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Editor: Dori Marshall, Bibb County Schools
FROM THE DESK OF THE CHAIRPERSON
by Michael Moody Gwinnett County Schools Each day I have the opportunity to witness one of the most exciting activities that takes place at any time in the course of any twenty-four hours, the arrival of 1800+ middle schoolers to school. As the principal of a middle school in Gwinnett County, it is my privilege to work with an excited and enthusiastic group of middle schoolers who have the desire to learn, to improve, and to mature. However, I also have the privilege to work with a group of excited and enthusiastic middle grades teachers who have the desire to help our students learn, improve, and mature. Perhaps the next best thing to watching middle schoolers arrive at school is watching a middle school teacher working magic in a classroom filled with eager youngsters whose capacity for learning has no limitations. Recently, at the Omni Hotel in Atlanta, 1200 middle grades teachers, college students, professors, administrators, and other educators gathered together to celebrate, visit, and learn at the 17th Annual Georgia Middle School Association Conference. We were all challenged and inspired by the keynote speakers, Raymond Golarz and Santo Pina, and other presenters in a number of breakout sessions. For an "old" middle school principal like myself, the scene of all of those middle school folks together was an overwhelming and encouraging sight to behold. As I begin my tenure as chairperson, I want to thank Mike O'Neal for his outstanding leadership during 1994 as chairperson. During this past year, Mike helped the Georgia Middle School Association review and revise the strategic plan, evaluate the structure of our organization, and expand membership. All of these efforts have helped to strengthen the association into the viable and active organization it is in 1995. There are many challenges ahead for Georgia educators in the immediate and distant future. However, I believe these challenges at the middle level will be met through a unified team of educators working together through an organization committed to improving all aspects of middle level education in Georgia. The Georgia Middle School Association exists for such a purpose, and our initiatives this year are designed to help all middle level educators as they strive to offer their best to Georgia's middle level students. These initiatives include the following: 1.To establish and maintain a positive relationship with the State Superintendent's Office for the purpose of dialogue and awareness on issues affecting middle level education in Georgia 2.To expand veteran teacher and pre-service memberships 3.To expand the level of benefits afforded to members of the GMSA 4.To offer a mini-conference/workshop in each of the six regions I want to encourage all of our members to get involved with GMSA at the level they feel they may be most helpful. Together we can and will make a difference for the "children in the middle" in Georgia.
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A sincere thanks from the GMSA Steering Committee to all of you who participated in our annual conference at the Omni in February! We were excited to have you be part of over 1200 participants who spent an enjoyable and informative two days exchanging ideas, renewing acquaintances, and establishing new friendships. We are in the process of evaluating your feedback so that next year's conference can be even bigger and better. If you have any suggestions, please feel free to contact me at GMSA headquarters, 10700 Crabapple Road, Roswell, Ga. 30075. Each year members receive, as a part of their annual affiliation, one free monograph. We are very excited about this year's publication, which is a resource guide to middle level consultants in a variety of fields from throughout our state. It is in the final editing process at this time and will be out to you prior to the end of this school year. We feel this will be extremely beneficial to all of you as you chart goals, plan initiatives, and develop staff growth plans next year. The spring issue of BECOMING, our GMSA Journal, is also at press and should be out soon. This journal has received acclaim at the state, regional, and national level due to the high quality of articles aimed at middle level educators. We hope you will enjoy the latest volume, and we encourage you to submit articles for publication in future issues. We have requested a meeting with Mrs. Linda Schrenko, our new State School Superintendent, so that we can apprise her of our purpose and our goals and so that we can plan together for the further development of a quality middle level program in Georgia. We have a very active Legislative Committee, which has made great strides in furthering our goals and increasing our presence in the legislature. Finally, we want you to feel YOU are an active and important part of GMSA; if you have any concerns or ideas for programs, issues, publications, workshops, or conferences, please share those with us. I am available at the address above and would welcome your input! I hope you have a very successful final few months; good luck with your Olympic program this spring, and let us hear from you! Linda Hopping GMSA Executive Director Fulton County Schools
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A father of a middle schooler spoke with me recently after having returned from a conference with his sixth grade daughter's teacher. Proudly, the father recounted for me Kari's accomplishments--outstanding academic work, involvement in school activities, fine rapport with both peers and adults, and service to others. It was obvious that this parent had grown accustomed to receiving excellent school reports about his oldest child over the years. It was equally obvious to me that the father had been somewhat apprehensive about this conference at his daughter's middle school. "I just didn't know what to expect," he confessed, "because middle school is all new to me. I've heard stories from other parents about what happens when children enter middle school, and, frankly, I've been running scared. Kari's teachers really helped me, though. They put me at ease, answered my many questions, and made me feel that I'm not in this alone. They talked with me about the changes I'm beginning to notice in Kari's behavior and about the strong influence of peers during these years. Most importantly, they explained to me what my role as a parent needs to be, and they pledged their support in helping me help my daughter. What more could I ask from teachers, I ask you? As a parent, I've never had such preferential treatment from teachers in the past. These sixth grade teachers really care about my child so I know Kari is in good hands. I like this team idea because all of the teachers work together in helping my daughter grow intellectually, socially, and emotionally. If caring teachers is what middle school is all about, I'm all for it!"--one middle school parent's testimonial! How often do we take the time to celebrate the classroom teachers in middle schools across the state? These exemplary professionals do it all--manage, facilitate, instruct, nurture, counsel, and support--EVERY DAY in Georgia classrooms. Without the commitment and dedication of the classroom teachers, middle schools would not be the vibrant places of learning that we have come to expect in our state. With this in mind, then, the Georgia Middle School Association takes pride in celebrating classroom teachers in middle schools throughout the state in the spring issue of the GMSA Newsletter. Featured in this issue's "Perspectives from the Classroom" is a recent retiree who reflects on her forty years as a classroom teacher. In a separate article, teachers comprising the GMSA Teams of the Year for 1995 are introduced and recognized for their accomplishments in their individual schools. Other articles highlight a coach and a media specialist who describe their collaborating to lure middle school athletes into reading for pleasure and, also, a seventh grade teacher who has spearheaded an ecology project on her school campus. Finally, two classroom teachers are recognized for their being named Georgia's first nationally certified middle grades teachers. Classroom teachers, all, from middle grades classrooms across the state. GMSA celebrates YOU, Georgia's outstanding middle grades teachers!
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ANNUAL CONFERENCE BREAKS ATTENDANCE RECORD
by John Spindler, Conference Chairperson Fulton County Schools The seventh annual Georgia Middle School Association Conference established a new attendance record that signals the many strides forward our organization has taken in recent years. Attendance at the Atlanta Omni Hotel reached 1200! The Olympic City of Atlanta has always been a good draw for bringing crowds to the annual conference; however, this year middle grades educators came in unprecedented numbers. Was it the attraction of the beautiful Omni Hotel complex that brought people to Atlanta? Or was it the excellent publicity put forth in the GMSA Newsletter that drew hundreds to the conference like a magnet? I would like to think it was the success of recent conferences that has generated a contagious enthusiasm throughout the state for our conference. The high quality keynote speakers, the excellent school visitations that addressed a variety of school programs and environments, a wide array of action labs that allowed for more in-depth study of middle level issues and concerns, the performance of extraordinarily gifted and talented teachers and administrators in concurrent sessions, and the overall personal and enthusiastic hospitality provided by the Planning Committee officials all played an integral part in the overwhelming success of the conference. We are truly becoming a statewide organization! Increased representation from all six regional districts throughout the state is a matter of fact now. The regional liaisons have done their work in getting out the word statewide. This year we had more exhibitors than ever before. When this word gets out to other publishers, we can only anticipate increased participation by the publishing companies in the future at our conference. That creates another plus for the participants. What about the networking reception that was hosted by Prentice Hall Publishing Company? No one had to go out on the town for dinner Thursday night; Prentice Hall made sure everyone had as much roast beef, shrimp, and chicken as a person could consume. And the door prizes . . . there is still the thrill of getting free merchandise prizes at the annual drawing during the final general session. I would like to thank personally all of the 1200 participants who braved the cold and icy weather to get to Atlanta for the conference this year. To all the members of the Planning Sub-committees who did their job so well, I thank you for the hard work. As we grow as an organization, it is important for us to make sure that our annual conference, while growing in size, maintains a feeling of smallness so that it is personal and inviting to each person who attends. It is like the school within a school concept . . . each person needs to keep his or her identity and be able to feel a part of all the happenings at the conference. Thanks to you, "Cheers for the Middle Years" was a huge success!
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PERSPECTIVES FROM THE CLASSROOM Actually, Perspectives From Outside The Classroom
by Nora Wilson Retired from the Georgia Public School System In January of 1954, I presented myself, radiating self-confidence, to the principal of Granby High School in Norfolk, Virginia. Six months out of college with an AB in English (not the first education course!), I was absolutely sure I could fill this man's mid-year need for a senior English teacher. Furthermore, I convinced him that I could do the job, and two days later I entered the classroom for the first time. In June of 1994, I closed the door and left my middle school classroom for the last time. I still had an AB in English, but it was complemented by the addition of an MAT and a long list of education courses accumulated during the forty-year period between those two important days in my life. What I didn't have in June, 1994, was that starry-eyed self-confidence characteristic of twenty-one year olds, but rather a guarded self-confidence tempered with the realization that each year I was improving my teaching technique and skills. If I could just keep at it another forty years, maybe I could learn to be a really good teacher! Unlike many lucky people, I did not have a plan for my retirement--there was no sculpting studio or tennis team or vacation home waiting for my full-time dedication. My profession for forty years had been teaching English, and my hobby had been coaching drama in after-school hours, so I wasn't sure of this thing called retirement. I knew I would not be bored. "Only boring people get bored," Rose Kennedy once said, and I'm happy to say I have never been bored. The world is too full of challenges and changes for anyone to be bored--ever. Now, here I am a year later, and I have had a chance to sample retired life. I am thrilled over time to read a good novel, take my grandchildren to a movie, or go to a symphony on a week night. Volunteering my time in a series of school-related activities has given me great satisfaction. What that has brought to me is the opportunity to keep in touch with the teachers and staff who were my second family for fourteen years and also to continue working with young people. In addition to occasional substituting, I have also tutored a number of students in a variety of areas. One of the first tutoring assignments that I took was a handsome young man who was sent to me by a school administrator. This youngster--let's call him Dave--is a second semester senior in good academic standing who failed to pass his graduation writing test three times. He came to me facing his final opportunity to retake the test. If he fails this final time, he will not graduate from high school; he will be denied both the ceremony and the diploma. Dave and I first arranged to meet on a Monday afternoon and, at my request, he arrived with a paper that I asked him to write for me before our first session together. Reading this paper sent shock waves through my blood; this young man had reached his senior year unable to write a coherent paragraph! To illustrate, let me share these few lines from that first paper: . . . . . . . . . . another reason is that for people who bought these expensive fast cars don't get the chance to use and esipally people who like to drive fast. The real reason we should change the speed limit is for people can get ware there going quker for examples going to an vactiontion or to work we get more things done this why . . . . Our session that day was the first of nine before it was time to retake the test. During each succeeding session, we wrote a paper together, and at home between meetings, Dave wrote yet another paper for me to critique. I saw progress, in inches, but progress. He struggled with ideas, planned, wrote, and rewrote each time. As time passed, I observed a real desire to learn; we talked together about many things, and I gradually became deeply concerned over the outcome of this pressure-ridden challenge that he faced. At the time of this writing, Dave has taken the test for the final time, but the results will be several weeks coming. Over and over again in the last six weeks, I have asked myself, how can this happen? How can a youngster reach the latter part of his senior year, have average and above-average grades in all his subjects, and still be in dire need of writing skills? I have lain in the bed at night wondering if I promoted students who lacked the same skills. I remember too well the agonies in the decision to fail a student. No parent wants it; no student wants it; no teacher or administrator wants it. But how do we lose a child like Dave--what do we miss and how do we let him down? And we have let him down! We cannot point the finger at one teacher, one class, one year. We share the responsibility with the student's parents and last but not least, the student himself. One thing I have come to realize more than ever as I look from the outside in: too much is expected of our teachers. When I was in the work year, I knew I had too many demands on me, but I pushed on, taking each stress-filled day one by one. The crunching demands come not from the students in the classroom, but from the pressures put upon schools today to BE BETTER. We are bombarded with criticism that results in challenges to participate in new projects--Charter Schools, Schools of the Future, Pay for Performance, Technology Grants, and Education 2000. Worthy goals, but at what price? Every project further presses and stresses teachers outside the classroom--serving on planning committees, organizing actions, writing proposals, and planning for innovative programs. I know this to be true; I was in the bonfire of activity that drives our school's efforts to stay on the cutting edge of all things new and challenging. Participation was a given, and I fought to remain focused on the demands of the day or the week or the project. Now I watch all this rather than participate. I move in and out of schools in my role of substitute teacher, and I see it happening at all levels of education. I am more positive than ever that we are stretching our teachers to the snapping point. Maybe we have already gone over the edge if a child like Dave can lose his high school graduation because we have lost him in the shadows. I did not teach Dave during his schooling; he did not attend my school, but I feel fully responsible because I, too, was a dedicated worker in the system that created his predicament. I am reminded of the British officer, played by Alec Guiness in the movie Bridge Over the River Kwai. Forced by his Japanese captors to build the bridge, he was determined to build the best bridge ever, forgetting it aided and abetted the enemy! To quote Pogo, "We have met the enemy, and they are us!" We must ALL ask ourselves--from school board members on down the line--how can we be sure Dave will not happen ever again? I love the teaching profession. I would wish to stay forever young so I could continue to teach forever. I recognize a failure in the profession, and my wish is to correct it now--immediately--before one more child misses his chance to reach a coveted goal.
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GMSA INTRODUCES TEAMS OF THE YEAR FOR 1995
by Valerie Clark Shiloh Middle School, Lithonia (Gwinnett County) Cheers for the Middle School Years!!! This was the theme of our outstanding conference in Atlanta. We can also say, "Cheers for the Teams of the Year!" GMSA selected teams from regions across the state for recognition. It was nearly impossible to narrow the selection to one excellent team in the past. Therefore, for the last two years, regional representatives have been selected. We use the word "representatives" because these teams are really mirror images of the other superior entries submitted by teams across Georgia. The teams made judges sit up and take notice of the excellent ideas going on in Georgia classrooms. Students are engaged in their work and loving it! GMSA is proud to honor the teams selected for the 1994-95 year. Taylor Road Middle School - Fulton County At Taylor Road Middle School, the four "Cluster Team" teachers integrate core subjects by organizing the content into interdisciplinary thematic units. Their fall unit entitled "A Blast from the Past" ranged from ancient number systems and cultures to the geological history of the earth. Students synthesized the content from these ancient civilizations and the modern day space program to design space colonies. To help students internalize the scope of space technology, the entire team participated in a week-end Space Camp at Huntsville, Alabama. Immaculate Heart of Mary School - DeKalb County Teachers and students at Immaculate Heart of Mary School enjoy weekly assemblies during which they discuss special events and assignments, give out awards, recognize birthdays, and discuss important issues. Each week the team has a meeting to choose students for recognition at this assembly. Teachers select students randomly and then look for the special gift each child has. This team helps students to use correct strategies for approaching someone to discuss misunderstandings. These strategies include self-examination to establish fairness before approaching another person, determining the correct time and place, and, finally, an acceptance of students' mistakes and those of others so that things can move forward. The teachers involve students in service projects to teach commitment of time and involvement with other people. Snellville Middle School - Gwinnett County At Snellville Middle School, students participate in an inclusion model. Valerie Joiner, the special education teacher, works with all students on the team. An observer would not readily be able to distinguish between students who are resource and students who are not. Students receive a paycheck each week for the work they accomplish. Time cards are completed, and the amount of money earned is calculated by the student. Weekly conference forms listing individual goals, grades, and personal notes from the teacher are completed. Each week the conference forms, time cards, and paychecks go home to the parents before money is deposited in the class bank. They celebrate often with an Oktoberfest, Holiday Workshops, and other creative festivities to focus on student achievement. Perry Middle School - Houston County The Perry Middle School "Champions" completed an interdisciplinary unit entitled "Celebrating Georgia." Students created pamphlets which were based on research on a Georgia personality. They used newspapers to create tables, charts, and graphs relating to local and state-wide events. Other units incorporated cardinal directions and map skills, journal writing, and geometric concepts. Resource persons are often invited to talk to the Champions to motivate and to stir interest among students. Community leaders encourage setting goals for life and focusing on career interests. Newscasters, meteorologists, social scientists, and college professors have been among their many guests. Bartlett Middle School - Savannah-Chatham County "Eagle" students at Bartlett Middle School learn science by working in cooperative groups every day. The classes, which are product-oriented, are designed to be fun as the students learn. No student wants to sit in Mrs. Johnson's "Spectators' Row" because actively participating is so much more fun than looking. In social studies, the Eagles went global! With the introduction of the Global Thinking Project on their team, students were able to trade data on experiments via the ECONET with colleagues in Spain, Hawaii, Australia, Russia, and other schools across the United States. In math, students discover many of their own rules for mathematical procedures with manipulatives. Students even use art and see the beauty of geometry by designing quilts and tessellations. They enjoyed a Family Night Math Quiz Bowl in January that has students "chomping at the bit" for another encounter! It is a delight to honor these outstanding representatives of the GMSA Teams of the Year. We all take pride in wonderful teaching. The payoff for great teaching is a great future!
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REGIONAL LIAISONS REPRESENT YOU AND WILL SOON BE ELECTED
by Hannah Martin Taylor Road Middle School, Alpharetta (Fulton County) The Georgia Middle School Association operates under the guidelines provided by a set of approved By-Laws and an approved Constitution. At the recent Annual Conference, which was held in Atlanta during February, several changes were presented and approved. The first change was a modification of the current By-Laws. This change was to Article V, Steering Committee; the change placed a limit of two consecutive elected terms of office on those who are elected to the Steering Committee. The other changes affected the Constitution and will have a more immediate impact on the organization because they changed the role of the Regional Liaisons. These Steering Committee members will no longer be considered ex officio. This change is significant because ex officio members have no voting privileges. Because the Regional Liaisons will have voting privileges, they will, henceforth, be elected instead of appointed. These changes are the result of modifications to Article V, Sections 2 and 3 of the Constitution. Regional Liaisons from the northwest, central west, and southwest regions will be elected in odd-numbered years, and Regional Liaisons from the northeast, central east and southeast regions will be elected in even-numbered years. This change has significant implications for the members of our middle school association. Read the next few issues of the newsletter carefully so that you will be aware of who the candidates for election from your region are, and then be sure that you take part in these elections. The business of the Georgia Middle School Association is conducted by the Steering Committee. The election of these Steering Committee members will be crucial to the future of our organization. This new process will take effect beginning at the end of the annual conference in February, 1996. You are encouraged to do your part to see that you are well represented within the organization.
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by Pat Turner and Beasey Hendrix Cartersville Middle School, Cartersville The wrestlers at Cartersville Middle School have been pinned down when it comes to getting them interested in reading. A collaboration between two unlikely partners has made the library a comfortable place for young athletes. A school library may seem to be an unusual place to find a wrestling team, but the Cartersville Middle School Library is different. Library Media Specialist Pat Turner has gotten a good grip on the grapplers by teaming up with Wrestling Coach Beasey Hendrix. When Coach Beasey Hendrix held tryouts for the school's wrestling season, thirty new wrestlers showed up. Most had no idea about the sport and had never even seen a match. Coach Hendrix decided to expose them to as much wrestling information as possible in the hope that such sports-specific literature would stimulate and enlighten them about the sport. Knowing that I was always on the lookout for fresh challenges, he asked whether I would be willing to add a collection of wrestling periodicals to the leisure reading area. I thought it was a good idea, so we put out several magazines. Soon after the periodicals were put on display, the kids began asking me, "Do you have anything else on wrestling?" When I mentioned the requests and my lack of other resources to Hendrix, he brought in several wrestling technique books. We put them in our computerized catalogue and placed them in the stacks. They were checked out as soon as we put them on the shelves! After seeing how popular magazines and nonfiction titles were, I realized that a natural step would be to direct the athletes to fiction books about wrestling. The theory was simple: If we could match our fictional subject matter with the reader's interest, we might get our athletes to read purely for pleasure. I had a resource, Gale Sherman and Bette Ammon's Rip Roaring Reads for Reluctant Teen Readers (Libs. Unlimited, 1994), which listed eight fiction books with wrestling themes. We had four of them. We now had to find a way to lure the wrestlers to the fiction stacks. We each performed specific tasks. Coach Hendrix supplied the magazines and nonfiction books. He announced to his team that wrestling materials were available in the library and encouraged them to stop by. Sometimes he gave a short booktalk at practice. And, each month he placed new magazines on the shelf. I organized the material and added a few promotional touches, including signs in the periodicals area to direct athletes to the nonfiction section, where we had the wrestling books grouped and marked. Above the nonfiction grouping, we placed a sign that read, "Are you interested in wrestling? Then try one of these books." The sign listed fiction titles with wrestling themes and gave a brief summary of each. A book display complemented the sign. This made it as easy as possible for the athletes to browse. Also, when classes came to the media center, I would always ask whether any of the students were on the wrestling team. If wrestlers were present, I showed them the books. Whenever the students told me that they didn't like to read, I would tell them, "That's just because you haven't found the right book yet. Let me show you these." To my joy, the wrestlers usually checked the books out then. The project was a big success. It increased traffic to the library. Circulation figures for the wrestling books--fiction and nonfiction--went up as did circulation of other sports novels. One of the most rewarding results was seeing the students' reactions when I asked who was on the wrestling team. The athletes enjoyed being recognized, and this appeared to help build their self-esteem. They also appreciated the fact that the librarian had made a special effort to find something "just for them." I could tell by the smiles on their faces that they were now leaving with the "right book." This year Coach Hendrix and I have expanded our program to reach the school's other athletes--male and female. After booktalking a few football books to this year's squad, Coach Hendrix encouraged students to read the books, and if they like them, to come to the library and ask for more. Before long, I had several athletes at the desk requesting football-themed books. I now label all fiction books with a sports theme with a bright orange label so they are easy to find. I have also designated one display case just for sports books. We are committed to broadening our partnership. We would also like to encourage more interaction among other library media specialists and coaches. You can help make your library an inviting place for athletes, one that will help them learn their sport and even help them develop a lifelong reading habit. We are proof that a collaboration between two unlikely partners can produce rewarding results.
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HMS FIELD OF DREAMS--A DREAM ABOUT TO COME TRUE
by Chandler Touchton Hahira Middle School, Hahira (Lowndes County) Hahira Middle School is located in the small rural town of Hahira, Georgia. It has approximately 1000 students who take pride in their school and their community. In the past, a low-lying wooded section of the campus which is adjacent to the football field had been used as a dumping ground. Concrete blocks, old tires, and pieces of metal littered the area. Students became aware of this environmental problem when studying ecology. Administrators, teachers, students, as well as members of the community, dreamed of how this area could be transformed into a useful, attractive, and safe part of the HMS campus. At the beginning of the 1993-94 school year, one team of seventh graders accepted the challenge to transform this space into a workable outdoor classroom. Under the leadership of enthusiastic teachers, Team 7T set goals to accomplish this mission. Initially, a representative of the United States Army Corps of Engineers came to Hahira and tested the low area to determine whether or not it was a true wetland. During this time, five class representatives assisted the engineer as he made soil samples. He also explained the characteristics of a true wetland. The results of the soil samples indicated that the area in question had two of the three defining characteristics of a wetland--the correct soil type and flora were present, but a third characteristic, water, was absent most of the time since fill dirt had been unloaded there over the years. After the testing was completed, the student representatives reported to their classmates about the engineer's findings. The following week a letter was received from the engineer advising the principal of the right to clean the site without a permit. Student cooperative groups then measured the proposed area while studying metrics in math and science. In social studies, students drew rough maps of the area. To complete this task, a local survey company provided in-kind services by surveying the designated area. The students observed the surveyors in action and also participated in the process. The team members were excited when they learned that their outdoor classroom would consist of 1.2 acres. In science, students began brainstorming for their perfect field of dreams. They used their map skills along with the proper measurements to design their perfect outdoor classroom. When their plans and maps were completed, cooperative learning groups presented these ideas to their classmates. Each class voted on one plan to represent its idea to the entire team. While students were polishing these class designs and determining just how they would present their ideas to the team, the Lowndes County Commissioners sent assistance in the form of workers and heavy equipment. Large debris and brush were removed in order to make the area safe for student workers. As a culminating activity of all of the planning, Team 7T met in the gymnasium to observe individual class presentations. These presentations consisted of skits, dioramas, and large maps of the proposed study area. After all of these activities were completed, students voted on the perfect field of dreams. Results indicated that there were key points of each design that should be included in the final product. After Christmas, each class was given a specific task to complete in the project. Tasks included identifying the flora, preparing nature trails, and planting wildflower plots. In May, 1994, Hahira Middle School received a Community-Based Instructional Resource Grant to help with the project. Money was allocated to purchase the large amount of wood needed to build walkways, decks, and benches. A local building supply house agreed to supply the wood at cost. Work sessions were planned but had to be postponed because of the large amount of rain received during the summer and fall. During the 1994-95 school year, the area has been used for research purposes. The students who designed the area have made weather instruments to be used in the outdoor classroom. The new Team 7T students are continuing with the work sessions and will add ideas to the outdoor classroom during the spring. All teams at Hahira Middle School have been asked to help with this project. The outdoor classroom will evolve with each group of students, and it will become the students' perfect field of dreams.
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CONGRATULATIONS TO SHARI BRITNER AND KAREN DOTY--GEORGIA'S FIRST NATIONALLY CERTIFIED TEACHERS!
--Shari is a sixth-grade teacher at Snapfinger Elementary School in DeKalb County. --Karen is a seventh-grade teacher at Marvin Pittman Laboratory School in Statesboro. These two middle grades teachers were among eighty-one outstanding teachers selected from the 289 candidates who completed a field test of the National Board for Professional Teaching Standards' assessment for generalists who work with early adolescents. GMSA CONGRATULATES YOU BOTH!!
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REFLECTIONS BY STUDENTS "IN THE MIDDLE" AT TAYLOR ROAD MIDDLE SCHOOL (FULTON COUNTY)
My Blanket My blanket covers my bed, and as I drift silently through infinite unconsciousness, it also covers me. As a child, my blanket was a symbol of safety and serenity. Turning out the light, I leap into my bed and bury myself under my blanket's protective and loving embrace. And while I sleep in gentle peace, my heart is content in the fact that nothing can harm me as I lie beneath my blanket. Chris Buonamia Childhood is . . . When you play in the sandbox with your brother. When your parents give away your pets for reasons you don't understand. When your parents say, "We have to move," and you have to say good-bye. When you learn so much from neighbors and friends - good and bad. When you realize that the world isn't as peachy as you thought it was, and people aren't as friendly as they seemed. When your parents say, "We have to move again." When you realize you are no longer a child. Lindsay M. Nay War Why do we fight? Why do we hate? And why do we kill? Maybe it's because we don't know any other way to . . . But I bet If we tried we Could . . . Derek Roberts
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MEET YOUR NEW GMSA STEERING COMMITTEE MEMBERS
by Pat Lindholm GMSA Membership Chairperson, Douglas County Schools ELLEN COHAN Ellen is Executive Director of Middle School Curriculum and Instruction for Cobb County Schools. After twenty-eight years in education, Ellen is still excited about making a difference in the lives of children in Cobb County as well as continuing to grow professionally. An avid reader, a walker, and someone who enjoys time with friends, Ellen states, "Working with middle school children has been my most rewarding accomplishment professionally--and personally, it's being 'Aunt Ellen' to my nephew Joshua." LILLIE K. ELLIS Lillie is Executive Director of West Area Schools for Savannah-Chatham County and will serve GMSA as the Region 6 Liaison. Among her hobbies are reading mysteries and biographies, traveling, writing, and meeting people. Lillie's accomplishments include having been selected a Teacher of the Year and having had some of her poetry published. She also is quite proud of her son, Michael, a communications major at Savannah State College. Lillie's enthusiasm for education can be summed up in her statement, "I enjoy just linking learning to life." JENNIFER S. HARRISON Jennifer, the new POMLE liaison on the GMSA Steering Committee, is assistant professor for middle level education at La Grange College. After twenty years in education, including teaching at elementary, middle and high school levels in England, Colorado, and Florida, Jennifer states, "The greatest reward of teaching is to help every child realize that he or she is capable of achieving at high levels." This recipient of the 1992 Distinguished Dissertation of the Year Award from the National Association of Secondary School Principals enjoys travel, tennis, walking, camping, reading, and movies. Welcome to GMSA, Jennifer.
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GEORGIA MIDDLE SCHOOLS OF EXCELLENCE--1995
*Bunche Middle SchoolAtlanta CityGloria Patterson, Principal Cook County Middle SchoolCook CountyMary Sue Ward, Principal Lovejoy Middle SchoolClayton CountyBill Hovious, Principal Mercer Middle SchoolChatham CountyVirginia DeLoach, Principal Oglethorpe County Middle SchoolOglethorpe CountyGeorge Dougherty, Principal Pepperell Middle SchoolFloyd CountyBenjamin Desper, Principal Snellville Middle SchoolGwinnett CountyMike Moody, Principal Staley Middle SchoolAmericusClyde McGrady, Principal Taylor Road Middle SchoolFulton County Hannah Martin, Principal Washington-Wilkes Middle SchoolWilkes County Joyce Williams, Principal *Nominated for National Middle School of Excellence GMSA congratulates all of you!
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