Copyright Goodheart-Willcox Co., Inc. Chapter 1 The Teaching Profession 13 Most elementary school teachers teach in self-contained classrooms— or classrooms in which the same teacher and group of students remain for most of the day, with one teacher teaching most or all subjects. Elementary school classrooms are typically active and visually stimulating. Teachers use a variety of teaching methods to engage students in learning. Lessons may incorporate games, music, art activities, computer programs and other digital technologies, and visuals, as well as textbooks and teacher presenta- tions. Most traditional elementary schools employ teachers who specialize in one grade level, although some school-system structures have teachers instruct across several grades. Middle Schools and Junior Highs Most school districts provide older preteens and young teens with their own school campus or area. Schools recognize that students in these age groups have different needs. Middle schools usually include grades 6, 7, and 8, although some include grade 5 as well. Schools with a junior high system include students in grades 7 and 8 or 7, 8, and 9. Even if these stu- dents remain physically within the same building with children in earlier grades, their teaching and learning experiences change. There are good reasons for these grade levels. Brain development in chil- dren in these grades encourages thinking at a higher level. Students think faster and more creatively. They can identify multiple solutions to problems and develop ability to think abstractly. Abstract thinking is in-depth thinking about ideas and concepts, such as justice or love. Students who think abstractly are interested in why things are as they are. Abstract thinkers can also con- nect how they feel to what they think. In contrast, the concrete thinking of younger students focuses on facts and actual experiences. Changes in student thinking and learning make the role of middle school and junior high teachers different from that of an elementary school teacher. Because older students study topics more in depth, most teachers special- ize in teaching one or two areas, such as social studies or science or math. The transition to having several teachers during the day helps students move toward the system they will have in high school. Learning in the middle school or junior high often has less structure, incorporating more projects and activities. Students can be lively and creative. Because learning social skills is so important at this stage, collaborative learning offers a way for students to work in groups and solve problems together (Figure 1.6). Developing responsibility for their own learn- ing and conduct is an expectation for middle school and junior high students. Information and tasks are more complex. Students are encouraged to learn to structure their time and make plans, then organize and carry out the plans. Teachers help them systematically build these and other skills and habits needed for high school. High Schools High school brings new subject areas and greater opportunities for in-depth study and learn- ing. General math gives way to algebra, geometry, and trigonometry. Students like you have five to seven different classes (and teachers) each day. Steve Debenport/E+/Getty Images Figure 1.6 Learning collaboration skills is important for students in middle school and junior high.