The Middle School Model

In 2012 the minimal percentages of high schoolers receiving D1 scholarships was incredibly minimal, “about 2 percent of high school athletes win sports scholarships every year at NCAA colleges and universities” (O'Shaughnessy). Not only can sports potentially set teens up for a positive future, but it also can start teaching valuable lessons at a very young age. Valuable lessons such as dealing with loss and success and work ethic and teamwork. Young children who are exposed to these skills early in life only grow with confidence. Lisa Mooney from the Livestrong organization further argues all the benefits team sports can potentially have on children: “Athletic accomplishment yields confidence and assurance for growing children” (2014).

Teamwork is also seen in my schooling. I’ve gone to schools that use group work as a common educational tool. For example,

This made it very easy for me to relate to the kids who struggled and possessed very little athletic ability. We began forming bonds as the season went on and our team became more and more connected. Through

Pros And Cons To. Should Sixth Grade Be In Middle School Or Intermediate? I think that 6th graders should go to the Intermediate side because the older kids might pick on the littler kids and make them nervus on tests and might “slip” through the cracks. Sixth graders should stay in a intermediate school because their parents might move the kids, in models and programs it shows that people believe will not work, will not work and there would also be more student for the teachers to teach. Parents might take their kid out of school and move to another school.

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.

Middle school students are essentially in the middle of it all. They are no longer babies, but they are far from adults. They go through intellectual, social, emotional, physical, sexual, and moral changes that may be difficult for them to understand. Their bodies and their minds are changing at a rapid rate, and at times, these changes can become frustrating to them, as well as to the people around them. By understanding the changes that early adolescents are going through, educators will be more able to help them deal with these changes, and will be better able to guide them through these tough times in their young lives.

Middle school is a time full of excitement and awkwardness. It is also a big change in our lives. Students get to have their first lockers, attend school dances, meet more peers who attended different elementary schools. My first year of middle school started out great; I made friends right away, and I was always on the honor roll list. I was happy and excited for the years to come.

In the both the fourth and eighth grade curriculum, students have a number of similar strategies that they can use to understand

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

Additionally, educators at this school include learning experiences that allow students to explore events, concepts, issues, and themes from multiple perspectives. The imperative aspect of the curriculum should be relevant to the lives of diverse students and should reflect their everyday aspects of life and daily experiences. As a principal, Mr. Stone, takes every effort, in constructing small learning environments, fostering continuous relationships between adults and students, and creating advisory systems for academic

Students will always have to learn to work together. One problem I might face might be a student who does not want to work in groups. I know there are always students who do not want to work with others, they prefer working alone. When a student refuses to work in groups, I will let the student experience working alone for one day. I will not allow the student to talk to others, which will be a team effort.

These prominent phrases speak to the potential groups have to be more productive, creative, and motivated than individuals on their own. As for a student, there are countless benefits to be gained in working as a group. Group projects can help students develop a host of skills that are increasingly important in the professional world. Positive group experiences, moreover, have been shown to contribute

Greater personal confidence, self-esteem, stronger peer relationships, more academically oriented friends, greater family attachment, and more frequent interactions with parents are all positives of youth 's involved in sports. Data shows, high school students are less likely to drop out & continue school after graduating, when involved with sports. ”Team sports teach kids more than fitness—they improve motor skills, increase self-esteem, and foster cooperation and teamwork. Even non-athletic children can meet physical activity recommendations with non-competitive activities such as biking, swimming and jogging and by dancing or playing games like tag.” (Nichols 1).

[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this

Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.