Two terms that stood out to me in chapter 1 of Adolescents at School were developmental moratorium and reciprocal transformation. For many of us starting student teaching tomorrow, these concepts can serve as positive processes/goals for the coming semester in getting to know our secondary students. It’s important to recognize and remember the evolving and sometimes fragile nature of adolescents’ identities and be prepared to respect and nurture them to the best of our abilities.

Nakkula refers to developmental moratorium as, “an opportunity [for adolescents] to reflect on and experiment with who they are, particularly with respect to their skills, interests, and relationships with others” (p.15). This self-exploration can be bolstered by the academic and extracurricular opportunities afforded to students. It is the responsibility of educators to engage students in such a way that the subject matter they are presenting could possibly be a puzzle piece or tool in the students’ ‘moratorium.’ When I think of units and details I have retained from secondary schooling, it hammers home the idea that almost anything offered to a student could serve as a building block for their interests and thereby, identity.

The concept of reciprocal transformation is quite poignant and one of the primary reasons I (and many of us, I imagine) have entered the education field. I had a memorable reciprocal experience teaching a 5^th grade English class studying Tuck Everlasting (a book that centers around an immortal family). The students’ discussion on mortality after reading the book and watching the movie truly gave me pause at the depth and clarity with which they were able to grapple with the idea of immortality as both a blessing and a curse. The idea of people (children and adults alike) mutually benefiting from one another’s presences and perspectives– not students simply taking in information ‘dispensed’ by teachers – is a key element in a positive educational setting. It speaks to the genuine quality of great teachers; it’s clear when a teacher is passionate for creating a mutually enriching environment.