So, You Want to Be a Middle School Teacher

By Joseph Brown

This book is written by a middle school principal who has over fifteen years experience hiring teachers. The author tells what he looks for when he hires middle school teachers. The book covers topics such as classroom management, how to assess, how to be a collaborative teacher and offers interview tips.

• Language: English
• Publisher: Joseph Brown
• Release date: Nov 3, 2011
• ISBN: 9781465776297

Joseph Brown

Joseph I. Brown earned his MA degree at George Washington University. He worked for the Naval Mine Engineering Facility in Yorktown, Virginia for 31 years. While at the Weapons Station he helped design the MK25, MK52, and MK55 mines, which were used during the VietNam War in Hanoi. He also attended the Naval Mine School in Charleston, South Carolina.With his background in shipbuilding, mine warfare, and with the rich Civil War history of the Virginia Tidewater, he naturally became interested in the early history of mine warfare. Brown’s analysis of the original manuscript authored by General G. Rains, which contained numerous drawings, was a most significant and meaningful contribution to this book.

Book preview

So, You Want to be a Middle School Teacher?

Joseph Brown

Copyright 2011 Dr. Joseph C Brown

Published by Dr. Joseph C Brown at Smashwords

This book is dedicated to my sister Cathy Brooks, who transcribed countless hours of interviews used in my dissertation. She would not accept payment but told me to dedicate my first book to her. So here it is.

Cover Art designed by Vanessa Smith of TheAdDorks.com

Table of Contents

Introduction

Chapter 1 – Why Middle School?

Chapter 2 – You

Chapter 3 – The Kids

Chapter 4 – Know How to Teach

Chapter 5 – Know How to Assess

Chapter 6 – Know How to Manage your Classroom

Chapter 7 – Know the Job

Chapter 8 – Be a Collaborative Teacher

Chapter 9 – Be a Life Long Learner

Chapter 10 – Know the Law

Chapter 11 – Interview Tips

References

Introduction

This book is intended to help those people interested in teaching at the middle school level. I have spent over 25 years working with middle school students, the last fifteen as a school administrator.

I have had the opportunity to work with some of the finest middle school teachers. These teachers helped form the criteria I used when hiring teachers. This book expresses the criteria I use when interviewing, selecting and hiring.

I hope this book is useful to those pursuing a career in teaching. This book may also challenge one’s pre-conceptions about the job, and thus direct some into another field. I think this book will also be useful to school administrators who are new to hiring and not sure what criteria to use.

Joseph Brown

Chapter 1

Why Middle School?

I have taught middle level students for over twenty years. My wife says that it is the perfect age group for me since I, myself, have not grown up. There is an excitement, a sense of wonder, over-stated drama, tears, hopes, fears, explorations, emotions and attitude that all make middle school kids a blast to work with. But take note! This is not a job for the weak or serious.

This book is intended for applicants pursuing a career teaching in middle schools. I often interview applicants who just want a job, whether it is in a middle, elementary or high school. While I understand the desire and anxiety to get a job, my experience tells me that successful middle school teachers choose to teach in middle schools. This is an important point and deserves to be stressed again. You must want and choose to teach in middle school. You have to own that decision because once the kids’ hormones start kicking in you will ask how you ended up here. It will do no good by blaming the principal for your predicament just because she offered you a job.

While this book addresses certain aspects of the kids in a separate chapter, it is worthwhile to explore just some of the unique challenges and opportunities that can be found in middle schools.

What we know

Rick Wormeli (2003), in his book Day One and Beyond, identifies various cravings of middle age students. Wormeli says they crave,

Positive social interaction with adults and peers

Structure and clear limits

Physical activity

Creative expression

Competence and achievement

Meaningful participation in families, school and communities

Opportunities for self-definition

The field of child development describes this age as changing from a concrete to abstract thinking and a search for personal identity. The cravings Wormeli identified are by-products of the transformation children are experiencing.

Middle schools respond to the transformation and cravings by offering a structure in which students are allowed to test and become. Middle school teachers should see themselves as guides for students as they explore new territory. Middle school teachers are also a critical piece of the emotional development of students. Students need an adult advisor with whom they feel comfortable talking. Through this advisory relationship, students can explore different decisions they’ve made, or about to make. They can also discuss peer pressure, dreams, troubles as well as school issues. Middle school teachers have to be willing to stretch beyond their classroom curriculum to respond to the emotional needs of their students.

Remember that this adolescent age is one in which the child searches for a personal identity. There is a story of a young adolescent who was filled with self-doubts. She wondered if she was stupid, too ugly, awkward or gay. She withdrew from people because she did not know what the answers were and she was both afraid to know the answer and embarrassed that she didn’t know the answer. Until she entered Miss Mel’s class. Miss Mel taught Language Arts and was filled with energy and passion. As part of her lessons, Miss Mel would share with her students the questions she had as a teenager. This young student no longer felt alone and was able to develop a positive relationship with Miss Mel. Through this relationship, this student became on of the top students by eighth grade and was filled with the confidence she needed to tackle high school.

This story demonstrates the need for teachers to realize that they teach people, not subjects. Teachers could easily be task focused all the time yet would neglect students’ developmental needs. This story also demonstrates the need for teacher to like kids, and put themselves out there for students to relate to.

The National Middle School Association (NMSA) (1995) produced a statement, titled This We Believe, which describes the characteristics of a developmentally responsive middle school. The NMSA identifies 8 cultural qualities that should be found in middle schools.

1.Educators who value working with young adolescents and are prepared to do so.

2. Courageous, collaborative leadership which encourages, nurtures and sustains an effective instructional program.

3. A shared vision that guides decisions.

4. An inviting, supportive and safe environment that enhances a student’s physical and emotional well-being; an environment in which human relationships are paramount.

5. High expectations for every member of the learning community, for students and teachers. Adolescents are capable of more than we give them credit for.

6. Students and teachers engaged in active learning. The most successful instructional strategies are the ones that engage students personally. Teachers demonstrate that they, too, are still learners.

7. An adult advocate for every student. Adults become advocates, advisors and mentors for students, responding to their affective needs.

8. School-initiated family and community partnerships, whose bonds are linked to higher student achievement.

Conclusion

I have worked with the middle school age for over twenty years. Now, as principal I am able to help develop the climate and culture that young adolescents crave. This book is intended to identify the traits and knowledge I, as principal, look for when hiring. Many of the characteristics of a middle school, identified by the NMSA, are examined more in depth in different chapters.

You, the reader and presumably possible applicant, must determine if the middle school age is right for you. I am not looking for someone who can teach math or science. I am looking for someone who can guide students in their own exploration of these subjects, as well as guide students in their exploration of themselves.

Chapter 2

You

The great rock band, The Who, had an anthem called, Who are you? No matter what the position, whether it is in the field of education or not, you bring yourself to it. That may sound like a trite statement but it is meant to hold truth that brings power. You must know yourself-your likes, dislikes, values, limits, passions, strengths and weaknesses. Why should I hire you if you cannot tell me what you are passionate about? How do I know if this school is a good fit for you if you are not able to expresses your weaknesses? Plus, by knowing who you are, you can be a better person and in turn a better teacher.

The Reason

Let’s start with a simple question. Why do you want to teach? Do you really want to teach? You might be surprised at the answers I’ve heard to this simple question.

I have had people tell me, "I have a degree in sociology and can’t do anything else with it. So I thought