Turning Points Chapter 2

Similar to chapter 1, chapter 2 also discusses the Turning Points model. However, it goes more into depth on the changes that have been made to the model, as well as how the model works together as a whole. One of the recommendations for this model that I liked the most was to “organize relationships for learning to create a climate of intellectual development and a caring community of shared educational purpose”. This idea of creating smaller communities within a bigger school is also something I became familiar with during my student teaching. From observing and participating in this process, I now strongly believe in the benefits it provides to teachers and students. This model provides teachers the opportunity to learn a great amount about their students, and it also provides students with the extra help that they need to be successful in school. Another section that stood out to me was changes to classroom structure versus practice was discussed. It is clear that in the past when this model has been implemented it has done little to create changes to classroom practice. Without changes occurring both in structure and practice little impact will be made when it comes to students’ performance academically. This dilemma reminds me a lot of what is going on in a lot of schools that are still figuring out how to implement proficiency based education in their schools. They are attempting to change the structure of their school, without having a full understanding how their practice must change (other than the standards that they will be required to teach and asses). Although it is a bit of a different scenario, it makes me curious to see how students perform academically under proficiency based education.