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Tuckman's Five Stages Of Middle School

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Middle school is a formative time in students’ lives. There’s a mix between defiance, uncertainty, and hormones which makes being an adolescent difficult. Throw school into the mix and there’s social hierarchy to think about too. Middle school is also the time when they have the ability to make a choice in their social circles, appearance, electives, amongst other things. As an educator in middle school, there’s always going to be challenges in cultivating and nurturing students to their full potential. I’ve learned so much throughout the semester and taking EDCI297 was a step towards better understanding what my role would entail. When working with middle school students, I believe it is important to be flexible and adaptable to their needs. …show more content…

Working to provide an integrative and interdisciplinary learning experience for students can be difficult. In the most transparent example, there might not be good chemistry between the teachers in the team. This could be due to Tuckman’s “Five Stages of Team Development.” The five stages are something I learned from the Maryland LEAD program in the Leadership and Community Service Learning office. First, you “form” the group. This is when pleasantries are exchanged, and people are still polite, before they start on their task. Next is “storming,” when most conflict arises; people have different ideas about the task or what they should do for the task, so there’s a lot of contention and little productivity. After that is “norming,” when a comprise is met and the team is most productive. Then, “performing” when they present or complete the task and lastly, “adjourning” when they leave. After the storming phase, many people move on to the next stages just to go back to the storming phase. This could be a problem with teaching teams. There could be so much contention and distrust, which is detrimental to not only group dynamics, but for planning for the students. If teaching teams have a great dynamic it can be amazing and beneficial students. Within the team, they can plan for exams to not fall on the same day with different subjects, assign homework of different days, and communicate about their students’ needs to help them feel more comfortable before they approach the teacher. Planning field trips and projects could be easier because of the trust that is established within the members of the

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Working with a group of members having diverse cultures, experiences, personalities and skills can result in difficulties. An unpopular choice I made was during my Social Studies 11 course, I was assigned a group report about Pierre Trudeau. I was faced with a dilemma, I had to choose between my friends who were not the most “hardworking” or complete strangers who I knew were efficient and astute. Realizing that my grades mattered I took the risk of teaming up with strangers. We were all strong students and wanted to do well on the report, but we didn’t know one another.

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Tiffany Farrell Professor Johnson ENC-1101 11 October 2015 Annotated Bibliography Ackerman, Sherri. " Online Bully Complaints show Mean Side of Middle School. " McClatchy – Tribune Business News Mar 25.

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One of my classes my first at NC State demonstrated this. In COS 100 there is a semester long group project. Having partners who care about their education was a welcome change of pace from previous experience and made the experience enjoyable. I experienced a similar situation in CH 101. Additionally, COS 100 makes the case that working together and communicating is the best way to advance the sciences.

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The theorist the teacher followed was appropriate for the lesson she was teaching and also the age group of the students. Cooperative learning activities can be planned with groups of children at different levels that can help each other learn (Slavin et al., 2003). Strategically forming groups based on the students' needs show the teacher clearly understood this teaching concept. The cohesiveness of the groups demonstrated the effectiveness of both the teachers lesson and the educational

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I will actively challenge my students in content and provide them with resources specific to their educational needs. Middle grades instruction is of particular

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At the middle school level students begin to internalize the pressure and teachers cover a wide variety of concepts in rapid succession. In all of this frenzy, it is still the individual student

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Both High Schools and Middle school are tailored towards giving their students the knowledge that they need to learn. The physical environments, as well as the organizational routines, tends to be very similar, yet the feeling and psychological backdrop differs. A middle school is more of an older child's playground while junior high school is a simulation of the real world. Middle schools tend to be student oriented while junior high schools are subject

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The ideal model of schooling for young adolescents is the middle school model. The middle school model allows for a smooth transition from elementary school to middle school. The model also takes into consideration the developmental needs of adolescents. The middle school model best fits the uniqueness of the young middle school learner.

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But by the time students are in middle school, their attitude relies solely on their test scores and their grades”(Brown). Kids rely on their teachers and parents for support. They want to know they are doing good. But with these kids having this mindset, they only care about one thing, only their test grades. That’s good and all

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Middle Level Education is a significant essential to adolescence developmental stages, characteristics, and upcoming adulthood. Adolescents are 10 to 15 years old or pre-teens that requires special attention and consideration based on their needs and uniqueness. Middle Level education derived from the Middle School Movement of 1963 when William Alexander mentioned at a conference that educators should consider the interest for a ‘school in the middle.’ His conclusion stated that junior high was not appropriate or specialized enough for instructing and advocating adolescents. The research knowledge of transescence, adolescents’ developmental stages, social diversity, and the elements of developmentally responsiveness impacted as a support for Alexander and other educators’ vision for providing a specific education institution for this age group: the middle school.

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In addition, middle school students are sometimes described as having negative attitudes, are more likely to dislike school, possess a decrease in motivation and are more likely to engage in behavioral misconduct (Raphael & Burke, 2012). The combination of the social and emotional needs of adolescents and the environmental change of middle school can clash and cause academic and social and emotional challenges for students. For example, the design of middle school, such as having multiple teachers can be too impersonal for the developmental needs of some adolescents (Raphael & Burke, 2012). Overall, the developmental change of adolescents and the environmental change of middle school could cause social and emotional challenges for students, therefore, they may need more support in that

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During the norming stage, cohesion is established, conflict is resolved and members have good understanding on each other’s roles in the group. Members develop a sense of belonging towards the group and the leader could emphasize on harmony and unity to ensure the wellbeing of the group. This is the stage where the members are finally ready to start working together as a team and strive towards achieving the desired goals. Next, the performing stage emphasizes on problem solving and the completion of the task at hand. Member are committed towards their goals and are able to tackle any issue in a mature ways.

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The teams may only last a few months, while others will take place over the course of various years, depending on the timeline for completing all necessary achievements for that specific team. There are amazing benefits to teaming up with others who share common goals and visions. Some of those benefits include having higher expectations for all learners, sustaining a collaborative culture that communicates and carries on phenomenal change initiatives, and creating the most rigorous and high-quality learning experiences for students in and outside the classrooms. There are barriers and problematic issues that can keep a collaborative culture from being as successful. Time is essential and usually ends up being one reason schools are not creating teams or meeting as teams.

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