In the next few weeks we will be discussing the main points of the book Tween Crayons and Curfews by Heather Wolpert-Gawron. You will click on the comments link to add to this blog. You will need to create a Google account to be able to post comments to this blog. Follow these steps:
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Good afternoon participants. I trust everyone has enjoyed their first few days off. I hope you are excited about learning from Heather Wolpert-Gawron concerning strategies to help us deal successfully with the unique developmental level our adolescent students are going through. A post will be made on a regular basis which may cover one or more chapters with questions, queries, and points to ponder. Each participant will be asked to comment based on your reading and experience. There are no right or wrong answers so don't feel apprehensive. This is a collaborative effort to help make us all better at what we do, help children learn.
ReplyDeleteMiddle school kids have been called a lot of things, but "howler monkeys" .... this is too perfect. Ha! :)
DeleteI love that she included the survey "Who Were You in Middle School." I think it's easy to forget what it was like to be a middle school student. Question #16 asks if you've kept anything from middle school. I went to see my parents this week, and I went through a huge box of notes I had kept from middle school and high school, most of which were written during classes....oops. Needless to say, they were funny to read, but reminded me very much of the notes I've taken up from my students over the years. :)
I think this is going to be a good read.
Great introduction! Amusing and engaging.
ReplyDeleteThe intro stimulated my personal reflection. As for the 10 descriptors of "What is a Tween?", I can say the following: I did not have acne, and I was always pretty good with adjectives. :-)
I privately answered the 20 questions "Who Were You in Middle School". It was an eye opening process when I responded to Wompert-Gawron's specific inquiries. Ouch!
I find this to be an easy read.
Good morning!
ReplyDeleteI agree with Jennifer. A very amusing and insightful introduction and start to the book. So we are attempting to educate and guide "Howler Monkeys", that may answer why they throw food in the dining room, and how Mrs. Carr's Wildlife Science degree may be of use yet. Very good reading so far, and already into the aspect of the unique "Tween" brain function that is such a challenge to the educator.
I'm interested in teachers input on the "Tween-Centric Classroom Environment" chapter.
ReplyDeleteHow much thought if any do you put into the "strategic" placement of individuals and groups in your classroom?
Do the "Tweens" have any input in the process?
Counselor's are big on circles, of course 30+ participants would create a small planet, not classroom practical.
Page 15 mid-page has a very salient point for us all, "This isn't about making it so engaging that you've trained students to only work hard at what they find entertaining". I see her point, however, the current Tween possibly has this tendancy encoded long before they reach your classroom.
Environment is difficult in a bandroom, as there are only so many ways to configure the room. I have tried several different scenarios through the year, and each have their good and bad points. I did once let the Howler Monkeys in my 7th grade band suggest a seating arrangement that led to more chaos than you can imagine--thankfully, they agreed it was not a productive set-up (although they commented that it was their favorite one of the year).
DeleteThat being said, I lIKE this book! Has made me laugh out loud many times, comparing her stories to not just my current classes but my own experiences in MS :o)
Chapter 3 "The Tween Brain" is short, well written, funny again, and possibly (in my opinion) the most important in the book! That being said with 10+ chapters left to read I shouldn't be so hasty. I am going to have a T-shirt made of the illustration on page 29 of the Tween brain and sell it as our new Eagles T-shirt! Stephanie and I have whole text books and manuals that in hundreds of pages attempt to explain what is so simply described in that illustration. It's all about the Prefrontal Cortex ladies and gentlemen trust me.
ReplyDeleteI may have to be dragged off of this chapter, it explains so much of what we are challenged with. By the way this is a lonely blog.
Mr. Brodt, you are quite the over-achiever! ;) I have found what I have read so far to be interesting, and I would absolutely buy the T-shirt! HA! As far as strategic grouping and placement is concerned, I think this is why grouping is a challenge for me. I probably put too much thought into where each student will be placed because I don't want a group with strictly one ability level. I like for them to be diverse so that the students can learn from each other without expecting one person to carry all the weight. This is taken into consideration each and every time I change groups or even the layout of the seating in my room. The book also mentions allowing the students to have some input when it comes to how the classroom layout will be. I do this often because they have many more ideas than I do...they have been in many other classrooms and have seen what works and what doesn't. I have even had them draw up desk arrangements for me, and I use the different ones throughout the year. They like having a say in how things are done, which is what the book is trying to point out.
ReplyDeleteAmanda, I agree 100%. Allowing students to have an input into classroom seating arrangements, bulletin boards, etc. is important, and the students love it. I re-did one of my bulletin boards this year to display student work. I allowed one of my classes to help me come up with a theme and the wording. They were so pleased with themselves. :) As Wolpert-Gawron (this hyphenated name is way too long) discusses on page 5 (#3), I think it's important to get the kids involved in the design/decor of the room. I'm not an artistic person at all, but sooo many of our kids are. I often go to them for help, and it makes them proud to see work that they have created or helped with hanging in our classroom.
DeleteThe kids jump at the chance to help out and do something in the room. The TWITTER boards on the walls and door really engaged the kids with our classes. I would love to try some Pinterest version of a bulletin board next year.
DeleteMy weak area is strategic grouping. I will be coming to y'all for some ideas!
Thanks ladies for your input, very interesting. Back to the Prefrontal Cortex:}
ReplyDeleteIt's been described as the brain's "remote control" and in adolescence is lost at home in their couch cushions often!
It's the part of their brain that develops last and not fully as some studies report, until as late as 25. I bet our female married bloggers will disagree. My wife for example thinks it took a wee bit longer than that for me (or her) to find my "remote" and when I did, no batteries! So, the part of our brain that forms judgements and controls impulses and emotions in our Tweens is a bit of a mushy mess. On the other hand during this time a Tween's Nucleus Accumbens is functioning and flying along like a Corvette. Surprise surprise, it's the part of the brain that seeks out pleasure and reward. Do you recognize these little people? I believe they arrive August 19th!
I am beginning Chapter 3 right now. (I read Chapter 2 twice.) I am using lots of highlighter, and the margins are filled with comments to myself.
ReplyDeleteThis book is rejuvenating and insightful to me.
I readily agree with Candace and Amanda.
@Kevin
I am not as far along in the book as you are. If I were, I am sure I would agree with you, and maybe your missus, too. :-) You are amusing.
BTW, Kevin, you get up EARLY!
Jennifer, remember my remote is broken.
ReplyDeleteI loved the “Who Were You in Middle School” part. Just like the list of 10 in the book, most of my memories were not academic ones. While I made good grades in school, most of my focus was on what I was wearing or (this is embarrassing) what new song Hanson was coming out with next. Reflecting on my time as a 7th grader has helped me a few times as a teacher. I often think back on what my mentality was when I had to write essays or take notes. As a teacher, I sometimes have a little feeling of discouragement when my students don’t like the particular lesson we are doing for the day. I have to constantly remind myself sometimes of the age group I teach!
ReplyDeleteI loved reading the part in Ch. 1 about creating a tween-centric classroom. After Christmas, I went into decorating mode in my classroom. I can honestly say that it made a huge difference in how I felt about teaching. The students seemed to actually “want” to be in my room. I got a lot of great ideas for my classroom for next school year.
Oh oh! It's data deep water in chapter 5. I began this chapter a wee bit hesitant. Data and the educator, it's like having a Wolverine as a pet. If you can tame it, train it, and use it to your advantage, you will be one bad mamma jamma or dadda jamma. What fascinated me throughout, was, this was less about you as a teacher and your data analysis. Instead, emphasizing giving ownership and encouragement to the tween and their individual data usage. I am very very interested to see how you guys respond to this chapter. I am going to have to reread this one a couple of times. Great line from top of page 42 "they are merely trying on costumes, sometimes at the expense of their grades".
ReplyDeleteThe introduction is very intriguing. I think we are going to get lots of great tips from the author! Is Brodt leading this study? Why does he have so many comments already?
ReplyDeleteI have no social life
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ReplyDeleteI am really sleepy and shouldn't have started my comments today. LOL Sorry if the "deletes" are confusing to anyone. I had keyboarding errors. I probably still do, but I am taking a nap.
DeleteMembership in the "Data Lazy Anonymous Group" forces me to admit first I have a problem before I can hope to recover. How many of us are prepared to admit we are data lazy. Chapter 4 expands on the many possibilities of using data to our advantage. I honestly do not gather or use data well. I haven't figured out an effective way to gather and measure data as a means to evaluate my counseling interventions as of yet. Or am I just data lazy? Interested to hear feedback on this chapter. Is there enough time in your day to utilize the data flow? How invested are you in looking beneath the surface. There is no way to avoid it we are data driven, and honestly, we should be.
ReplyDeleteSomeone said "within all data there is a tada! moment waiting to be discovered" I think it was Mr. Highfield!
Chapter 5 is very cool.
Ok, so I have to admit, that I am data-driven and collect all sorts of info on my students to help me teach them better. However, finding it on my desk is another story! Am delving into this book with much more interest than I thought I would--more comments to come! (coffee is just starting to kick in, Mr. Brodt!)
DeleteSorry I am way behind in posting, but I promise I've been reading. Since we are living with the in-laws while building and the computer is in the boys' room, I am having trouble posting because during nap time I don't have computer access:)
ReplyDeleteI really enjoyed Chapters 2 and 3 (I hope it was ok to highlight). I think it is so important to build positive relationships in our students because they struggle with finding their place with their peers. The suggestions support acceptance of everyone.
I would like to begin with the fact that I REALLY like this book. It has been refreshing. I am excited about trying many Wolpert-Gawron’s ideas!
ReplyDeleteI did have a hiccup in Chapter 4, “Allowing for Retakes”. It was just a short topic on page 42, but it discussed something that I have found overwhelming in practice.
I agree that learning the material is the priority of any classroom, but it is also important that students be taught to respect deadlines. Is the author’s practice of open-ended acceptance of assignments practical training for entering the real world? How can the work be fairly graded? Should someone that takes a longer time to produce desired results receive the same grade? Is responsibility not also a purpose of school? I can see both positions in theory. I see mostly one way in practice.
I don't think the examples Wolpert-Gawron supplied gave adequate support her opinion in “Allowing for Retakes”. I know her intention was to offer incentives for teachers to accept late work and to allow students to retake tests for higher achievement. I see her point, but with me fairness and practicality come into play. In any event, her citing a novelist rewriting a book 30 times before it was published seemed to emphasize tenacity and perfectionism and not a reason for delayed assignments. It is my guess that Linda Sue Parks would have stayed up all night to have her English workbook pages correctly completed before the deadline.In any event, I do not recall a student (on their own initiative) independently redoing an assignment and handing it in. Perhaps I will see things differently when I cross such a bridge. (I usually allow two days to receive a late grade if the student does not have an excused absence or extenuating circumstances.)
My PreAP students have ability, but some have poor work ethics. Without just cause, I am not keen on waiting for work, or allowing students to redo their assignments.
This past school year, my regular students had extreme absenteeism. I only had 100% attendance two times all year, and NEVER on a Friday. It was a nightmare to keep grades because of make-up work. Instruction was unavoidably slowed. I took their work whenever I could get it, but I DO NOT think they saw this as an opportunity. I had to really harp and harp and harp and harp and call home and often still did not get it.
In hindsight, I feel my being open to accepting their work after the cut off actually contaminated an already serious issue. I was contributing to the death of their sense of urgency and dependability. As for retaking tests, I would reinstruct and retest the class when the majority did poorly. Even the best time management couldn’t allow for doing this on an individual basis.
Do any of you “Allow for Retakes” in the same manner as the author described? If so, how do you implement it? I would love to find a way that meets somewhere in the middle.
Howler monkeys is the perfect description of middle schoolers! Much like my students I was not at all interested in learning at school. I loved going to school to be with my friends!
ReplyDelete