I can share with you about my son (now 21) and his experience in middle school, which I think would be much more relative to you than back in the 1970's when I was in school.
He had a great team of middle school teachers, and because it was such a small school, he had those teachers for three solid years. Continuity like that really made an impact. I realize that not all systems are set up this way, but anything you can do to connect with students after they leave your classroom (or if you know who is coming in the year before they do) is just a demonstration of faith in them, and shows that someone cares and sees them as more than a number in a seat.
I also know that in many schools, parents are rather absent in their child's educational process. In his school, you had more the opposite, parents over involved and over stressed about their performance. One of his teachers in particular was great in teaching the students not to sweat the small stuff, and in calming down the over stressed parent. Helping some parents to realize that kids find their way on their own time frame really helped a few students who were under a lot of pressure to achieve from parents. Sometimes the best thing you can do for some students is to calm down the parent.
Really knowing each student was a big thing at his school. Teachers took the time to know each student beyond the classroom. Asking kids about their interests and activities outside the classroom, or noticing a student's talent or gift outside of what you teach or what might be school related goes a long way to opening up especially non participating students.
On projects, students were allowed to choose broadly the things that were of interest to them. If it was science, and they had to do a project, they were allowed much discretion in concentrating on something that was of interest to them. So if the child was into racing and cars, the science project could be built around that. Getting kids to see the math, science, history of something they love, opens them up to being excited, comfortable and eager to participate and achieve rather than be uncomfortable because they don't understand or care about the topic.
Set aside the curriculum once in awhile. Sometimes students would come up with questions or discussions among themselves, based on things from the news or things that happened in the school or community,and the teachers would suspend the lesson plan, and guide that topic through discussion, questions and any applicable subject related ties if there would be one (usually those things were more history/civic based, but sometimes there might be a math or science tie in to bring forward) . It lets kids know that what they think or feel is worthy of time being spent investigating it, it shows them you respect their feelings and needs and are responsive to more than your administration and some test scores.
Do you have the ability, at the beginning of the year, to poll the students and give them some choice in certain topics that you will teach? If you have to cover something like 20th century American History, can you put it to a vote, one or two different personalities you might do a focused unit on, or one or two events that you might let them pick which one will have a project or paper on?
Letting them help set the course of their learning shows you see them as responsible, mature, and concerned about their wants and needs. Anything where they have choices makes them feel like they matter and that they are now a responsible party in the educational process.
I could go on, but I won't! LOL
Blogs & Forums
