning of a wasteland. Elementary teachers
may have ignored or not noticed a girl's predisposition to low self-esteem
and depression and therefore have floated along thinking the quiet, accomodating
young girl is doing just fine.
Eductaors have to stop looking at Elementary/Middle School/High School as
a separate, unconnected journey to learning. Everything we do affects the
next level and when something goes amuck (low Math/Science scores in Grade
9, for example) ALL of us need to take a look at our place in the puzzle.
Brenda Dyck
Master's Academy and College
Calgary, Alberta, Canada
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I agree with everything Brenda said, but I would say that many middle school
science teachers aren't as well equipped to deal with the high standard
of science content as the math teachers are. I would also add that this
problem is doubled (or tripled) by the lack of science instruction our students
in Barren County receive from our K - 6 curriculum, but we are beginning
to work on that.
Amen, Brenda, it is a Pre-K - 12 issue, and one that has to be dealt with
in that way.
Michelle Pedigo
Kentucky
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Anne Jolly quoted this statement: "The middle school is the crux of
the whole problem and really the point where we begin to lose it. In math
and science, the middle grades are an intellectual wasteland."
Evidentally this person has never taught a day in their life, or if they
did I am not sure how they taught.
Brenda said it all quite well. As a 6th grade teacher I fully agree that
students come to us on all levels due to many different reasons.
Family problems, age, no meds, anger you name the reasons that keep them
from learning at the correct rate. We do the best we can to raise their
learning levels.. but often it is not enough.... we need about 10 of us
in the classroom to help meet the needs of these students to pull them up
where they need to be.
I for one, would love to see the author/ess of this article stop in a teach
a week or two!
Avis Breding
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Avis Breding wrote (repeating a quote from the recent Education Week special
on the middle grades):
"The middle school is the crux of the whole problem and really the
point where we begin to lose it. In math and science, the middle grades
are an intellectual wasteland."
Avis commented: "Evidentally this person has never taught a day in
their life, or if they did I am not sure how they taught. I for one, would
love to see the author/ess of this article stop in a teach a week or two!"
I would encourage everyone to read the Education Week series. This kind
of inflammatory quote might lead you to believe that the series is not balanced,
but it really is. There are many pro-middle school voices in the articles,
and even those who are critical of middle school today, for the most part,
show a clear compassion and concern for middle grades kids and those who
work to educate them. I really think every committed middle grades educator
ought to find an hour to look through this special report and reflect on
it. It's available on the Web at:
http://www.edweek.org/ew/ewstory.cfm?slug=05ms_toc.h20
By the way, the quote comes from William H. Schmidt, the ed professor at
Michigan State who coordinated the famous TIMSS research, which compared
8th grade math and science instruction in the US and other countries.
The same article goes on to quote other middle school reformers who raise
the concern that the middle grades, in the words of one, are plagued with
"not-yet-resolved tensions" between those who argue for an academic
focus and those who believe middle schools should attend primarily to students'
psychological, emotional and social needs. "People seem not to be able
to hold those two concepts in their minds and in their practice simultaneously,"
this advocate says.
In a later article, John Lounsbury is quoted: "I can say with no hesitation
that the middle school concept has been proven in practice. That practice
is not widespread enough." To implement the original vision, Lounsbury
says, "is going to take time, and we are going to take our hits, but
we're going to come back."
Lounsbury will be a guest on the listserv soon.
John Norton
Listserv Quotemeister
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In response to the following quotes, reported by Anne Jolly:
"In today's standards-driven environment, the middle grades are under
pressure to produce and ill-equipped to deliver."
"Trained for the elementary or high school grades, middle school teachers
often lack knowledge about subject matter and young adolescents."
I believe graduates of more recent times are much more equipped than some
of the "junior high" teachers of the past. This is not to say
that our older generation of teachers are any less intelligent, but as a
teacher of ten years, I know that the college curriculum in the state of
Kentucky changed drastically to address the needs of young adolescents.
The dynamics of today's young adolescents are very different than our "old
school" upbringing. Students go through so many different challenges
socially, environmentally, and academically than we ever did at that age.
I do believe we can be successful with this everchanging population and
can make a difference in their lives. Those of us trying to do that must
let comments of that nature only challenge us to demonstrate the inaccuracy
of the beliefs quoted.
Greta Heady
Louisville
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Response to Avis Breding's comments on why middle schoolers come to us on
all levels:
Another reason they are on all levels of maturity and readiness is the physiological
changes of puberty that affect the brain chemistry. They are beginning to
develop new levels of metacognitive thinking skills, and their brains are
developing in the same out-of-kilter fashion as their bodies. If I had to
choose one word to describe the mind of a middle-schooler, it would be CONFUSION!
On the other hand, it is also the time of the awakening of social conscience,
when they begin to care passionately about things. They don't always see
the reasons for learning math and sciences, but if they are "turned
on" to environmental issues, social justice issues, political issues,
etc., the math and science become tools they use to promote these issues.
We long-time middle schoolers accept these precious young people just the
way they come to us, having seen them come back as adults over the years,
so proud of their accomplishments. We remember when they couldn't focus
their attention for a minute,and now here they are successful, productive
citizens. If we are good at what we do, they remember us as people who "taught
them a lot" (whatever that means to them) and not as people who made
their lives miserable by shredding their self-esteem because they didn't
pay attention.
Nancy Long
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Concerning the quote posted by Anne Jolly: "The middle school is the
crux of the whole problem and really the point where we begin to lose it.
In math and science, the middle grades are an intellectual wasteland."
Could this be because teachers begin to focus on content areas rather than
the learning for the "whole child" at the wrong time in the child's
development? I can't tell you the number of times we fail to look at the
entire program; rather, we focus on our own particular bailiwicks.
Khonyx@aol.com
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Bravo to Greta for her insight into the "problems" of middle schools!
I chose to stay at the 8th grade level rather than going to high school
because these terrific kids fascinate me, stimulate every ounce of ingenuity
I have, and produce a tremendous determination to see that they have valuable
educational experiences!
Several years ago the Southern
Regional Education Board (SREB) identified middle schools as the "weak
link" in education in the South. At that time, the lack of attention
the middle schools in our area received was disgraceful. Money, teachers,
and programs were pumped into elementary and high schools, but middle schools
were pretty much ignored. That SREB report generated a lot more activity
in the middle school arena, and the 17 middle schools in my district started
the "Model Middle School" concept which involved teaming, more
time for teacher collaboration, and a new philosophy of middle schools which
was much more attuned to the nature of these preteens and young teens.
After five years, we were showing strong gains! Then a new administration
came in and decided to put the system's scarce monies into pre-K -- another
high-needs area -- at the expense of the middle schools. (It's scary when
you address only one high-needs area at a time, and all the rest have to
suffer.) This year our middle schools are pretty much operating on the old
junior high model, with teachers teaching six classes a day, and up to 190
students per day. Some are trying to keep up the teaming concept, but with
fewer teachers that's been a problem, and planning has been cut from 90
minutes per day to 45 minutes per day.
Bottom line - Middle school problems don't lie with the teachers, the curriculum,
or the kids. In most cases - if middle schools are "ill-equipped to
deliver" it's because of the need for ongoing support and change.
I know that many of you have terrific working conditions and great opportunities
to make a difference for your kids. That's wonderful! I totally agree with
Greta when she says, "The dynamics of today's young adolescents are
very different than our 'old school' upbringing. Students go through so
many different challenges socially, environmentally, and academically than
we ever did at that age. I do believe we can be successful with this everchanging
population and can make a difference in their lives.
I believe that, too, Greta. Thanks for saying it so well.
Anne Jolly
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Khonyx@aol.com wrote: "Could this be because teachers begin to focus
on content areas rather than the learning for the "whole child"
at the wrong time in the child's development? I can't tell you the number
of times we fail to look at the entire program; rather we focus on our own
particular bailiwicks."
To me this could be a *part* of the problem, not sure if we could ever figure
out the whole problem. Our school is a Title I school and is one that is
under fire to get our *test scores* up. We have 2 years left. Our principal
did some research and came up with training our whole school in the Marie
Carbo program. (Learning Styles).
What a whole different concept of learning (note I did not say teaching
;-) ). This program is based on your lower students learning through taped
books, and the whole class learning through different centers.
Students take an inventory on their learning styles and we try to match
their needs.
You would be surprised at how many students are hands-on, and cannot stay
on task listening to a teacher talk the whole period. I am one of those
whose attention span cannot allow me to listen to some one for 40-50 minutes!!...
how about you! Lots of students are what you call global and learn through
hands on, and are not well organized but are very creative. This year we
are working on reinforcing needed skills through center activities... which
means I will be heading for school in a bit to work on some reading centers....!!
So a piece of the puzzle in my eyes as well... is how we help them learn...
as well as the content area.
I guess I ask myself.. what is more important for instance since we are
studying Australia ... teach everything that is in the text by pages, or
having the students do hands on activities (reports, research, booklets,
illustrations, centers) about areas of Australia that will be meaningful
to them and help them remember what they learn? The text is a research tool...
how about that for a thought!
Avis Breding
This exchange occurred at the Listserv some months later:
Jean joined in to describe another situation that indicates how collaborative
teaching may be threatened because of restructuring initiatives in schools.
I have just been asked to attend a meeting next week concerning the future
of our school district. From the addressee list on the email, my guess is
that I'm the only teacher invited (from twelve middle schools). One other
name is that of a middle school counselor, but I think that the rest are
principals. The email simply said that we would be discussing junior highs
vs. middle schools.
I am a firm believer that teams within middle schools are far superior to
junior high settings. However, I assume that the central office powers that
be feel differently. This year we were no longer allowed to have teams,
supposedly because teams are more expensive. We lost 1 1/2 teaching units
for this year, and with budget cuts throughout the state, I imagine more
cuts loom. Working without teams has posed many problems such as scheduling
parent conferences, planning field trips, planning curriculum...and effective
"hovering" is very difficult when we don't share the same students.
I am to bring along any documentation or information that I feel would be
helpful to the discussion. Does anyone have any suggestions for concrete
reinforcement that I should be sure to include in my fight for keeping middle
schools?
Thank you,
Jean
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Bill proposed ways that may assist Jean in her effort to keep middle
schools functioning in her area.
First off, I would be sure a fight is looming. And if it is and you recognize
any names on that list that might be supportive of your point of view, I'd
suggest contacting them and talking things over. Building coalitions in
advance can be an effective technique.
As far as concrete support goes, I would strongly suggest "Turning
Points 2000". The National Middle Schools Association website
is bound to have something that would be helpful, as would Middleweb! I
would think any sort of concrete examples of how this year's changes have
specifically affected your school would also help build a case.
As you build your case, look for common points as well as differences. As
much as you might legitimately disagree with some or even all (please no!)
of the people at that meeting, in the end everyone there presumably wants
what is best for the kids. The financial angle is a legitimate concern,
after all, and so would be more easily addressed once you have more people
sharing your point of view.
Good luck, and take care,
Bill Ivey
Another listserv member recommended this article, Block
Scheduling Revisited.