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A middle school teacher must be good at
classroom management, since he or she will be
in charge of multiple classes of varying ability
levels. Middle school teachers should also be
optimistic, organized, patient and empathetic.
Developmentally, students at the middle school
level go through many physical and emotional
changes. These changes can impact a student's
ability to perform well in class. An innovative and
creative teacher can help these students stay on
track during these years.
Job Growth
Middle school teachers have an average job
growth rate as teachers are needed in all areas.
However, certain subject areas such as math and
science are growing at a higher than average rate.
Middle school teachers have students who are
old enough to be responsible for their own
assignments, but still young enough to need
guidance in life lessons. This makes middle
school an interesting job no matter the day.
Curriculum
The curriculum is all the planned activities that
we organize in order to promote learning and
personal growth and development.
It includes not only the formal requirements of
the curriculum, but also the range of extra-
curricular activities that the school organizes in
order to enrich the experience of the children.
It also includes the hidden curriculum, or what
children learn from the way they are treated and
expected to behave.
We aim to teach children how to grow into
positive, responsible people, who can work and
co-operate with others while developing
knowledge and skills, so that hey achieve their
true potential.
Our school curriculum is underpinned by the
values that we hold dear at our school.
The curriculum is the means by which the school
achieves its objective of educating children in the
knowledge, skills and understanding that they need
in order to lead fulfilling lives.
Our school is in full agreement with the values
statement included in the introduction to The
National Curriculum Handbook for Primary
Teachers in England.
These are the main values of our
school, upon which we have based our
curriculum:
The aims of our school curriculum are:
We plan our curriculum in three phases. We agree
a long-term plan for each key stage. This
indicates what topics are to be taught in each
term, and to which group of children. We review
our long-term plan on an annual basis.
With our medium-term plans, we give clear
guidance on the objectives and teaching
strategies that we use when teaching each topic.
As we have adopted the National Literacy and
Numeracy Strategies for our school, we take our
medium-term planning directly from the guidance
documents. We use the national schemes of
work for much of our medium-term planning in
the foundation subjects.
Our short-term plans are those that our teachers
write on a weekly or daily basis. We use these to
set out the learning objectives for each session,
and to identify what resources and activities we
are going to use in the lesson.
At Key Stage 2 the curriculum at our school
places a greater emphasis on the core and
foundation subjects than it does at Key Stage 1,
and we teach these subjects separately.
This means that, for example, a child may
concentrate in one term on a history topic, then
switch to a greater emphasis on geography in the
next term. Over the three terms of the academic
year, each child has the opportunity to experience
the full range of National Curriculum subjects.
What is the intended goal of the lesson?
Remember, there is one essential question per
lesson, and students must be able to answer this
question by the end of the lesson.
With essential questions, teachers really have to
be intentional about what they want the students
to be able to do, and it has to be at the highest-
level of learning. The students have to be able to
analyze and apply; they cannot just answer the
question with a yes or no. It has to be an extended
response. An essential question must be "multi-
skill" in order for it to be a good one.
An activating strategy is something that gets
students actively thinking or making a connection
with the material being presented that day.
Make a connection to the content or to the outside
world to see how much the students already know
or remember.
One of the main things used at Cochrane is to
show video clips. Students love it when they see
their favorite show or cartoon. Initially, they don't
know what they're about to learn so they focus on
that video clip. Then the teacher uses that
engagement to link to the lesson, and the students
realize that their likes or interests can channel a
learning experience.
Relevant vocabulary must be present in your
lesson. Keep your vocabulary limited to what
your students are able to handle and make sure
that it is actively used in context throughout the
lesson. Also have your students interactively use
the words during the lesson.
Use vocabulary that's relevant. Teachers must
pick and choose what is going to be most
important and most effective. They must teach
vocabulary through a graphic organizer, through
an experience, or whatever they need to help the
students get it.
There should be limited lecture time. After 12-15
minutes of lecturing, you should engage your
students in some type of activity, even if it's for
only a few minutes. The teacher can then go
back to lecturing for another chunk of time.
Examples: Have students talk to their neighbor,
draw a picture, write a few sentences that
summarize or describe the lecture, finish an
example problem, or get in a discussion with
their group.
Use of a graphic organizer allows students to
visually categorize new information or review
old information.
Students need to be able to conceptualize
whatever information we're giving them.
The graphic organizer is student friendly. When
they look at information that's organized, it's
easier for them to retain and remember that
information.
And when they go home, it is less intimidating to
look at that information as opposed to pulling out
a notebook that has pages and pages of notes.
Examples: Have students record information in
colorful charts in their notebooks, use computers
to create graphic organizers, or create a
"foldable."
Student movement is a must. Students need to be
mobile at some point during instruction to ensure
they're actively engaged.
This one is probably the most challenging for
Cochran teachers because it can be intimidating
to have students moving. But student movement
can look a number of different ways, and it doesn't
always mean students have to get up. They just
must be physically engaged in whatever the
teacher is doing.
It's important because students don't like to sit
still, especially male students. They found that
when the male students are up and moving
around the room, they are totally engaged in
what the teacher is doing.
Examples: Students do a gallery walk in which
they move in groups from corner to corner,
answering questions or analyzing things posted
on the walls; they work in teams or at rotation
stations; they raise their hands or give the
thumbs-up or thumbs-down; they answer
questions with their body, putting their left foot
out if they think the answer is A and their right
foot out if they think it's B.
Present your students with at least three higher-
order-thinking (“HOT”) questions during the lesson.
This is proof that you are presenting all your
students with challenging work.
The HOT questions are Cochrane's signature
element. The rationale behind them is we want to
give the kids an opportunity to be challenged in
the classroom. The way the teacher presents
these questions varies, and students' responses
can be indicative of their learning pace.
The same question should be used for all students,
but advanced learners may be required to respond
in a different way. Students can respond on paper,
as part of a classroom discussion, in paired
discussion, or through homework.
Lessons must be rigorous. The activities should
be challenging and move at a brisk pace. There
should not be opportunities for students to get
bored or periods when they have nothing to do.
The entire lesson should be an active lesson.
Teachers should strive to take students to the
highest level of knowledge. There are only 180
days in the school year, and a lot of the students
do not come in at grade level, so we've got to
move them with the 90 minutes that we have
each day in the classroom.
Your entire lesson should be student centered.
The ways that we instruct our students must
demonstrate that they are our focus and that
what we do is centered on their success.
The use of technology as a tool is a critical
component of this. It provides students with 21st-
century skills that are both engaging and relevant
to real-world applications. It is a partnership:
If you effectively and successfully plan, your
students will effectively and successfully work and
learn. Take a step away from the learning process
to become facilitators rather than "givers of all
knowledge" in the classroom
Why do you like to be a middle
school teacher?
“I love teaching middle school because every day
is a different adventure! Middle school teachers
exude a frenetic and contagious energy that is
unique to their grade level — they’re fun, funny,
full of over-the-top drama, and yet serious and
thoughtful about their world, too.”
View Other Resources:
1-Teaching Topics 1 .
2-Classroom Activities
3-Multilingualism
4-Teaching Listening skills to young learner
s through "listen and so songs."
5-Rediscovering, Curiosity, Imagination
6- problem- solution approach.
External Resources:
1-High school Activities.
2-Middle schools Activities.
3-Elementary schools Activities.
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