Editor Walter Kelly, M.A. Editorial Project Manager Ina Massler Levin, M.A. Editor-in-Chief Sharon Coan, M.S.

Ed. Illustrator Jos Tapia Cover Artist Larry Bauer Associate Designer Denise Bauer Art Director Elayne Roberts Imaging Hillary Merriman Product Manager

Middle School Classroom

Phil Garcia

Publishers Rachelle Cracchiolo, M.S. Ed. Mary Dupuy Smith, M.S. Ed.

Author

Jeff Williams

Teacher Created Materials, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com 1996 Teacher Created Materials, Inc. Reprinted, 2002 Made in U.S.A. ISBN-1-55734-548-1
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

Table of Contents
Introduction ..............................................................................................................................................4 Part I: The Classroom 1. The Micro/Macro Worlds of Middle School ................................................................................5 Biochemistry, Psychology, and Cognitive Growth Megatrends in Education 2. Creating Order in the Classroom ................................................................................................16 Making Rules Establishing Routine Discipline 3. Teaching the Basics ......................................................................................................................34 Staying in Tune with the Essential Elements How to Make Effective Use of the Textbook How to Make the Boring Fun High-Level Thinking Learning Styles Special Needs Students Reading in the Content Area 4. Curriculum Development ............................................................................................................49 The Psycho-Motor Domain: The Need for Movement Creating Instructional Units Cooperative Learning Projects Guest Speakers Field Trips Thematic Celebrations Organizing Your Curriculum 5. Effective Classroom Administration ..........................................................................................86 Attendance Grading Authentic Assessment Keeping Up with Students Preparing for Substitutes Administering Standardized Tests Systemizing Red Tape 6. Technology in the Classroom ....................................................................................................102 Background Audio-Video Technology Computers The Computer Lab On-Line Systems Desktop Publishing Knowing the Copyright Laws

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1996 Teacher Created Materials, Inc.

Table of Contents
Part II: Beyond the Classroom

(cont.)

7. Teaming ........................................................................................................................................129 Purpose, Background, and Formation of a Team Background Forming a Team Curriculum Lining Dynamics of a Team Conducting Team Meetings, Assemblies, and Field Trips 8. The Counselor and Other Support Services ............................................................................152 The Many Roles of the Counselor The Counselors Staff Outside Support Special Education Staff The School Library/The School Nurse 9. Campus Administration ............................................................................................................169 Organization of a Typical Middle School Campus New Paradigms of Power: Site Based Management The Principal and Vice Principals The Office Staff/Custodial Staff/Food Services Receiving an Observation/Appraisal 10. Districts, Regions, and States ....................................................................................................182 The Organizations of Districts, Regions, and States Federal Case Law Affecting Teachers Professional Organizations Part III: Reaching Out 11. Parental Involvement ..................................................................................................................191 The Education Triangle Effectively Communicating with Parents Bringing Parents into the Classroom The PTA 12. Organizing a School Club ..........................................................................................................204 Beginning a Club The Efficient Administration of a Club Fund-Raising/Accounting Club Trips and Competitions Creating an Interscholastic League 13. Writing Grants ............................................................................................................................218 Background Proposal Writing 14. Resource Library ........................................................................................................................226 Further Reading Reproducibles
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Introduction
Once we stop learning, we stop teaching. teaching credo This book was written with one purpose in mind: to improve the quality of middle school education. It is not a philosophical treatise filled with theory and speculation. Neither is it a research effort chronicling the procedures and practices of random teachers. This book is foremost a hands-on, nuts-and-bolts, bare-bones guide to what works in middle schoolreal knowledge gained through real experience. Many of the methods are timeless in their application, and many reflect the new demands of our changing society. Historically, middle school has been thought of as a time when youngsters create havoc for parents and teachers. Middle school teachers have seen little respect; their job has been just to get the student to high school in one piece, where real teachers could take over. Consequently, for many teachers the middle school has become merely a purgatory until a really nice spot in high school or elementary school opens up. Thus, in some middle schools, teachers may come and go like the wind. Unfortunately for the students, however, these transitional years may be the most impressionable and vulnerable of their young lives. At this time and this place they desperately need the stability of strong, effective teachers. Teaching middle school has its own intricacies; thus, the need continues for serious intermediate training. Meanwhile, this book will shed a few points of light on practical aspects of being a middle school teacher and the joy and success that can accompany it. This book is for the young and green, as well as the old and gray. In teaching excellence, there is no age indicator. Appropriate to this truism are the words of John F. Kennedy: Youth is not an indicator of vitality, just as age is not an indicator of wisdom . . . . Again, it all comes down to the quality of the individual.

#548 How to Manage Your Middle School Classroom

1996 Teacher Created Materials, Inc.

Part I: The Classroom

Chapter 1

The Micro/Macro Worlds of Middle School

In the micro-world of biology, understanding the basic forces which govern the early adolescent makes a big difference to teaching success. In the macro-world, teachers need to be aware of large issues concerning new ideas in teaching. All these factors combine for one clear goala better world for the students. The middle years can be roughly defined as those between the ages of 10 and 14. When seen from a physiological and psychological framework, this is a unique stage in everyones life. During this period, moreover, students cognitive abilities are rising to new heights. In many ways, middle school students are small children. When given the opportunity, however, middle schoolers show complex, adult-like thought. It is this basic contradiction which presents the greatest challenge to the middle school teacher. If the physiological and psychological framework of these students is understood, however, the teacher can recognize and adjust to their behavioral patterns.

Outline of Chapter 1 I. Biochemistry, Psychology, and D. Mastery Learning Cognitive Growth E. Interdisciplinary Instruction A. Biochemistry F. Year-Around School B. Psychology G. Site-Based Management C. Cognitive Growth H. Learning Styles I. Real-World Skills II. Megatrends in Education J. Cooperative Learning A. Teaming K. Technology Gap B. Block Scheduling C. Authentic Assessment

The middle school student experiences these distinct biochemical changes: 1. puberty (growth spurt) 2. sexual maturation Emotionally, the young adolescents experience the following: 1. identity crisis 2. peer pressure 3. family stability (or breakdown) and other factors which contribute to early adolescent experiences Finally, the preadolescent reaches a stage of mental development characterized by the following: 1. expanding brain power 2. moral thought 3. problem-solving skills
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