The Buffering Capacity of a Middle School Student: Managing the Ups and Downs

In environmental chemistry the pH of a water supply can be significantly altered and have it's ups and downs depending on environmental pressures.  At times, acids can lower the pH of a water supply and alkaline substances can raise the pH of a water supply.  I often use this clip to demostrate to students these "Ups" and "Downs".



So what does pH and color changes have to do with teaching Middle School Students?  The middle years can often be difficult times for students, as their bodies are adjusting to physical, emotional and chemical changes which can sometimes make learning a challenge.  As teachers, it is our job to adjust our pedagogy to ensure that these "Ups" and "Downs" translate into small changes that are manageable.

In environmental chemistry, we often use buffers to help water supplies withstand significant changes in pH so that the water supply does not undergo drastic alterations.  What might these "buffers" look like for Middle School Teachers to help their students?

Problem (Up or Down)	Buffering Technique
The student is inconsistent on  summative assessments.	Ensure that students have been exposed to a rigorous formative assessment regime.  Like learning a new sport, students need extensive practice to ensure they have mastered the knowledge and skills necessary to succeed.  This should include the opportunity to retry assignments without penalty.  Furthermore, are you scaffolding your teaching/learning to ensure students are given the necessary steps along the way?  Here is a link to more resources on middle school assessment strategies:   formative assessment
The student seems bored or disengaged during lessons.	Are you using a variety of teaching, learning and asessment practices in your classroom?  Within each lesson, try and incorporate a little bit of everything.  Research indicates that there is no one best teaching strategy.  At this age, the more you can personalize learning and make it interactive the more engaged the learner will be.  Tecnhology is an excellent tool to help ensure you are differentiating.  Have you considered using Learning Centres?  Here is a link to Learning Centres for Middle Schools: http://www.blevinsenterprises.com/Learning_Stations_Handout.pdf
The student is sometimes disorganized, loses things, and forgets things.	Not coming prepared for class with appropriate materials is a common complaint by many Middle School Teachers.  How can we teach students to come to class prepared without punishing them?  The practice of docking marks and/or sitting them in the hallway when they are not prepared for class are ineffective strategies.  So, what does work?  Patience has to be one of our first tools.  If a student forgets their book, binder or material, don't take it personally.  Often we want the disorganized student to fix the problem instantly!  I often wait at the door and greet the students as they enter my class.  I take time to remind some students as I see them coming down the hallway to check if they have their books, etc.
The student is sometimes an emotional roller-coaster: sad, happy, or aloof.	Take time each month to have individual conferences with your students to discuss academic and social/emotional progress.  I often set up a desk just outside my classroom to meet with each student privately.  While students are working on individual projects or in Learning Centres, I meet one on one with students to listen to what they have to say about their portfolios as well as their social growth.  Depending on the student, I might ask specific questions like, "I notice yesterday that you looked really tired, is everything okay?" Or, I might challenge them with a scenario like, "Let say you came to school and found out that you didn't make the basketball team and you have a big test that day; how would you handle this situation?"  Being a mentor or advisor to the students you teach will help them enjoy your class more because they know you care about them.  Here is a link to a great article about helping Middle School Students succeed:  http://www.middleweb.com/StdntMotv.html
The student is not completing their homework on a regular basis.  	Homework should be meaningful and only assigned when necessary.  If you have to assign homework, keep it to 15-20 minutes.  Students need to live a balanced life outside of school.  There is no definitive research to say that homework translates into higher gains in academic scores.  In fact, too much homework can turn students off school.   If a students comes to school and homework is incomplete, work with them to find out why.  I believe assigning a "0" or deducting late marks for homework is not a good idea.  Instead, I keep students in at lunch to help them finish the work assigned and work with the student on strategies that can help them complete homework in a timely manner.

The Power of Interactivity and Engagement

There is no denying the premise that increasing student engagement can translate into greater learning. Easier said than done!  With larger class sizes and greater diversity of learners in our rooms, how do we keep students thoroughly engaged?

This Asics commercial is a great example of how interactivity can turn passive people from slightly interested into active participants that are fully engaged.  Have a look:



So, what lessons/inspiration can we take from the clever Asics marketing team that designed this interactive advertisement?

1.  Use technology to generate and harness the power of interactivity.  Often technology can generate individual experiences which allow everyone to participate, instead of large group experiences when only a few are part of the action.  For example, equipment might not be readily available for every student to conduct math or science type experiments. However, there are simulations sites like www.explorelearning.com and http://phet.colorado.edu/, which enable students to interact with material in a one-one-one situation, creating a much more engaging experience.  Ipads, Ipods and computers have many apps that can help generate a more engaging and interactive experience for every learner.  Here is a great place to start to investigate more about using apps in education http://cybraryman.com/apps.html.

2.  Differentiate with Learning Centers.  When it is time to address content, teachers of older grades (8-12) often address the whole class to explain new concepts and review old ones.  Why not explain content in small groups or with individual students?  As a husband of a grade 1 teacher, I often marvel at how elementary teachers design "center based learning".  Learning Centers are designed so that students can explore and learn instructional material alone or in small groups.  Teachers in the older grades could use a similar strategy.  The room could be filled with various small group learning centers and one of the centers could be meeting with you in a small interactive and engaging discussion of new content.  Here is a great place to start to think about modifying learning centers for older grades http://www.cybraryman.com/learningcenters.html.

3.  Use Games and Role Play to learn.  Games are often interactive, fun and therefore engaging.  Kinesthetic games whereby students have to get up and become active are a great way to learning concepts.  Once such game, I designed as a project for my Masters of Education was called, The Hypnotic Game.  At the start of class students would be given "hypnotic cards", which outlined that if the student heard a specific word during class they would pretend to do something, like get up and erase the whiteboard or read an excerpt out of a book.  Then, after every student was given a card, I would pretend to hypnotize the audience/class with a stop watch.  Once all students were "hypnotized", I would snap my fingers and begin the lesson.  As the lesson evolved, certain key words would trigger student responses, interactivity and engagement.  This type of role play was based on humor, personalization and the premise that is better to be active.  It was well received by most students.

Here are two links related to learning games;  http://www.cybraryman.com/learninggames.html, http://www.nova.edu/~spahn/games_for_learning.html.

"This" or "That" in Education

After more than twenty years of classroom teaching, trying new strategies and reflecting on pedagogy, I have shaped my teaching philosophy from "This" to "That".  Let me use this funny commercial to introduce the concept.



We all have different ways to learn lessons and adjust our direction in teaching.  Trial and error, watching others, reading books and talking to  colleagues are just some of the various methods.  Regardless of the method of learning, the result can be very powerful and forever change the way we approach assessment, pastoral care, dealing with parents, curriculum and instruction.  Here is my list of ways I have grown over my many years of teaching from "This" to "That":

“This”…(But, now I  ..)	“That” (I used to….)
Now, I allow them to come in at lunch so I can give them the opportunity to complete the work and at the same time I find out how I can help them with meeting deadlines.	I used to take late marks off student assessments when they didn’t hand them in on time.
Now, I give lots of formative assessments, allow students to redo work and learn from their mistakes and I give fewer quizzes and tests.  I never give “pop” or surprise quizzes.	I used to believe that my class would be more rigorous if I administered more summative assessments in the form of “pop" quizzes, regular quizzes and tests.
Now, I differentiate many of my lessons and one of my “stations” involves students working with me, one-on-one, to discuss their portfolio.	I used to work on marking or planning while students were working individually on a quiz, test, project or assignment.
Now, I ensure students complete all work assigned to ensure we are getting a chance to formatively assess their learning progress.  I never assign a zero.	I used to give students a “0” if they failed to complete an assignment.
Now, I stand at more doorway to greet students with a smile and sometimes a joke and I deal with latecomers with kindness and respect (waiting for a private moment to discuss what happened).	I used to lock my door when the bell rang and if a student arrived late I would make them wait in the hallway until I was able to deal with their tardiness.
Now, I have taken care to ensure we discuss the assessment scheme (or rubric) for all assignments before students. And, I go over a few samples as exemplars (high, low, medium) so students have a chance to use the rubric before they begin.	I used to give projects and assignments with what I thought was a clear assessment scheme.
Now, I incorporate experiential learning into my instructional design so kids can experience what we are learning in the community by booking trips to wetlands, pond studies, fire stations, ski hills, etc.	I used to feel most comfortable teaching in the classroom.
Now, I am sharing ideas and communicating with other educators around the world everyday through Twitter and Blogs.	I used to believe that professional development only meant conferences and attending sessions.
Now, I never give notes, nor do I have students take notes.  I use a variety of different instructional strategies to ensure students have engaged and inquired to a point where their learning is “beyond notes”.	I used to believe that students needed to take notes in my class to ensure they had the content necessary to regurgitate back to me on assignments, quizzes and tests.

So, as hamsters in the video proclaim, "The choice is yours, you can deal with 'this' or you can deal with 'that'!"

Some Thoughts on Assessment and Grading

As our school starts to "wind-up" for parent conferences and prepare for report cards, I can't help but notice rising stress levels in the faces of many teachers.  The assesssing and grading of children can be less stressful if we follow current educational research.  Here is my prezi on some of these effective assesssment and grading practices I have adopted over the years:

Effective Assessment and Grading Practices on Prezi

What Has Having Children Done to My Teaching?

Earlier in my career, as Vice Principal of a Junior High Catholic School, I remember having a meet and greet with several parents during Curriculum Night.  One bold parent approached me and proclaimed, "Mr. Frehlich, you have been an educator at this school for several years, and my wife and I think you are a really good teacher.  But, once you have children of your own, you will be an outstanding educator."  

Needless to say, I was offended by this statement at the time.  Although I did not overtly argue with the man,  my stoic express did not portray how I felt inside at that moment.  I couldn't understand what he meant by this bold opinion.

Fast forward many years, and now I am more grown up (so to speak), married and I have two children making their way through school.  As I reflect on this incident, I truly understand the wisdom this man was trying to convey.

What Has Having School Age Children Done to My Teaching? 

Let me start this section by sharing a video clip that was shared with me on twitter by @amichetti (Thanks for this)



As evidenced in this video, loving Parents are filled with struggles.  How do you balance boundaries with freedom, self doubt with trust and compassion with control.  Personally, now that I have children I am more compassionate, patient, trusting and more apt to give students the "benefit of the doubt".  When dealing with difficult situations I usually take time to reflect, "What if this was my child?"

My teaching/assessment practices have evolved over the years, because of my own children.  Here are some pedagogical  practices I can thank my children for:

1.  I refuse to give a student a "0" for an assignment, I will keep them in at lunch until they finish.
2.  I allow students to eat snacks in my class, to ensure they are not hungry.
3.  I make a habit of standing at the door to my room to greet students with a smile and a welcome to begin each class.
4.  I allow students to re-attempt many of their assessments.
5.  I communicate with parents more often on the good things I see in my classes.
6.  I am quick to praise and slow to judge.
7.  I give less homework, and more advanced notice for summative quizzes and chapter tests.
8.  I try and work one-on-one during class with students while others are working on online labs and assignments like www.explorelearning.com.
9.  I facilitate more and broadcast less.
10.  My powers of perception and instinct seem more heighten.

A Classroom Without Walls-Thanks to the Magic School Bus

As child growing up, I was usually glued to the television show The Magic School Bus.  In the show, Ms Frizzle doesn't just tell her students how the world works, she shows them by hopping on the Magic School Bus and taking them on incredible adventures.  Here is a clip of one of the episodes;




The Magic School Bus is based on Experiential Learning. This "learn by doing" philosophy can be a highly effective teaching methodology, especially if it involves taking students to places beyond the walls of the classroom. Having taught at several schools with extensive outdoor education components embedded in their physical education program, I have always enjoyed the multitude of benefits that Experiential Learning can avail.  Students are able to have the opportunity for immediate application of classroom knowledge through active learning outside of the classroom.  The result can be greater student engagement and motivation. 

Yet, many schools are not structured  for such a learning style.  In some cases, a rigid schedule whereby students have a set timetable with math period 1, science period 2, history period 3, and so on...does not give teachers amply time to journey outside of the school or classroom.  If only they had the power of Ms Frizzle and her Magic School Bus. 

This year, I was given just such a gift.  Our school has a 21 passenger "Magic" school bus.  This summer I wrote my class 4 drivers test so that I, like Ms Frizzle, am able to take my science students on short adventures around the city and be back in time for their next class. 

One of our first trips was to a local man-made wetland only a few minutes from the school.  Students were able to take pictures of abiotic and biotic interactions and record sounds of the wetland.  We took water quality tests and will blog about our experience once back at the school.  Then, we will revisit this wetland in the winter and spring to inquire how they are similar and different.

Since I am a strong advocate of Experiential Learning, I plan on using the "Magic" school bus several times this year to learn by seeing and doing.  Here are some of my possible trips (all within a one to two our visit):
1.  A visit to our Cancer Centre when we study about cells to learn how they diagnose and treat cancer cells.
2.  A visit to a local grocery store, Safeway, when we study about heat and temperature to learn about how they control heat to work with food storage and preparation.
3.  A visit to several ponds around the school to compare water quality.
4.  A visit to the local animal shelter to learn (and maybe volunteer) about how to treat animals with sickness and diseases.
5.  A visit to a local ice rink to learn about the science behind ice making for our unit on heat and temperature.
6. A visit to a greenhouse to learn about different varieties of plants and how to take care of them.
7.  A visit to our local ski hill to learn about the science behind snow making.
8.  A visit to our local mall to find out how they use solar power to power the mall.
9.  A visit to a large restaurant to talk to the chef and learn about safe food handling procedures to prevent the growth of micro-organisms.
10.  A visit to a heavy machinery business to learn about how hydraulics work for our unit on simple machines.

Cultivating Open-mindedness Through Cognitive Dissonance

Cognitive dissonance is an uncomfortable feeling caused by holding two contradictory ideas simultaneously. 

We have often heard the saying, "Let's agree to disagree".  What does this mean?  To me it means we may not have the same belief system or philosophy, but we respect each other's opinion or approach.  Discussions whereby arguments take place and debates ensue are healthy and can often act as a learning experience.  In Susan Scott's best selling book, Fierce Conversations, she advocates the importance of having open and honest conversations with people.  Such relationships should be cultivated in workplaces.  People shouldn't feel threatened by arguments and debates; they need to treat them as learning opportunities. 

We can learn a lot from our enemies or people who don't uphold our same viewpoint or approach to doing things.  Walkers can teach runners to pace themselves.  Junk food eaters can teach healthy eaters to indulge once in awhile.  Lex Luthor can teach Superman that he can't do all by himself.  But, being open to this approach can be messy.  It is often human nature to get emotional when debating and arguing.  Most people want to minimize conflict and thus steer away from opportunities related to cognitive dissonance. 

Just this week, while on the social networking site, Twitter, I was following a person who was constantly making negative comments about the course management system Moodle.  I got frustrated with him saying bad things about a system I think is fantastic.  In the end, I decided to not follow his tweets anymore.  Was that the right move?  When a person has affection for something, they can often develop a biased toward the object or way of doing something.  In hindsight, I can learn a lot from someone that doesn't hold the same views I do about Moodle.  The saying, "You should keep your friends close, and your enemies even closer", speaks volumes about the importance of being open-minded and willing to listen to other people's views. 

In fact, I am going to activity seek out people on Twitter that uphold differing opinions and points of veiw.  Twitter often gives you suggestions of people to following based on similarities.  I think they should have another category for people to follow based on differences of opinion!