All posts by Natalie C Herrera

“Why though?” – the question adults fear and teens embrace

Urban Adolescents

Just because they may vocally and energetically throw themselves into activities, habits, attitudes, and appearances seemingly opposed to parents’ or teachers’ wishes, does not mean they seek to sever relationships with these adults. These actions may be examples of invitations to dialogue rather than refutations of tradition or authority (Toshalis, 2008, p. 194).

The quote above has struck a chord in my memory bank that strongly suggests the need for adolescents to find connections and discourse both within and outside of the school‑a non-religion-tied spiritual awakening. The type that makes you aware of your surroundings, as well as strengthen intrapersonal connections. Continue reading “Why though?” – the question adults fear and teens embrace →

¡Hola! Me llamo [insert AVATAR name].

eLiteracy and Social Media(tion), Urban Adolescents

However, for both video games and biology, it is not a case of “anything goes” – this is not a permissive “progressivism” writ large. You must inhabit the identity that the game offers (be it Battle Mage or field biologist), and you have to discover what the rules are and how they can best be leveraged to accomplish goals (Gee, 2005, p. 34).

I think this quote serves as a perfect motivational poster for life. It goes a little along the lines of if you want to succeed you have to know how to play the game. I can also definitely hang up this poster in my second/foreign language class. To succeed in learning a language, you have to know the rules of the language AND the social and cultural rules to navigate that world.
Continue reading ¡Hola! Me llamo [insert AVATAR name]. →

♪ I’m NOT all the way up ♪

Socioemotional and Psychological Development in Adolescence

Joaquín noticed at the college’s orientation that he was one of only two Latinos in the entering class. In spite of this context, it took going to a college steeped in privilege for Joaquín to be given the opportunity to study his heritage. It was after this experience that he began the process of claiming both identities of Puerto Rican and scholar, and along the way he picked up even more ways to define himself (Raible & Nieto, 2008, p. 220).

Continue reading ♪ I’m NOT all the way up ♪ →

Initiating “survival mode”

Biological & Cognitive Development in Adolescence, Urban Adolescents

Jensen goes on to say, ‘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, p. 10)!

“Why do you want to learn Spanish?” I asked the level 1 Spanish class during my first week student teaching (while the teacher assigned phone cubby numbers). Among the popular responses it’s a requirement to get into college or I already know French, the silent response of the girl a “heritage” speaker in the front stood out. I expected to hear an answer from her instead she looked at her hands. As the class proceeded into it’s new group discussion routine, she shyly admitted, “My parents speak Spanish, I don’t.” “So you want to learn Spanish to talk to them,” I mistakenly deducted. “Kinda. I want to know what secrets they keep from me. I know they argue about money and bills, but I don’t understand any of it. It’ll be cool to also be able to laugh at the Spanish jokes my friends make on our stoop.”

Continue reading Initiating “survival mode” →