How do our schools respond to the globalization of our society?

What evidence of globalization have you seen at your school? In what ways is your school responding to the globalization of our society?

            There is extensive evidence of globalization at Vineland Middle School.  I have addressed this global development within my classroom and signs are visible throughout our school.  VMS is implementing a STEAM program to prepare our students to be successful in a global society.

Collaboration is a global skill that takes place in my classroom and work place.  Providing students with the skills required to be successful in a team setting prepares them for the global work place.  “Working in teams requires students to develop skills in group dynamics, organization, leadership, discussions, negotiations and management skills.” (Viederyte, pg. 1034)  Collaboration is encouraged among students and staff at VMS.  We are beginning to understand that successful teamwork at all levels is elemental in the educational environment.

            Vineland Middle School is implementing a STEAM program with a focused goal of promoting mathematical, scientific, and technology based career fields among under-represented groups.  “The common economy environment challenges the necessity of the increased quantity also quality of the scientifically and technically trained employees.” (Viederyte, pg. 1034)  STEAM fields provide students with the greatest opportunities for future success.  We are working with professionals and organizations throughout our community to develop a strong program that will prepare our students for tomorrow’s work force.

            Students, teachers, and staff must prepare to work and collaborate on a global scale.  It is important the teacher leaders set the example and prepare staff and students for the globalization of our culture.

Viederyte, R. (2009). Globalization influence on competitive education and knowledge spreading activity. Economics & Management, 2009, 1032-1036.

Institutionalizing Cultural Knowledge

What groups of learners in your classroom are not performing as well as they should be?  List the words used to describe them.  How does this list compare with the sentiment in your organization’s mission statement or core values?  What meaning does this have for you?

The learners that fail to perform at the level of their potential are always the learners with the highest level of potential.  I frequently find the terms “gifted” and “lazy” used in the same conversation and referred to the same student.   I feel that a major struggle for educators is the ability to engage all learners.  We make sure that we provide resources and support for students that are struggling and can leave our more able to students to their own devices.  The services that gifted students receive frequently depart from our mission and core values in regards to our expectations and the services we provide.  When a student has a 4.0 GPA educators infrequently evaluate the student’s level of achievement.  We have to make sure that we are creating an environment where students of all abilities are trying and performing at their best.

Adapting to Diversity

Are you engaged in a change today?  Have you made a noncommittal decision or a true commitment?  To whom?

I am engaged and committed to changing the elective courses at Vineland Middle School.  Vineland has always tried to offer as may course offering as possible but we are a small school with a small staff.  This is our first real opportunity to create an engaging and diverse elective department.  I believe that elective offer resources that are not available in other classes.  Students are free to make personal decisions without being committed to a single answer or solution.  The process of being creative and innovative is an important skill for everyone.  Though the process can seem daunting, I believe that the work ad effort will provide my students and myself with more opportunities.

Proactive Behavior Management and Decreasing Discipline Issues

Proactive behavior management promotes a culturally competent school culture.  Behavior intervention provides expectations and behavior interventions to avoid discipline issues.  This practice promotes success for students of all ages, backgrounds, and needs.  Proactive behavior management decreases the need for reactive discipline.  Behavior intervention can take place in any classroom or school.

Behavior intervention is a, “model designed to provide support to students and help them look at the problems their behavior is creating for them.” (Jacoby, pg. 11)  Educational staff members provide students with expectations and guidelines through classroom instruction.  Students are rewarded for positive behavior and are encouraged to understand the consequences of negative behavior.  The goal of proactive behavior management is to avoid reactionary discipline measures.

Behavior management trains students to be productive and successful.  “Traditional reactive approaches to discipline are repeatedly failing to improve behaviors of many students, including students from diverse population and with exceptionalities.” (Morrissey, pg. 27)  Culturally responsive presentation of expectations ensures that students know what is required to be successful within the school environment.  Educators focus on prevention of bad behavior to ensure that students spend their time in the classroom.

Behavior intervention decreases the need for reactive discipline.  “Often, at our school, we have new students who are punished before they are aware of expectations.” (E. Padilla, personal communication, March 23, 2013)  Proactive behavior management focuses on providing students with the tools necessary to avoid major disciplinary issues.  Teachers discuss rules and consequences while focusing on positive behavior.  Students are trained to deal with issues at an individual level and assess their own behavior and performance.  Students learn to adapt their personal culture to the school’s expectations and become a member of the school’s learning community.

Proactive behavior management is an excellent tool to ensure cultural competency and student success.  Students are encouraged to be advocates of their own success.  Students focus on the rewards of good behavior and success.  Proactive behavior management decreases the incidence of formal and reactionary discipline and ensures that students are in the classroom meeting their full potential.

 References

Jacoby, R.L. (2008). The Effectiveness of a School-Wide Approach to Discipline at the

Middle School Level. (Unpublished doctoral dissertation). University of

Missouri-Kansas City, Missouri.

Morrissey, K. L., Bohanon, H., & Fenning, P. (2010, May/Jun). Positive Behavior

Support: Teaching and ACknolwedging Expectations. Teaching Exceptional

Children, 42(5), 26.

Collaboration in the Classroom

What is a situations in your work environment in which collaboration was used to manage a conflict?  What have been some situations in your classroom when you have used collaborative teaching strategies?  What benefit have you seen for the learners in these situations?

Working collaboratively to solve problems with students is the most effective practice.  When you involve staff, parents, administration, and the student you are more likely to come to a successful resolution.  Team meetings increase the number of ideas and solutions identified.  Everyone becomes invested in a group solution.

I have tried to integrate the practice of collaboration in all aspects of classroom instruction.  I encourage students to consider the class and their classmates a community.  If students understand the level of success they can achieve when working as a team they will be more successful as adults. 

Working collaboratively can be extremely challenging at any age.  Early practice and implementations of productive group practices will encourage long-term success.