“Wise teachers purposely plan lessons that offer social opportunities: collaborative research projects, debates, readers theatre, writing workshop, simulation games, and role-playing activities. Placing students in mixed social groups in academic situations during adolescence make help them better develop their social skills.” Brown, D., & Knowles, T. (2007). Who am I? The social, emotional, and identity trials of young adolescence. In What every middle school teacher should know. (2nd Ed.. pp. 37-66). New Hampshire: Heinemann Press.

It is obvious that the adolescence stage is an extremely turbulent and confusing one, especially for students experiencing times of instability in their bodies, minds, emotions, and friendships. As teachers, we are expected to help guide our students, by providing them with the necessary information and affirmation that all of this turmoil is normal and they are not atypical; we have to make this transition as seamless as possible, and facilitate socialization so as to not perpetuate alienation for any student.

As we are now alienated from our own early adolescent stages, we may forget to empathize with how cruel growing up can be in the social regard; students group themselves according to this “code” of social hierarchy, and can alienate others, or even isolate themselves based on their mental, physical, or emotional changes. I think that the most crucial mindset a “wise teacher” can possess is empathy. The “wise teacher” must be able to put his or herself back into the shoes of the students and be willing to relive those painfully awkward adolescent years so as to understand how easy it is for these students to “lose their voices.” We, as wise teachers, must do all that we can to facilitate healthy social interactions so as to discourage the alienation of such a marginalized population of misunderstood students that epitomizes the adolescent age group. Adolescents, in their biology, must be encouraged to explore their selves so as to establish a sense of identity, and we must be patient with them, while also guiding them toward a healthy moral/ethical path (debunking stereotypes, eliminating marginalization, etc.). I think that the incorporation of these aforementioned social opportunities within the classroom is vital to not only engage adolescents, but also help them feel at ease, and promote a positive (and active) learning experience rooted in achievement. By exposing students to a social learning experience, they can become aware of themselves and where they stand in their community, the world, and thus establish a sense of identity which they can shape; this not only educates them in intellectual subject matter, but also in a greater experiential meaning.