Several surveyed students described frustration associated with leaving childhood, yet not being treated more like an adult. Cassidy describes her feelings about being in this middle stage of adolescence:
A challenge of being a young adolescent is that we are basically too young, but also too old to do many activities. We are too old to go to a “Chucky Cheese” but too young to go to an “R”-rated movie alone. We have to act mature in order to be treated older, or act less mature if for some reason we want to be treated as a younger child.
Sydney reminds teachers, “They should know that we spend a good majority of our time being told exactly what to do; and that the teacher should give us some independence and choice.” Simultaneously, Julia, notes, “Parents expect you to be independent and mature by this age.” No longer a child, yet headed toward adulthood, young adolescents have an essential need for more decision-making opportunities. Many decisions may be beyond their level of understanding, requiring adult guidance; and teachers can provide the assistance students need.
Adults may claim that teens’ seemingly erratic behaviors are controlled by overwhelming hormonal changes; but the real culprits are the challenges of developing independence, fitting in socially, and meeting adults’ higher expectations. Maia’s response summarizes why young adolescence is so challenging: “This awkward transition phase from child to adult is difficult mentally, emotionally, and socially, which ultimately leaves us as the tired, cranky,
By Dave Brown
“School, a corrupt environment filled with all sorts of pubescent adolescents, can be a living nightmare for some kids. Drama, sarcastic teachers, excessive amounts of homework, being judged, grades, balancing after-school activities, and finding yourself are just a few of the challenges of being this age. All of this is
A LOT to handle.”
Implementing effective lesson planning, positive classroom management techniques, interactive instructional processes, and appropriate assessments all have the potential to significantly improve student learning. Students, though, are more than mere intellectual machines; and as humans, their learning needs are affected as much by socio-emotional states as cognitive readiness. Controlling students’ socio-emotional states is impossible; but an awareness of what they are thinking provides educators with a better chance of insuring that learning will occur.
Young adolescence is defined by unparalleled physical, social, emotional, identity, and cognitive changes. Physical changes are obvious; socio-emotional concerns may be revealed in emotional outbursts; but most of what students experience is hidden from educators. Recent surveys I conducted with a group of 40 eighth graders revealed a multitude of concerns when they were asked two questions:
1. What are some of the challenges of being your age?
2. What advice would you give a middle school teacher?
The Challenges of Being “My Age”
Not an Adult; Yet No Longer a Child
What Students Want Us to Know
1
“They should know that we spend a good majority of our time being told exactly what to do; and that the teacher should give us some independence and choice.”