Monthly Archives: September 2018

Constant state of change

Biological & Cognitive Development in Adolescence, Urban Adolescents

“How have we come so far in such a short time? The partial answer lies in the advancement of technology and the rapid development of high-speed computers, (…). These inventions have allowed advancement unparalleled in the history of man. One wonders if the next few decades will show a continued extrapolation of the rate of discovery. A rather scary thought educators should recognize is that the dynamics of discovery are often impeded by the sluggishness of changes in educational practices.”. Philip (2007)

When the article made this mention about technology, I thought… “how CAN we possibly expect for students to tolerate the outdated fashions of classrooms in which the majority of students find themselves in every year?” As a student myself at a university, I have explicitly learned with my peers about how we are a fundamental part of a movement that attempts to shift old teaching methodologies and formulate motivating, interactive classrooms for students. One key thing we as educators also need to understand is, what IS going on with our kids on a more personal and scientific level. Our adolescent students encounter many neurological and biological shifts which leads them to enter, regress, and surpass various emotional battles including uncertainty, certainty, confusion, dreaming, frustrations, desires, hopes, and the list goes on and on. With that being said, I believe of course, that, our service as teachers is to effectively facilitate their learning and challenge them as they confront adolescence (something each and every one of has also experienced). Adolescents are inquisitive creatures that want to know, move and learn more. Being in a room day in and day out that bores students and stagnates their cognitive potential and development is not the kind of education any student deserves.
In past student observations I have seen more dull, boring classrooms than vibrant, dynamic ones. Many classrooms, in my opinion, are far too traditional to realistically expect meaningful learning. I am not coming from an idealised standpoint, I just mean that teachers should be creating spaces that generally could be considered interactive and dynamic. I have seen some students literally fall asleep sitting up, and I mean no offense to the teachers, but I feel strongly about the fact that our classrooms also need to evolve- at least to some degree comparable to that of other service industries. Something isn’t working, and it’s not breaking news, but why are many educators- even those that would be considered “thoroughly and highly trained”- not implementing (and/or maintaining) change? Do many fall into a comfort zone of a traditional classroom?
I understand that teaching is a job that is far from easy, and I do not mean to ‘wrong’ anybody in any way, I simply just wonder.

MVP 4- What do we know about the brain and the learning

Biological & Cognitive Development in Adolescence

“Keep that concept in mind: that the brain is best at learning what it needs to survive–socially, economically, emotionally and physically. From your typical student brain’s point of view, remember that ‘academic success’ is often quite low on its list of to do’s!” (Philip, 2007, p10)

This article informed me of the importance of non-academic learning experience that I can give to my students. Besides academic parts, what can schools offer to students? I think they should learn time management, money management, skills of communications and how to maintain a relationship…But they are all absent in today’s public education. I know there are some special education programs offer similar learning experiences to students, and I wish general education can also think about those!

Also, I kept thinking about nature versus nurture in a child development after reading this article. This article also reinforces my belief that human development is not nature versus nurture, but more like a complex interaction of each other throughout the lifespan of the human being.

MVP#4 I just… need your attention

Biological & Cognitive Development in Adolescence

Early maturers enjoy many social advantages because their superior height and advanced muscle development often provide success in athletics, greater leadership roles, and more popularity among peers and adults (Ge, Conger, and Elder 2001). Petersen (1987) reported in studies she conducted in the 1960s that early-maturing males were more successful at peer relations during middle and high school. These individuals excelled in athletics, demonstrated confidence in social situations, and became the school leaders. The studies showed, however, that when the late-maturing boys reached their thirties, they seemed to have a stronger sense of identity.
Continue reading MVP#4 I just… need your attention →

MVP #3 – Long Road to Adulthood Is Growing Even Longer

Urban Adolescents

“At the same time, more women are remaining childless, either by choice or circumstance. Twenty percent of women in their 40s do not have children, Mr. Furstenberg said, pointing out that ‘not having children would have been considered bizarre or tragic in the ‘50s; now it’s a lifestyle choice.’ Laura Tisdel, 28, who grew up in Detroit, said, ‘I figure I’d either get married in college or right after and basically be a smart mother.’” (Patricia Cohen)

This passage made me reflect on the 1970’s women’s liberation movement during which women not having children no longer had as much of a stigma. It became socially acceptable to choose whether or not to get married or have children as a lifestyle. Before this movement, when a woman became pregnant or got married, her career, such as teaching, was typically over. I like the part at the end of the passage which states that this woman would rather be a smart mother. This woman’s experience made me think of my mother who got three college degrees before having children in her 30s.