Teacher Interview: Morals in the Classroom

I interviewed "Mr. V." and "Mrs. K.," who are both eighth grade teachers at a middle school. Mr. V. teaches history and Mrs. K. teaches English.  We discussed moral issues in the classroom and how different teachers deal with different issues.  The interviewees names were changed to protect their identities.  This interview is from 2012.

1) What is the discipline policy at your school? In your classroom?

Mr. V:  The school regulations are stated in the agenda.  It's like a constitution.  Depending on the violation, I give them a penalty.  Overall, I'm a little more lenient in the classroom than what the agenda states.  

For example, the agenda says that chewing gum is an offense that deserves detention.  But when you think about it, it's really not that bad of a crime.  They're gonna chew gum.  Kids this age are more concerned with the social aspect than the academic.  They want to impress the opposite sex, and mint flavored gum helps that.  If you ask, most of the time the kids are chewing mint gum.  So, the first time I catch them with gum, they just throw it out.  If it's a goofball in the class chewing gum, you make it fun, like have them put it on their nose before throwing it out or something like that.  If they do it again, I give them a warning.  If it is a repeated offense, then yeah, they get detention.  I had one girl who I told everyday to stop chewing gum.  She got a lunch detention.  She learned her lesson, but it was just a minor offense. But for a first offense, I don't see it as a big deal.  Just give them a warning, depending what the offense is.

Mrs. K.:  All the school's rules are found in the agenda.  It's a foundation handbook that lists all the rules.  It's really long and strict.  Teacher's also get a teacher handbook with rules.  The handbook says how to handle a classroom.

Essay: School Organization for Middle-Level Education

Ever wonder why middle schools are becomming more popular?  This essay, originally written in November, 2012, explains why middle schools are important.

The evolution of education is truly amazing as it has become one of the most important aspects of today's society.  It is extremely important to go to the highest measures when educating students.  Also, it is imperative to find the best education methods that benefit the students, especially those at the middle grades level.  There are many different ideas, philosophies, and beliefs about the best practices for educating young adolescents.  School organization is perhaps one of the most important topics when relating to middle-level education.  Many different categories fall under school organization such as grade configuration and teaming, but the whole idea of school organization and all its subtopics are extremely important when it comes to middle-level education. 

Educational Apps #1: Math and Language Arts

Below is a presentation suggesting 10 awesome educational applications that you can use at home or in school. Most of the apps are for mathematics or language arts, and range from elementary to middle grades. Each slide provides an in-depth analysis on the app. All of these applications are available on iTunes or in the Google Play Store.


iPads are an excellent tool to use in education. 21st century learners would greatly benefit by the use of iPads. Not only is it a great tool for note-taking, but there are thousands of apps that can be used for education. iPads provide interactive activity that helps students learn. It is a digital manipulative that can be used for differentiation and help students succeed.

In the comment section, please suggest some of your favorite educational apps!    

Video: 21st Century Learner

The video below defines a 21st century learner as well as a 21st century teacher. It provides essential information on what is needed to help students succeed in a 21st century classroom. It also shows that students want to use technology in the classroom!

 This video was created with Laura F. in November 2013.

Lesson Plan: The Giver Alternative Ending with Technology

Title: The Giver Alternative Ending Technology Lesson 

Subject/Grade Level: 8th Grade, Level 2, Language Arts

Standards:  

1.5.8.A:  Write with a clear focus, identifying topic, task, and audience and establishing a single point of view.

1.5.8.B: Develop content appropriate for the topic.

·       Gather, organize, and determine validity and reliability of information

·       Employ the most effective format for purpose and audience.

·       Write paragraphs that have details and information specific to the topic and relevant to the focus.

Objectives:  

• Students will be able to write an alternative ending to The Giver using technology.  
• Students will be able to share and comment on a partner’s writing, using technology.

Lesson Plan: Written Discussion

This lesson was originally taught to an undergraduate class at a university.  The lesson taught aspiring teachers how to use written discussion as a reading strategy.  The strategy can easily be used in any subject area or grade level. A Power Point and links to resources are attached.

Title: Mini-lesson: Written Discussion

Introduction of Lesson Goal/Objective: 

· Students will be able to respond to a text through written discussion by working independently & in small groups.
· Students will be able to discuss an article based off a written conversation started within a small group.

Start by asking, “Has anybody used an online forum or message board to respond to a reading?” to link the lesson to previous learning. Ask: “What site did you use and what were your experiences?”  Have a few students share their experiences to the class.  Then, explain that an online forum is very similar to a reading strategy called “written discussion.”  Explain that message boards are essentially an online version of the strategy.

State that students will learn about a reading strategy called “written discussion,” which they will use while reading a text. Explain that written discussion is important because it allows every student to read, write, think, and share. It improves comprehension because it lets students react to what they have read.  Mention that it is an alternative to a whole class discussion, as it enables all students to participate rather than a select few.

Model the Objective:  Read “Flappy Bird Will Fly Back to App Stores” aloud.  Using Microsoft Word, write a response to the text, labeled “Student #1.”  Then, “Student #2,” will write a response to “Student #1.” Explain that the class will be doing this activity on a regular piece of paper, which will be passed more than once.  Mention that students will discuss the conversations aloud.

Essay: Teaching 9/11

This essay was originally written in September, 2011.

Planes crashing, people screaming, people jumping, buildings falling, people running, people crying. Was it a horrifying movie or the end of the world? Everything happened so fast, but a few hours changed the world forever. Although it occurred over ten years ago, I remember everything so vividly. I will never forget the tragedy of September 11, 2001.  

“Oh my God! Oh my God!” I heard my mom yell. She was typically a loud person, so waking up to her voice became pretty normal in my household. I didn't think anything was wrong; perhaps there was a bug in her room. With my school building under construction, the beginning of the school year had been delayed, meaning another great summer day supposedly lied ahead. I got out of bed, looked out the window, and noticed a picture-perfect cloudless bright blue sky.  Later in the day, I was scheduled to go over my friend's house. No school, beautiful weather, and hanging out with a friend had the potential to be a perfect day for a nine year old kid like myself. What I thought would be a terrific day turned out to be one of the most devastating days of my life and one of the worst days in American history.