ADOLESCENTS HOW TO REACH THEM HOW TO TEACH

ADOLESCENTS HOW TO REACH THEM, HOW TO TEACH THEM NAESP 2010 Houston, TX Claytisha B. Walden, M. Ed. NYC Dept. of Education, Principal

Agenda Introductions – Partner Up! Identify characteristics of adolescents and the way their brains process Recognize the cognitive, physical, social, moral and emotional development of adolescents Identify strategies to engage adolescents and teens in the learning process Identify and apply some techniques Share Out Q&A/Next Steps

What is adolescence? A transitional time between 10 to 18 years of age where there are cognitive, social, physical and emotional changes moving from childhood to adulthood A period of between puberty and adulthood. A time between sexual maturation and the attainment of adult status within society. (Journal of Adolescence)

A little humor…. .

Why teaching? Think- Pair- Share Turn and talk about your favorite teacher. What were the qualities of your favorite teacher? You may choose a teacher in elementary school, middle school , high school, college or post graduate studies.

Analyze the Situation Think-Pair-Share Who are our adolescents? What are they like? What are their strengths? What are some of their opportunities for growth?

The Leading Brain Research

Think, Jot and Share What should you know before becoming a guidance counselor, administrator, or teacher of teenagers? List some of the behaviors that teachers will frequently experience.

Dr. James P. Comer – Yale Child Study Center, School Development Program 1. 2. 3. 4. 5. 6. Uses six developmental pathways as a framework for making decisions that benefit children: Physical Cognitive Psychological Language Social Ethical

Cognitive Development The pre-frontal cortex which is far from mature affect students’ ability to plan, make long term decisions. As adolescents move from concrete to formal operational (abstract) thinking, they become curious and inquisitive. Because of these new and expanding thought processes, adolescents feel infallible and indestructible. Teens are impulsive and survival-oriented. This part of the brain is called hypothalamus. It controls fight/flight.

Physical Development Growth spurts of adolescents especially boys. Girls are taller and more developed. Inconsistent physical development can lead to feelings of insecurity. Interested and curious about sexuality.

Social Development Teenagers: Are more encouraged by peers than discouraged by the disapproval of their parents. Experience an increased awareness of the broader social world with an accompanying concern for social justice. The hormone, oxytocin, found in the brain during romantic relationships, tends to settle and stimulate the hypothalamus during the beginning stages of the relationship. They are always “in love. ”

Moral and Emotional Development Teenagers: Believe that their feelings and emotions are unique and they will live forever. Have a new form of egocentric behavior. They think that everyone is interested in their ideas and are watching them. Brown, D. F. and Knowles, T. 2007. What Every Middle School Teacher Should Know. Portsmouth, NH: Heinemann.

Partner Talk In what ways can we effectively support our adolescents through this transition? What were some ways we were supported or wish we had been supported?

Our Words are Powerful Use positive phrasing in addressing adolescents. Our brains do not process negative linguistics. For example when a parent says “Don’t run in the house. . ” An adolescent hears “RUN. ”

Your words can help or hurt… “You make me sick” “I am proud of you…” “I feel sorry for your parents. ” “I know you can do it” “That’s stupid. ” “I expect the best from you. . ” “Don’t be ignorant. ” “You are the next Barack Obama. ” “You will not amount to much of anything. ”

An old adage says…. There ‘s a king and a fool in every person. Who you speak to will emerge. Remember to speak positively. “Become the change you want to see in the world. ” Gandhi

Think back when you were an adolescent when…. An adult’s words built you up and gave you a heightened sense of self-esteem. Words spoken deflated your ego or embarrassed you. Share with your partner.

Vision vs. Current Reality Vision What you want Current Reality What you have

What is our vision of adolescent engagement? What does effective adolescent engagement look like? What does it feel like? What impact does it leave on student achievement? What impact does it have on their social and emotional development?

Differentiated Instruction Content Differentiated Instruction Process Product

Differentiated Instruction Differentiation is a philosophy that enables teachers to plan strategically in order to reach the needs of diverse learners in classrooms. Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner. Simply, it is a consistent and proactive way of finding different ways to help students to be successful. Resources: “Differentiated Instructional Strategies in Practice" by Gayle Gregory “Differentiated Instruction in a Whole Group Setting” by Betty Hollas

For All Diverse Learners Less is more in terms of notes No more than 5 -7 concepts Well-organized visual representation

DI Strategies – Give Me Five 1. What mental pictures do I see? 2. What does this remind me of? 3. What do I know now, even though I wasn’t told the information in the text? 4. What might happen next? 5. What was this mostly about?

Strategies Charts –Visual Reminders Taped “Cheat Sheets” on desks Extra pens, pencils, composition books Housekeeping –Print Rich Atmosphere Word Walls --- Word Maps

Literacy Strategies 4 -6 -8(Characters; Settings; Events) q Student Journal Writing q Copy-Pair-Share-Respond q Charts q Visual Reminders q Reading Logs q Concept Maps

Strategies for Math Number lines Interactive Word Walls (foldable with examples) Formulas Problem Solving Charts Hands-on Manipulatives Technology

Strategies for Science Concept Map Hands –on Experiments Visual Reminders

Class Management Techniques q q Praise appropriate behavior. Lower your tone. Circulate around the room. Call on each student every day. Adopt a “can do” attitude. Use a syllabus, pacing guide, reminders on the board to keep students in track. Be fair. The same rule applies to everyone. Model for your students. Communicate your expectations. Connect to the real world. Use relevant examples.

DI Strategies that require limited teacher preparation Homework Options –offer a menu of activities that students may select. Students can also create their own problems and generate their own questions. Journal Prompts – use of questions, quotes, or statements which are linked to current unit of study which help students make a connection between their learning and lesson taught.

WILLIAM J. GAYNOR MIDDLE SCHOOL An In - Depth Look at “Our School”

Engaging Students: Student Centered Classrooms Plan to lead to discover the information that you want them to have rather than just telling them dry facts in a lecture. Utilize technology. Mutual sharing of ideas and opinions. Decorate room with student work. Incorporate essential questions of the unit of study.

Brand = Vision and Mission Provides direction for your organization Guides decisions Conveys a sense of identity inwards and outwards Reflects a commitment to those who make it work Needs to be shared and communicated Guides behavior

Student Work Products Celebrated

The Flow of the Lesson Share Time/Reflection. Teacher facilitates reflection. Students share and justify their findings and understandings through demonstration and discussion. (Summary) Students explore, investigate, write and talk about the focus with peers, and teachers, and assistant teachers. (Independent Practice) Do Now/Warm Up – springboards the lesson Whole Class Mini-lesson or Focused Whole Group- Aim is taught. Teacher models for the students; Connections with prior knowledge (Guided Practice) Teacher provides purposeful hands – on tasks which suits the needs of students

Planning It Out Know what you want to teach Know how you want to teach it Know why you want to teach it (State Standards, Student Data, Students with disabilities, ELL, ESL) Plan with the end in mind (Understanding By Design)

Our Students in the Classrooms Conducting Research

Small Class Size and Personalized Attention from Talented Teaching Staff

Community involvement

Community Day

Student and Community Dance Performances

Celebrating Talent

Parents and Staff Breaking Bread

Community Day

Staff &Parent v. Student Basketball Tournament

Adolescents learn by doing… They remember: 90% of what they do 70% of what they say 50% of what they see and hear 30% of what they see 20% of what they hear 10% of what they read

We infused…. Project Based Learning --”Sneaker Project” Writing across the content areas --Four Square Recognition of the Multiple Intelligences –Renzulli Learning Advisory –Social/Emotional Needs of Teens Clubs/ Activities Gender Specific Mentoring

Our Adolescents are “Digital Natives”

The role of technology What ways do you infuse technology to engage your students? Blog E-mail Text Websites Social Networking

Dilemma Protocol Think of a current adolescent dilemma that you are experiencing. Person A- Describe it. Person B- Ask clarifying questions. Person A- Answers the questions. Person B- Will pose recommendations in the form of leading questions to assist Person A in seeing from another perspective. Person A- Choose an action to take.

Affirmation With these hands, I will help and heal With this mind, I will think of new ways to engage teens With these eyes, I will see only the possibilities not the problems With this heart, I will give love I choose to be the difference in the success of a child

Claytisha Walden Thank you! You may contact me via e-mail or by telephone: E-mail: cwalden 3@schools. nyc. gov Work: 718 -574 -2820 ext. 3020 Cellular: 917 -903 -7042