I’m really fascinated by a lot of these concepts coming together: education, adolescence and, now, consciousness. So we have these adolescents that are not always conscious of the ever-changing feelings that flow through their minds and bodies and then, we put them in the context of a classroom. What is a teacher supposed to do with all of that? We can explain consciousness, but do you think it’s important that we teach it? As educators we obviously have to value our content and the limited instruction time we’re given, but when do we begin to value the little humans in our classrooms more than the content we teach? And when/if we begin to do that, how will we ensure that we’re valuing their personal experiences in this world, especially during such a critical point in their lives? I’m personally very intrigued by trauma-informed education, for instance, and how it focuses on teaching children how to orally and cognitively connect the left and right hemispheres of their brain to be able to identify and express the way they feel. There are tremendous advantages for children with traumatic backgrounds to be able to do this, but I’d personally argue that it’s equally important for all children to learn to do the same. So what if educators were actually trained to help students, especially adolescents, express what they’re feeling and unlock their consciousness? I wonder how helpful this type of education would be.

“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.

“Middle school teachers have a responsibility to remain calm in the face of possible insults, swearing, and other demeaning behaviors. Teachers who overreact in these situations demonstrate to their students that they are also not in control of their impulses. Continue reading Yes, we must be understanding and patient counselors too →

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 →