The ABCs of Middle Level Education

Adolescents: Celebrating & Meeting Their Characteristics Every Day

22 Feb 2017

Adolescents: Celebrating & Meeting Their Characteristics Every Day

All in for Middle Level Education Month!

You can't write an ABCs blog about middle level education with the letter A and not write about Adolescents. Not only are they the reason why we celebrate Middle Level Education Month in March, but they are the main magnificent reason why we do what we do. They are also the reason we don't what we don't. What does that mean? In order to answer that curious question, it's important to remind ourselves about their unique characteristics because they are unlike anybody else on this planet.

In This We Believe (pp. 53-62), we are reminded about the true nature of adolescent achievement. Typically, when we talk about achievement, we discuss grades, added-value, measured progress, and assessment results, but these pages always help me remember that adolescents are trying to achieve in many different areas. Specifically, they are trying to find success in 5 key areas we can't ignore:

  1. Physical: Adolescents are going through the most rapid physical change of their lives, and they are doing so at irregular rates. That's why we have students in the same school who are already gifted athletes sprinting, throwing, and dancing like professionals as well as students who are earnestly working through the essentials of coordination, balance, and movement.
  2. Cognitive-Intellectual: Like their bodies, adolescents' brains are also growing and changing at a rapid rate, and that change can be similarly uneven. That's why they tend to act impulsively and make risky decisions without thinking them all the way through. There are changes going on in the frontal lobe; in the myelin sheath; in the synapses; and in the mental processing that affect foresight, organization, time-management and more. In addition, the increase in hormones affects how the brain responds to stress, fatigue, and crisis. That's why we have students who are making tremendous leaps in abstract, divergent thinking as well as students who are working through concrete, sequential thinking. In fact, the only other time that we develop this quickly is birth to three years old.
  3. Moral-ethical: Adolescents are beginning to see their immediate world and the larger world as the morally complicated landscapes they are. As a result, our students are often at conflict with the world as it is and the world as they think/hope/dream it should be. Their “moral thermometers” are still taking shape as they gauge the ethical temperature of a situation; therefore, in their search for justice, they sometimes are quick to measure others' flaws while they are slow to see those same flaws in themselves. That's why we have students who are able to grasp society's missteps (and its magnificence) and help peers solve conflicts as well as students who are raging because they feel like no one gets them, the world is totally messed up, and they are all alone.
  4. Psychological: Adolescents are wrestling with issues of identity at all times: figuring out who they are, who they used to be, who they want to be, how they fit in, how they stand out, why they matter, what/who matters to them, and more. As the rest of the world speeds by them with all the answers, it's like they're riding bikes in deep, soft sand: unbalanced, unsteady, difficult. At the same time, many young adolescents cry out for trust to express their identity and independence, yet many times, they aren't quite sure what to do when they are given a wide berth of freedom. They are, in short, both psychologically vulnerable and resilient. That's why we have students who are already developing strong, confident identities, passions and interests as well as students who are working through the gossamer of their selves every minute of every day.
  5. Social-emotional: Adolescents are examining external social situations that are increasingly complex, and they are trying to navigate those often turbulent waters using internal compasses and other tools that are still developing. That's why they sometimes misread and overreact to verbal and nonverbal language while wearing their hearts like vibrant neon lights on their sleeves. That's why we have students who are able to work cooperatively and be friends with anyone as well as students whose friends turn into frenemies and enemies and back again from homeroom to lunch.

So what does all of this mean to educators and other folks who work with young adolescents? First, awareness is a great first step that leads to service. When we are aware (and we make others aware), we are better able to meet young adolescents' unique needs. Second, positive change for young adolescents begins with that pronoun: we. It's not enough for one person on the grade level, team, or school to talk about meeting the needs of the whole child. It's about we. And us. It has to be a common acknowledgement of and commitment to the fact that young adolescents need learning environments that are “Developmentally Responsive, Challenging, Empowering, and Equitable” (This We Believe, p. 14). Because our students are filled with so much potential and possibility. They can be boisterous. They can be brilliant. They can be challenging. They can be change-agents. They can be demonstrative. They can be dreamers. They can be lazy. They can be leaders. They can be selfish. They can be selfless. They can be wild. They can be wonderful. We embrace the fact that a young adolescent has the potential to make us tear up from laughing or tear our hair out from frustration. We realize that a young adolescent has the potential to make us overjoyed from a sudden epiphany they've had or overwhelmed from their lack of foresight and decision-making. We know that a young adolescent has the potential to make us feel like a distinguished educator who can do no wrong or like an extinguished educator who can do no right. And those of us who work with young adolescents are thankful because all of that swirling potential is what fills our days with such energy and limitless possibility.

So how will you and your school celebrate young adolescents (and those who serve them) every day—and especially during the days in March for Middle Level Education Month?


Appreciation: A Post-Valentine Declaration!

15 Feb 2017

Appreciation: A Post-Valentine Declaration!

Appreciative Things to do and My Appreciation List

Now that Valentine's Day is behind us, let's talk honestly about love and appreciation. The most important part of Valentine's Day is about what you do after Valentine's Day. It's about how you show your appreciation the next day and every day after—after the flowers have been delivered, the cards have been written, the candy boxes have been unwrapped, and the special dinners have been eaten. It's about the small things we do every day for each other. That's what real appreciation is all about.

So what's this have to do with middle level education? We know the deal: we all need to raise the praise and increase the appreciation in the middle grades. And yes, there are plenty of articles, blogs, posts, and books with practical tips and strategies on boosting morale and keeping faculty members happy and appreciated in schools. Take the time to read them—especially if you think appreciation is an overrated concept. Guess what? It's isn't. In fact, appreciation is super important.

Here's my quick list of things to do to amp up appreciation in our schools:

  • Be the example. Spread appreciation around like it's soft butter on a warm biscuit. Like it's sunshine on a cloudy day. Like it's a cold and you are sneezing praise all over the place without a tissue. Leave your own baggage at the curb and genuinely thank someone.
  • Get out there. An appreciative email is nice and convenient, but if you really want to show appreciation, go find the person and say it to them. It may be a little awkward at first, but nothing shows appreciation more than when they can hear it in your voice and see it in your face. And if that's just too much for you, call them on the phone.
  • Do the expected. Take care of the things that teachers, students, and families are asking you to do and expecting you to do. When you fulfill your duties and responsibilities from a place of love, you show appreciation.
  • Do the unexpected. Say the little positive thing to someone in the hallway. Put a glowing note on someone's desk or in someone's mailbox at a random time. Tell a student that you appreciate that they're in your class on some unexpected Wednesday afternoon. Deliver fresh biscuits to every teacher in your building on rollerblades while wearing a "Hot 4 Teacher" sign (something our admin team joyously did after testing…just because). Sometimes, appreciation doesn't necessarily need to be planned out and put on a checklist.
  • Listen. Show appreciation in conversations. Instead of thinking about your own response/reaction/rebuttal, actually hush your mind and listen to the words that someone else is saying. And if they're sharing a problem, let them know you hear them and that their problem is real and you get it. Sometimes, people don't want you to be Mr. or Ms. Fix-it. They just want to talk it out with someone who appreciates them.
  • Be real. When you raise the praise for someone, get emotional. Get specific. Get genuine. And if the moment arises and you have their permission, get public with your appreciation. Stand up in a faculty meeting and shout your love and appreciation from the rooftops! With that in mind....

Here's my post-Valentine's day appreciation list. What would yours look like?
I love and appreciate (knowing that I'm flawed and might forget someone):

  • My wife who taught second grade for six years and now works at an elementary school as an aide for students with severe and profound needs. She busts it every day and does so with grace, care, and kindness. Oh, and she's also been through it all with me and our two boys when I was a teacher and administrator and continues to keep it real with me as I do what I do for AMLE.
  • My two boys who amaze me every day with their boundless minds, hearts, and spirits. They, too, have been through it when I was an administrator and continue to rock and roar now that I'm with AMLE. I marvel at the amazing things they say, the awesome connections they make, and the futures that they are creating for themselves every day.
  • My parents who showed me through their tireless example what it means to serve and to give back. My father was a US Marine for 29 years and retired so he could get his physical therapist degree and help people in need. My mother was an operating room nurse who worked in the most urgent situations and was on call all the time, but never complained.
  • All the schools I attended and all the teachers I had who cared for me, who put up with me, who connected with me, who pushed me, who made me feel like I made difference in the world—and as a military child (not a brat), I attended a lot of schools (both public and Dept of Defense schools): Lilyputs and McGogney Elementary in D.C.; John B. Dey Elementary in California; Pattimura Elementary in Jakarta; Alanton Elementary, Lynnhaven Jr. High, and Frank W. Cox HS in Virginia Beach; Lejeune HS in Camp LeJeune, North Carolina; and JMU and GSU, too. I don't want to call out specific teachers here because I'll probably forget someone, and that's not the point. Every teacher had an impact on me, and I appreciate them.
  • Tracy Sonafelt and Betsy Zimmer at Harrisonburg High School back in 1994, my first year of teaching. They made me feel welcomed at the school, while also showing me the ropes. And they never made me feel inept or inadequate—even though I'm sure I did some inept things as a first year teacher.
  • My first students back in 1994 in Harrisonburg, Virginia. I appreciate their tolerance as I tried to teach ninth and tenth grade Basic English as a first year teacher.
  • Anita Jackson, Jane Jones, Barbara McGuire, Susan Messer, and all of the great folks at Ridgeview Middle School in Fulton County Schools in Georgia, who were there when I first started teaching middle school. Coming from a high school setting and from a different state, I was like a deer in headlights and they showed me how to embrace working with young adolescents.
  • Vicki Denmark, who brought me on as a teacher at River Trail MS in Fulton County, who taught me as one of my best professors at Georgia State U., and who showed me what exceptional leadership looks like. I appreciate her wisdom and her guidance at all times.
  • Elizabeth Fogartie and everyone at Webb Bridge Middle School in Fulton County. Ms. Fogartie brought me on as an assistant principal and gave me freedom to try new programs and initiatives to help students and teachers—and she also had high standards and expectations that helped me stay in line. And she continues to be a middle grades leader today. All of the teachers and staff at Webb Bridge helped me grow as an administrator with their patience, diligence, and humor. I used to make them homemade cookies to show my appreciation during the school year, but I know there aren't enough cookies in the world to show my appreciation.
  • All of the people in the Haynes Bridge Middle School community who supported me during my time there.
  • Sherri Black, former principal at Big Creek Elementary School, who took a chance on a middle school educator and brought me on as her assistant principal. Among the many lessons I learned, I appreciate everything you taught me about elementary school life and about speaking with one voice as an administrative team.
  • The entire AMLE team—present and former. I appreciate you setting the stage for everything we do in the middle grades and for bringing me on the team. We are a merry band of misfits, and I appreciate each and every one of you. I appreciate how you work so tirelessly to bring great resources to folks everywhere, to serve with grace and joy, and to amplify the voices of middle grades educators everywhere.
  • All of the educational consultants I work with at AMLE who really get it. You, who show your appreciation and honor for the cause of education. You, who understand that the real, real, real work is being done in the classrooms and schoolhouses. You, who understand that we're in a privileged position to go out and deliver workshops, have conversations about teaching and learning, and offer suggestions through our content. You, who drive the miles, take the flights, pack the bags, leave your families, plan the sessions, do great jobs—all for middle level education.
  • All of the middle level educators out there who are doing the work in the field and serving young adolescents, their families, and the critical cause of middle level education. Because I've been in the classroom and in the administrative office, I know you are busting your hind parts each and every day to make all of this happen.

Again, I know that I may have forgotten someone on this appreciation list—and that's because my brain is addled and also because no list is ever done. So now that Valentine's Day is over, it's time for all of us to show the love and appreciation. So get out there, be real, make a list, and share it with the people who matter and who you appreciate in the critical middle grades.


A is for Anger: How and Why Should We Teach it?

8 Feb 2017

A is for Anger: How and Why Should We Teach it?

Two Quick Tips for Helping Students in Anger

With Valentine's Day right around the corner, I thought it would be appropriate to write about anger. Sounds about right. Before I was a middle school teacher and administrator, I was a young adolescent. And as I've mentioned on previous posts, my middle grades diet was a balance of happiness and sadness—with a nice dollop of anger thrown in for good measure.

Thanks to some kids (and a teacher or two) who were mean, nasty, and driven to target new kids who didn't "fit in," I was filled with rage on many days as a kid at my junior high school in Virginia Beach. I was, in fact, one of those kids who did good in school and kept quiet, while simmering underneath was a cauldron of anger ready to explode. Hello, nice to meet you. While my anger has created some interesting emotional echoes that I continue to hear as an adult, all of that fiery emotion has also taught me a fruitful lesson about anger and young adolescents (and adults, as well). Saddle up. It's a radical idea: while it's important to teach our students about love and understanding, I also think we need to teach kids about what to do with anger and misunderstanding.

Why would we do something like that? Isn't there enough anger in the world? Why do we need to talk about it in our schools, too? Here's why. We have a problem with how we deal with anger in schools. We tend to treat anger as a deviant, abnormal reaction to the world—and consequently, we tend to treat students who are angry as deviant and abnormal, as well. When we label students like that or tell them to "just calm down" and "get over it" when they're angry, many things can happen.

Here are four consequences that can happen when we just shut down an angry student and dismiss their anger:

  1. An angry student might just get angrier and do something worse ("You all don't get me. You don't care. You just want me to shut up. Just wait until tomorrow.").
  2. An angry student might learn that anger is wrong, and therefore, they are wrong and they don't belong—and they drop out mentally or physically ("Man, I knew it. I'll never fit in at this school. I'm never coming back.").
  3. An angry student might not get any tools or strategies to help them deal with their anger in the future, so they get stuck in the same cycle ("So what if I cussed him out or hit him? What else should I do when he steps up to me next time? I'm going to the same thing.").
  4. An angry student might become an angry adult who burns more bridges with fiery words and deeds and becomes more isolated and more angry ("You don't agree with me? You're just like everyone else. I'm done with you. I'm going to stick with people who think just like me.")

If those consequences are possible, don't we have the duty and obligation to try something different with anger? If we want to empower young adolescents, increase their achievement in all areas, and create stronger, more positive learning communities, shouldn't we do more to help students deal with anger? Where do we begin? Two quick suggestions.

First, we need to de-stigmatize anger and treat it as the normal, natural emotion we all feel—as kids and adults—and we need to redirect it. I've seen and heard a lot of folks deal with angry students by yelling back at them and getting in their faces to show them "who's in charge," and that's a terrific way to escalate things. It can turn a simmering situation into a volcanic one in an instant. So let's flip that script and ask caring questions, listen, be there, and check our own tone; that's how we can de-escalate and defuse it. Model the emotional expectation you would like to see. As a middle school assistant principal for six years, I had my share of angry kids in my office because they took their anger and lashed out in ways that were destructive to themselves, to others, to their schools, and to their futures. After we completed the disciplinary paperwork and I made phone calls home, we talked about the root of the angerthe facts of the situationand I always reminded them, "Anger is a very natural emotion. Everyone gets angry. It's what you do with your anger that will make the biggest difference in your life. Artists get angry and create. Writers get angry and write. Musicians get angry and they make songs. Athletes get angry and they take it out on the field, the court, or the track. So what can you do, who can you talk to, what can you create with your anger the next time you feel this way?" In fact, as the parent of a seventh grade boy, I've had to give this same talk with him after he punched a wall in P.E. and broke his hand in anger. Clearly, anger is a reality in the school house and on the home front. What's also a reality is this: when we talk to kids about anger as something that's natural and normal, they will talk about it honestly and work on it with us collaboratively—as long as we continue to follow-up with them and listen.

Second, when working with an angry student, we need to remind ourselves about being this age and we need to check out the characteristics of young adolescents—specifically, their minds and their egos. From a cognitive-intellectual perspective, This We Believe (pgs. 53-62) reminds us that their minds process information and emotions differently, and they are prone to risk-taking behaviors. Therefore, we need to be patient with them as they misread verbal and nonverbal language, act out of anger, and then maybe reflect. We need to give them specific tools about conflict resolution, civil discourse, and mindfulness to support them in their angry moments, so they know how to respond. From the social-emotional and moral perspectives, they are deeply concerned with identity and themselves, and they are constantly trying to figure out where they stand. Therefore, we need to be patient with them and their anger as they do things to "save face" and establish and maintain their identities. We need to help them see other perspectives by sharing our own struggles and missteps and through strategies like role-play, self-compassion, and reflection activities. We need to help them understand that it's okay to be wrong. That you don't have to start hating someone because they aren't your friend right now. That anger can be a constructive tool—instead of a destructive tool. And, of course, we need to remember that young adolescents' unique characteristics don't excuse their anger; they provide us with a lens through which to understand it.

Finally, we must never forget what we were like as a young adolescent and what got us angry, how we dealt with it, and what help we wish we had on that raucous and rocky road.


Closing the Access Gap in the Middle Grades

30 Jan 2017

Closing the Access Gap in the Middle Grades

What We Should Do So All Students Succeed

Access: Why would we look at middle level education through the lens of access? What effect does access have on specific stakeholders—including ourselves? How does access (or lack thereof) affect teaching and learning in the critical middle grades? What do we do when we have an "access gap" in our schools? How many questions can I string together before I get to the point? Now that all of these musings and queries are simmering in your cognitive stew pots, let's stir them around and see what we get. Shall we?

First, questions about access are important for us to consider if we are going to fulfill the promise articulated in This We Believe that our school environments must be "inviting, safe, inclusive and supportive of all" (p. 14). Access in an amazing middle school translates into consistent efforts towards equity for all students and stakeholders—in terms of resources, chances, and opportunities to grow and succeed. The opposite, exclusivity, creates an atmosphere that benefits, provides for, or celebrates only a selected few. And while those students reap the benefits and enjoy the spotlight, others languish, disconnect, and learn that they are not worthy or not worth the trouble. And with young adolescents in particular, this can be the beginning of their dropout mentality and narrative. Why should I care to come to school if no one really cares about me and what I'm about? They aren't even thinking about me at all, so I'm out. They might not say this out loud, but you know you can see it in their body language and in their silence.

So how do we change this narrative and close the access gap? Shifting a school from an atmosphere of exclusivity to inclusivity takes an equal mix of recognition, action, and determination.  To recognize the access issue, we must first see our school through the eyes and hearts of the disconnected and marginalized. For example, let's look at access to recognition. When a leadership team looks at the school's academic celebration program, for example, that team needs to determine if all students have access to it and needs to figure out how all students can be celebrated. Is it just for kids who get Honor Roll, Super Honor Roll, and Perfect Attendance each semester? Our middle school administrative team asked that very question, recognized the problem, and decided on an action. We reshaped our honor roll program by creating a monthly recognition initiative that celebrated more students in four key areas: Academics, Arts, Athletics, and Altruism. And we told teachers, staff, and students that anyone can earn this monthly distinction; for instance, an "at-risk" student who created a great poster project about paramecium could get an Art award in science. A student struggling in ELA could get an Altruism award for the simple, profound act of holding a door open for others. Because we were profoundly determined to make this program work, we had profound results: more students were celebrated, more families were honored for their work on the homefront, and more school spirit was generated because more kids felt appreciated and had access to the spotlight.

Now let's look at access to extracurricular offerings. When a Student Activities department looks at the school's clubs and sports program, that department should determine if all students have access to it and figure out how all students can enjoy healthy, engaging activities that promote involvement, physical wellness, and team-building. That's why many schools are retooling their competitive extramural programs and adding non-competitive, inclusive, fun intramural sports that rotate every quarter... because athletics in the middle grades shouldn't be relegated to the kids who make the team. That is also why many schools are including clubs and activities during the school day—instead of after school... because clubs in the middle grades shouldn't be available only to the kids whose families can pick them up at school when clubs are over. All students deserve access to great opportunities to connect and grow with their teachers and peers.

Last but certainly not least, let's look at access to success. Specifically, in the areas of academic achievement and mentorship, a school leadership team should explore whether or not there are access gaps in those areas. Homework, for instance, is considered a critical formative assessment tool that we often use to evaluate student progress and understanding. No surprise there. And when we think about access in terms of our homework assignments, it can be tempting to imagine that our young adolescents go home at the end of the day to all the resources they need to continue learning, studying, and doing our assignments. That is a dangerous assumption—and one that furthers the access gap. While there are countless students who go home to environments that have ample resources to help with homework (materials, time, family members, quiet, technology, etc.), there are many students who don't. Their after school time looks and feels very different. So when a grade level, interdisciplinary team, or leadership team discusses the topic of homework, it should do so through the perspective of an under-resourced student and explore the purpose, nature, and effect of homework overall. Is the achievement gap with homework widening because of an access gap? In addition to homework, students may also have limited access to strong, consistent, positive-minded mentors that can help them achieve. That's why advisory programs are a Tier 1 Intervention on the RTI/MTSS pyramid; they are universally awesome for all young adolescents because they give all students equal access to adult advocates and mentors every day. A school leadership team should, therefore, examine the vision, tenets, and practices of its advisory program to determine if it is fulfilling its aimor if it is allowing the access gap to continue.

Bottom line: Every young adolescent we serve deserves access—because the effects are tremendous. When we provide access to all students, it reconnects the disconnected. It rekindles hope in kids who are growing hopeless. It instills purpose in students who are becoming aimless. It shows students who are disenchanted that we care about them. It fulfills the democratic promise upon which our schools were founded.


Advocacy and Agency in the Middle Grades!

23 Jan 2017

Advocacy and Agency in the Middle Grades!

The Invisible Elevator in Your School, and How to Make it Work

This week, we're checking out Advocacy and Agency in the middle grades. Normally in this blog, we focus on one word at a time, but I'm going to break that rule and offer up a 2 for 1 special. A buy 1 get 1 free. A lagniappe for your cognitive grocery bag. Why? First, because I'm a giver. Second, because I think advocacy and agency are critical pieces of string woven together in the fabric of student empowerment. They can't be pulled apart. When treated with care, their fabric grows and offers security, welcome and assurance for all students. From a foodie perspective, they are also essential ingredients in the recipe of positive student growth that cannot be separated. As we allow them to simmer, their flavors complement each other and provide young adolescents with bottomless bowls of emotional nourishment, warmth, and trust.

While they can't be separated, let's check out each one separately, shall we? Advocacy first. As This We Believe states, an effective and amazing middle school is a place where "every student's academic and personal development is guided by an adult advocate" (p. 35). Yes. Young adolescents thrive when they know there are reliable, consistent, caring adults in their lives. People who care about them beyond their content areas. People who think about them beyond their test scores. People who offer safe harbor when the adolescent seas get rough. People who listen to them when the clouds of worry hover and linger. People who speak up for them when they feel like they have no voice. People who communicate—through both word and deed—that there is no such thing as the forgotten middle. When advocates like this fill our middle schools, young adolescents don't just attend school. They thrive.

How does this advocacy work happen? Through both expected and unexpected actions. Through scheduled, consistent mechanisms like advisory, interdisciplinary teams, and looping, students bloom because they are supported members of a smaller learning community. Advocacy also happens through unscheduled, random acts of caring and relationship-building, making students flourishbecause they realize that positivity is a possibility in any class, doorway, hallway, bus dock, and cafeteria table. And to be clear, the goal of advocacy work isn't to create a system of dependency, where students think/believe/feel like they can't progress without an adult holding their hands. Rather, the aim is to foster an environment that encourages students to ask bold questions and explore—because they know they have a safe place to land.

In fact, when young adolescents have advocates in the middle grades, they develop another powerful mindset: self-efficacy in all areas of their learning lives. When adult advocates are active in the middle grades, a student's internal monologue of self-efficacy sounds like this, "My math teacher cares about me and thinks I can do this, so I think I can do this, too. I may struggle, but she's there when I need her. My reading teacher listens to me and tells me that I'm making progress, so I'm going to keep trying even though reading is tough for me. I can do this. I can make this happen. I can achieve more than this. Because my teachers have my back." As students see themselves as actors in their own success, their self-efficacy grows. That's one of the key by-products of advocacy in the middle grades, and that's why it's so essential.

Advocacy also drives agency, which is the invisible elevator that exists in every middle school. Once students gain a sustained sense of self-efficacy (i.e., "I can do this math problem."), they also learn that they have the ability to change their lives beyond the schoolhouse. The empowerment they feel when they fix a run-on sentence, solve a science query, or develop a novel idea in social studies fosters more self-efficacy, more empowerment, and more agency. Indeed, when young adolescents have a sense of agency, they begin to take on leadership roles in their schools and their communities—fixing neighborhood conflicts, solving local issues, developing novel ideas for authentic problems.

How does this agency work happen? Through our daily practice and through larger efforts as well. Agency is fostered when we promote growth mindset, challenge all students, and encourage creativity and purposeful risk-taking. Agency is also grown through larger initiatives, such as service-learning projects. Not only do service-learning projects bring interdisciplinary learning to life, but they also show young adolescents that they can research an issue that matters to them, that they can take action, and that they can have actual impact. This kind of learning also transforms how other people see middle school students; instead of characterizing them as aimless, the community will begin to see them as purposeful and on target. In other words, the invisible elevator of agency has the ability to lift students up and take them to places and levels they once thought unachievable—and to show the world what young adolescents can achieve.

  • So how does your middle school advocate for all students?
  • And how does each teacher and staff member advocate for their students?
  • Do your students have a sense of agency? How do you know?
  • What specific actions, initiatives, and programs are being used to foster agency in your school?
  • Who advocates for you—as a teacher, administrator, staff member?
  • Do you feel like you have agency over your learning life? Why or why not?

Six Final Essential B Words for the Middle Grades

17 Jan 2017

Six Final Essential B Words for the Middle Grades

And Say Hello to the Letter A for Amazing Middle Grades!

We've checked out several B words that relate to the marvelous, magnificent middle grades, but before we bid adieu to this letter, here's a list of other B words that are worth our time and consideration. What's on your list?

  • Binary: Students should be empowered to make learning choices, and they should be working alongside others to grow, to flourish, to explore, to be challenged, to set goals, to stumble, and to achieve... without the divisive binary of "I'm the teacher, you're the student." They need to see teachers and administrators as learners, too. 
  • Burger: Education is a process of assembling and constructing to meet unique learning needs and tastes (while also fostering a learning community), and a food that resembles that process is the burger. It can be tailored to fit the learning palette, while also offering opportunities to stretch/push it. Some learners (including teachers, staff, and administrators) may want a plain burger of learning, but they actually need it with mayo and pickles—so adding those pieces to the meal is essential to helping them expand and grow. 
  • Because: Do the right thing, the best thing, the most helpful thing, the kindest thing for the young adolescents and the people we serve just…. because. Yes, more praise or more pay may be reasons to do more, but we should remain driven by the power of just because. Doing the right thing for others for no reason at all can show our students (and other adults around us) that a learning community grows when service and kindness aren't mandated—they just happen. 
  • Back: Back has so many meanings with the critical middle. We need to always look back and remember what we were like as young adolescents. We need to encourage our students and families to give back to their schools and communities. And we need to have each other's backs when times get tough. Our young adolescents need adult advocates that they can fall back on as they navigate their tempestuous seas.
  • Blinders: What sets a true middle school apart is that its teachers and staff always have their eyes open—for the good stuff and the rough stuff. Even when it would be easier to do so, no one puts their blinders on. No one shuts their door and says, "None of my business." They are looking for changes in students, so they can respond proactively and celebrate early and often. They are watching their fellow teachers so they can support one another and also grab/steal/borrow their great pedagogical tricks.
  • Boom: At an effective and amazing middle school, learning is engaging, differentiated, and filled with BOOM! Young adolescents need curriculum that is integrative, exploratory, challenging, relevant, and explosive. Like asteroids that make huge impacts on the earth, our teaching should leave indelible impressions on the lives of young adolescents we serve.

Now we get to the start of it all. The letter A. First, the sound of this letter is perfect for the middle grades. It can resemble a celebration, an epiphany, an exclamation that someone has just learned something wonderful—as in, "Ay, I got it!" Or it can cut through the air like a stinging rebuttal, a tense refusal, a sharp accusation—as in, "Ay, leave me alone!" In other words, just the sound of this letter illustrates the potential triumph and challenge of middle school.

And in terms of the shape of the letter, it looks like teaching, learning, and leading in the middle grades, as well. There is goal at the top, a climb to meet that goal, and a supportive handhold in the middle to help us as we ascend. In fact, that middle bar also steadies us if we should descend in the other direction after we reach our goal. As an English Language Arts and Reading teacher, to me the letter A resembles the classic plot diagram that begins with the setting and characters, moves to the rising action, reaches the climax (a word that you need to use cautiously with young adolescents), and finally moves on with the falling action, resolution, and denouement. This diagram can be used to help our students examine decisions they need to make or to assist them as they examine actions they've already made. What goal do they want to reach? Who is going to be a protagonist to support them? Who is going to be an antagonist to challenge them? What internal and external conflicts can they anticipate and how can they meet them? How will they know when they've reached their goal? How will they celebrate and reflect once they've attained it so they can grasp the themes and the enduring understandings? That's what the A is all about in sound and sight.

What "A" words will show up in the weekly blogs to come? Stay tuned to find out, AMLE friends and neighbors!


Boat: My #OneWord2017 for Middle Level Education

9 Jan 2017

Boat: My #OneWord2017 for Middle Level Education

7 Nautical Tools Every Middle School Needs

My contribution to the #oneword2017 movement is boat. Hang with me on this. As a former middle school teacher and administrator and as the parent of 9- and 12-year-old boys, I always have my antennae up for safety—because it seems like young adolescents are attracted to potentially dangerous situations. My sons, for instance, are always on the move. They jump on the couch, on the bed, on the chairs–if they can jump on it or off of it, they’re doing it. They also run at breakneck speed in the yard and then tackle each other with wild abandon. Many days, I would like them to just slow down and take a break. But then I think about boats. A wise philosopher once said that “A boat in harbor is safe—but that is not what boats are for.” That is very true. A boat is meant to get out there on the water and find new destinations, explore the world, and stay active. Will the waters always be calm and steady? No. Will the course always be certain? No. Do boats make me think about what we’re supposed to do as middle level educators? Absolutely. In fact, let’s take a moment to analyze this nautical metaphor through the lens of middle level education and early adolescence. Like boats, amazing middle grades schools need these seven items:

1. Rudder: An amazing middle school remains steadfast in rough seas, and young adolescents (and those that serve them) need to know that the boat’s aim is true. When we know the boat has a steady rudder, we set bold courses, ask brave questions, and take productive risks on the open seas of our educational journey—because there is trust. Does your school have a steady rudder?

2. Structure:  An amazing middle school has a structure that can accommodate everyone and is built with both earnest efficiency and boundless exploration in mind. What makes the middle school boat unique is that its structure is not fixed or static. Rather, it is collaboratively shaped and reshaped, and it contains flexible pieces of the past, present, and future. When we know the boat has that kind of structure, we are comforted when we climb aboard and when we venture onward—because there is security. Does your school have a supportive structure?

3. Patch kits and life vests: An amazing middle school has a plan that responds and provides when plans go awry, when the structure cracks, when the rudder loosens, when the sails tear, or when the passengers lose their way or fall overboard. When we know that the boat has an accessible and responsive patch kit and life vests for all circumstances and all people, we work together more often, more readily, with more care and with more results—because there is safety. Does your school have a responsive patch kit and life vests?

4. Sails, engines, and oars: An amazing middle school has a means to propel itself and its passengers forward depending on the situation. There are times when swift action must be taken, so the engine is engaged. There are times when collaborative decision-making needs to happen, so every oar hits the water and every voice pushes the boat forward. There are times when the boat is guided by winds outside of itself (winds of change, progress, mandates), so the sails are unfurled and those winds are harnessed to move the boat ahead. There are times when all three—engine, sails and oar—are used. When we know that the boat has varying means to propel itself forward, we are impassioned and empowered to do the work we must do for young adolescents—because there is forward-thinking. Does your school have the means to move forward?

5. Destination:An amazing middle school has both definite places it wants to go while also encouraging students, teachers, and staff to go beyond—to explore, quest, seek, connect, and dream. Not only is the map laid out for all to see, but everyone is also a cartographer contributing to the map itself. When we know the boat has defined destinations as well as a commitment to free exploration, we work with more commitment and earnestness—because there is liberation through community. Does your school have destinations and explorations?

6. Compass: An amazing middle school provides all students and staff with the tools they need to find their way in the learning community and beyond. It isn’t enough to just explore new horizons. If we loosen our boat from the safe harbor without a compass to guide us, then we are setting ourselves up for failure. In an amazing middle school, the compass creates a common language and a common way to make sense of the world; it might be a team motto, a vision statement, a mascot, a school-wide way to take notes or organize learning, an SEL program. Whatever it is, when we know that the boat is guided by a common compass, we work with more confidence—because there is direction. Does your school have a compass?

7. Steering: An amazing middle school has the means to move itself in new directions. The ability to move forward is not enough; responsive steering is an absolute necessity for a school to grow, change, and adapt. And the steering mechanism should be accessible and collaboratively-oriented, so not one person dictates the path. That’s why leadership teams should include voices from every team, grade level, department, special area, and more. When we know the boat has steering that helps us change course when needed, we work with more eagerness—because there is possibility. Does your school have responsive steering?

So get in the boat in 2017 and boldly venture forward for every young adolescent you serve. While we don’t want to put ourselves at risk, we should never be afraid to get out there and see the world. Just like the boat is meant to explore, the human body is meant to move, the human mind is meant to examine, and the human heart is meant to explore. No one should be left standing on the shoreline of the future with opportunity lost. Be confident that you can pull your boat out of the harbor and be successful. Show your students and staff that they can do the same each and every day!


Dropping the Needle on the B-Side for the Middle Grades

19 Dec 2016

Dropping the Needle on the B-Side for the Middle Grades

For the Record. For Every Student We Serve.

When I was in college, I was a radio DJ at WXJM 88.7FM—although only a handful of listeners would know. I worked the timeslots that felt like the air was made of stars and caffeine: 1am-3am and 6am-8am. During those early mornings, I would hurriedly walk from my dorm room in the dark with my backpack full of CDs, tapes, and records. I was known for playing songs by artists that few people had heard of, playing songs in odd combinations, and playing songs that weren’t on the A-side of the record. What does all of that have to do with middle level education? Stay tuned, listeners!

For those of you who may not be privy to the joys of records and LPs, here’s a quick lesson. The A-side of most records is typically where the artist and record company lined up the singles—those sure-fire, hot hit songs. Those were the songs that jumped up the charts, songs that fans craved to hear, and songs that stuck in your head. And as a music fan and a DJ, I appreciated the cool, hummable melodies of those songs. But for other reasons, I loved the B-sides even more. I wanted to hear the songs that didn’t make it to the A-side. I wanted to hear what made them different. I wanted to discover what the artist was trying out. I wanted to wonder about the crazy magic in those songs. I wanted to check out the risks on the record. So what do records and B-sides have to do with the field of middle level education? Stay tuned for more, listeners! Here comes the answer after this short break!

First, there’s a connection with the process of playing a record and working with young adolescents. When you play a record, it’s different from the digital music world we live in today. Today, you scan through your playlist on your phone, find what you want, and hit play/shuffle/repeat. With a record (especially as a DJ on air), you need to (1) find the groove in the LP for the song you want, (2) delicately place the needle on that groove, (3) find the exact spot where the song begins (leaving a little empty sound space), (4) plan what to say to intro the song, and (5) then hit play. It takes patience, time, a careful ear, and a disposition that accepts and embraces flaws. Because the song may start early. The song may start late. The song may be the wrong song or it may have words that may be wrong! There is nothing like an “on air” goof to get the heart racing! Working with young adolescents is very much the same process. How’s that? Stay tuned for even more, dear listeners!

If we think about young adolescents as music, we can’t simply plug them into a USB port, select the instructional song for the day, and hit the play button. Our students are like LPs, and like pedagogical DJs, we have to (1) patiently discover their unique record grooves, (2) take the time to find the music of their shifting lives, (3) carefully put our ears to listen as it plays to us, and (4) be open to the B-sides. Being open to the B-sides with young adolescents means that we need to anticipate and embrace the flaws and the unsettling songs they bring every day, because not every tune is going to be an A-side hit. Of course, our students will have great moments and bright ideas. And like hit songs on the A-side, we need to celebrate those “educational tunes.” We need to let their songs of excellence play for all to hear, and we should crank up the volume loudly and proudly. That’s why, for example, we put up their exemplary work on our boards, walls, and websites: to show them and the whole world that young adolescents can create glorious, melodious songs of learning. We love their hit songs on the A-side! But what about the other side of that record? Stay tuned to hear more, listeners!

We also have to love our students’ songs on the B-side, too. As we relish the harmony, we can’t neglect listening to the disharmony. As we tout the major chords, we can’t ignore the stories in the minor ones. As we hum the polished choruses, we can’t turn our ears away from the flawed, unfinished, discordant ones. That’s because the young adolescents we serve (even our “high achievers”) bring us their B-side songs every day, too. And those B-side tunes are different, and they are important, too. So in addition to turning up the volume on students’ exemplary work on the A-side, we need to honor their mistakes along the way. In addition to celebrating their friendships and leadership on the A-side, we need to be there when they feel friendless and without direction. In other words, our young adolescents need us to turn the record over, carefully drop the needle in the groove, and check out those B-side tunes. Perhaps that’s how we serve our students: by listening to the B-side. Perhaps that’s where we need to be to support their growth in the middle grades. For the record.


Bullying: What's Your Story and So What?

12 Dec 2016

Bullying: What's Your Story and So What?

4 Ideas to Consider 4 Change

Why does bullying have such a powerful link to the middle grades? How do we begin to unravel this one?

I think understanding bullying and why it has such a powerful link to the middle grades starts by reflecting on your own story with it. It's difficult to pin down when bullying and I got to know each other, but I think it started full force in the fifth grade and continued through early high school. When I was 10, I was at a new school because I had just moved. I was out of shape. I was socially maladjusted. I stood out. So certain kids sought me out with their verbal arsenal, and their weaponry was cruel. One kid called me "Elephant Boy" in front of the class every day. Another one told me to "skip a meal" when he saw me. One girl was dared to go out with me for half a day, and then, of course, she broke up with me at 3pm. I found vile things written about me on walls—all because I didn't fit in. It was pervasive. I felt powerless to do anything about it. I didn't want to tell anyone at home—because how do you tell your dad, a U.S. Marine, that you can't take care of yourself? I didn't want to tell anyone at school—because how do you tell a teacher or a principal about all that stuff and it will only make it worse? I didn't want to go to school anymore—because how can you concentrate in class when you think/know that everyone is secretly laughing at you? But I did want to do something about it. In my mind, I had massive revenge on them all, and I imagined scenarios that made me the victor and destroyer. Clearly, I didn't act on any of my imaginings; instead, I kept it in my brain, found solace in music, discovered peace in writing, and learned from it all. Even now, I remember the names and faces of my tormentors, and oddly enough, there are many days when I thank them. They made me thick-skinned. They made me develop grit and resilience that I would need later as an adult. They helped me prepare for social interactions with certain people. They even supported me when my own son came home from school after enduring the same kind of cruelty. I didn't have the perfect answer for him, but I could listen and respond from a place of care.

So that's my story with bullying. What's yours? How does it affect how you support all students?

Here's how my story has shaped what I think about bullying.

1. Maybe we should stop calling it bullying and focus on the learning—because everyone has the capacity for cruelty as well as kindness. There's a person doing that vile stuff, and there's a reason why they are doing it. By reducing the person and the actions to a "bullying" caricature, are we really addressing the issue? Are we really helping bring about behavioral change that helps every student? As an assistant principal in charge of eighth grade for more than six years, I dealt with my share of bullying issues. I handled and signed more triplicate forms, called more families, and talked to more angry, frustrated, sad, and tired teachers and students about disruptive conduct and bullying than I can even count. I interrupted classes and heard the classic, "Ooooh" sound from students as I took one of their peers to my office, so we could talk about bullying and behavioral "infractions" It was never easy. Each time, I wondered how I would feel if I was the student. Each time, I remembered kids who picked on me. And each time, I wondered about the learning—because that's what middle grades behavioral conversations should be about. The learning. In This We Believe,  the authors talk about how the "school environment" should be "safe, inclusive, inviting, and supportive for all" (p. 14). So this means making the school supportive for students who behave and for those who misbehave. Supportive for students we conveniently call "bullies" and for those who have been victimized by them. Instead of labeling a kid, turning them into ink and paper, inputting them into a computer system, and giving them a consequence, perhaps there's something else we should do to support their behavioral learning. In my office, we did reflection sheets together; created drawings about their feelings before, during, and after the incident; wrote raps about what happened; and even recreated and role-played. For many students, being in my office for a disciplinary issue was undeniably uncomfortable, but for others, it was the only time when they felt safe and comfortable enough to talk through some of this stuff. These extra, different actions take extra time, but they are worth it. If we don't do them, students who "bully" may simply become adults who do the same thing later on.

2. Remember that we are more than bullying in the middle grades. As a principal, one of the first questions I heard from new sixth grade families (and their kids) was "How do you handle bullying at your school?" It was always a fair question to ask, and I always told them how much I appreciated it. I didn't deny that students often made interesting behavioral decisions as they were trying to figure out their place in the school and in the world at large. And, yes, some of those choices could be labeled as "bullying," and we handled it through very systemic channels from a place of safety, care, and learning. And then I switched the script. I discussed all of the wonderful student leaders we had. I mentioned all of the great service-learning students we had. I explained all of the ways that our students were achieving and giving back to their communities. Because we are more than bullying in the middle grades. Thus, the next time someone asks you about bullying at your school or in your classroom, acknowledge their concern, but then tell them the rest of the story: the positive, limitless, awesome story of our young adolescents.

3. We need to understand why kids act out because of bullying—especially the kids that don't "fit in"—and respond to them before they act out.

Unfortunately, I can write from experience. There is nothing worse than knowing that you have to go somewhere filled with pain. It looms in front of you, and you are filled with dread. When school is that place, you either want to stay home, shrink away, or strike back. You can't skip school because you'll get in trouble at home and you'll also miss class. You can't shrink away at school because everyone is on you, laughing at you, making fun of you. You can't strike back because you'll get in trouble at school, at home, and maybe worse. But then, who cares anyways? If no one cares about me, then I'll make a bigger statement so they'll care. If no one really knows me, then I'll do something so they'll never forget. So when I hear about students who have taken matters into their own hands at school, I'm desperately saddened. And desperately filled with powerless understanding. And there's another connection to This We Believe, that reminds me that in an effective middle grades school, "Health and wellness are supported by curricula, school-wide programs, and related policies" (p. 14). This not only means the physical health of our young adolescents but their mental and emotional well-being, too. Fortunately, the conversation about SEL has increased over the years, so students are learning how to interact positively with others and how to negotiate cruelty when they see and hear itand when they feel the urge to be cruel themselves. Those programs should continue to grow and shape the way we learn about "bullying"—and act to remove it from our schools.

4. Finally, a bit of plain news for the adults in the room. If we want to change school behavior and bullying, we need to start by reflecting on us—the adults who misbehave and who bully in our schoolsbecause students pick up on what we do and say. For example, how can we expect our kids to follow a Positive Behavior Support plan if there are adults in the building who aren't positive, behaved, or supportive? There is a discipline reward system for students to follow, but there are staff members who don't adhere to those systems themselves. They tell their students to be on time to class and how to behave in the hallways, but they are often late to or unprepared for faculty meetings—with no consequence. They ask their kids to use civil discourse with each other, but they often ignore kind, positive verbal and nonverbal language with other staff members—with no consequence. And there are families that want our schools to be positive, safe places for their children, but they often speak negatively and combatively with our teachers and staff—with no consequence. If we hear fellow teachers and staff members use harmful, "bullying" language with students and each other, we shouldn't turn our ears away. We should have the kind of positive, responsive school cultures that allow us to help them understand that what they're doing is hurtful, and that they can change. In other words, if we want to work on student behavior in our schools, let's be honest and work on adult behavior, too.


Are You Brave for the Middle Grades?

5 Dec 2016

Are You Brave for the Middle Grades?

Your Altitude is Connected to Your Attitude

What does it mean to be brave? Bravery has many different connotations in the middle grades. First, as most of us who work with young adolescents know, if you go to any party, picnic, or public place and tell people that you work with middle grades kiddos, the response we get is a mixture of bewilderment, bemusement, and “Whoa. I could never do that. You’re so brave.” Brave. As if we are literally waging war on some unimaginable front. Brave. As if we are desperately trying to defeat a foe bent on destruction and mayhem. Brave. As if we have signed ourselves up for a lifetime of harsh conditions, misery, and disappointment. Brave. And when they say “you’re so brave,” we often play along and perhaps even share a wild tale from the “front lines” to confirm their suspicions about working with young adolescents.
Maybe we say, “Oh this one kid I had once…”
Or we utter, “You’re never going to believe this kid in my class…”
And sometimes we smirk, “This kid drives me crazy--you’ve got to hear this one…”
Now, I’m not immune to this kind of talk, but here’s the charge: I think we should battle against that talk because it disrespects our kids and our profession. Instead of buying into that negative narrative, we need to combat that deficit rhetoric.

Okay, so how do we talk about bravery in the middle grades then? Let’s start by talking about what we get to do—instead of what we have to do. We bravely get to work with awesome kids. We bravely get to collaborate with awesome teachers. We bravely get to ask awesome questions. We bravely get to see awesome gains. We bravely get to face challenges that no one else faces. We bravely get to hear awesome jokes that no one else hears. So let’s tell it clear: the work we bravely get to do doesn’t come from a subtractive, desperate, combative place. It comes from a place of hope, possibility, and opportunity. We are brave because we value and understand young adolescents and admire the fact that they question and challenge us at times. And we are brave because we want our students to have the toolsthe social-emotional, academic, behavioral, and moral currencythey need to be successful, happy, and well. So the next time somebody calls you brave for working with young adolescents, explain your bravery like thatfrom a place of duty, responsibility, joy, and honor to do the work. So yeah, I get to work bravely in a middle school—what do you do? 

And how about the bravery that our kids show every day? Instead of telling wisecracks and disparaging stories about them just to get a laugh at a party, we should be celebrating their bravery, too. They are bravely changing more rapidly than at any other time in their lives. They are bravely navigating social worlds in our hallways, buses, classrooms, locker rooms, cafeterias, and in cyber realms, as well. They are bravely trying to determine how they fit in, why they stand out, or why they blend in so much that no one notices them at all—even at home. They are bravely asking really serious questions and looking for really meaningful answers in a world that sometimes doesn’t take them seriously. And despite all of that evidence of bravery, people still talk about young adolescents being wild, aimless, mischievous, or “off the chain” because they are “swimming in a sea of hormones.” There’s nothing respectful or brave in that kind of reductionist talk. Reducing the brave work of young adolescents to exaggerations, caricatures, or cartoonish metaphors is erroneous, harmful, and disrespectful. Our students are brave explorers, researchers, and leaders who deserve to be celebrated, not devalued, scoffed at, or mocked. So the next time somebody says you’re brave for working with “those kids,” be brave and talk about your kidsyour scholarsfrom a place that sees them with purpose, passion, and potential. So yeah, I get to work with brave middle school kids—what do you do?

So be brave.
So be brave by standing up if you hear someone belittle middle school.
So be brave by talking positively about the middle grades.
So be brave by talking positively about what you get to do.
So be brave by celebrating the students and educators you get to work with.
So be brave.


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