Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
I am currently working with adolescents in the
school, as my students are very young in the stage of development between
childhood and adulthood, typically ranging from 12 to 18 years old. They may
face several difficulties at this time, including identity formation, peer
pressure, emotional control, and decision-making. Additionally, individuals
encounter particular difficulties relating to their social and cultural
background, such as prejudice, deprivation, or social inequality, which may
have an impact on their feelings, thoughts, decisions, and interactions with
others. (WHO, 2019). However, they also have the chance to develop and learn
more about themselves throughout this era of life. They might discover fresh
passions, skills, and connections that can influence their future selves.
Students can successfully navigate this time of transition and thrive as they
enter adulthood when teachers offer the right support and guidance because
learning and development are intertwined and dependent processes, with learning
driving development and development shaping learning (Vygotsky, 1978).
Two Concepts I Have Learned About
Adolescence, And How Will I Incorporate These Ideas into An Educational
Setting?
Two concepts I have learned about adolescence are
"the idea of identity development during adolescence", and "the
changing nature of adolescent experiences over time":
The Idea of Identity Development During
Adolescence
The idea of identity development during
adolescence is one important thought I took away from "The Changing Adolescent
Experience" by Mortimer & Larson (2002). The authors claim that when
young people start to discover and define who they are and what they believe
in, adolescence is a crucial time for the development of a sense of self.
Family, classmates, and the larger social and cultural setting in which young
people are growing up all have an impact on this process.
For student development and academic success in
a classroom context, incorporating the idea of identity development during
adolescence can be helpful. Teachers can effectively establish a supportive and
interesting learning atmosphere by cultivating self-reflection and self-esteem,
fostering a sense of belonging, encouraging discovery, and emphasizing a growth
attitude. Teachers can support their students in building a stronger sense of
self by giving them opportunities to reflect on their own values, beliefs, and
aspirations. Students can feel more at ease and assured in their learning by
establishing a friendly and inclusive classroom culture, encouraging them to
pursue their interests, and emphasizing a growth attitude. In the end, adopting
the idea of identity development during adolescence can aid students in being
highly committed to achievement both inside and outside the classroom (Adolescent
Identity Development, n.d.).
The Changing Nature of Adolescent
Experiences Over Time
Another concept that the book explores is the
changing nature of adolescent experiences over time. According to Mortimer and
Larson (2002), some features of adolescence are timeless and universal while
others are influenced by historical and cultural circumstances. Adolescence
now, for instance, is substantially different from what it was a century ago
because of advancements in technology, education, and social conventions. This
emphasizes how crucial it is to take into account the larger context in which
adolescents are developing and comprehend how this context shapes their
experiences and development.
Incorporating the
concept of the changing nature of adolescent experiences over time into an
educational setting is crucial for
providing students with the support they need to thrive. By being aware of
cultural and historical factors, recognizing diversity and individuality,
adapting to changing trends, and fostering critical thinking, educators can
create an environment that meets the unique needs of each student. By doing so,
they can help students develop the skills and knowledge they need to succeed in
an ever-changing world and enable them to learn and find positive pathways to
adulthood (Darling-Hammond et al., 2020).
In
conclusion, the intellectual and social success of teenagers in an educational
setting can be considerably aided by a deeper understanding of them. Teachers
must understand that teenagers may experience special difficulties as they go
through a crucial growth time in their lives. Teachers may assist teenagers in
navigating this crucial phase of their lives and preparing them for adulthood
by creating a friendly and inclusive learning environment that tackles these
concerns. Teachers need to approach adolescents with an open mind and empathy
as well as to keep up with the most recent research and support methods for
adolescent learners. By doing this, we may contribute to the development of a
more just and efficient educational system for all learners.
References
Adolescent Identity Development. (n.d.).
Adolescence - ACT for Youth. https://actforyouth.net/adolescence/identity.cfm
Darling-Hammond, L., Flook, L., Cook-Harvey, C. M.,
Barron, B., & Osher, D. (2020, April 2). Implications for educational
practice of the science of learning and development. Applied Developmental
Science; Taylor & Francis. Retrieved from
https://doi.org/10.1080/10888691.2018.1537791
Mortimer, J. T., & Larson, R. W. (Eds.). (2002). The
changing adolescent experience: Societal trends and the transition to
adulthood. Cambridge University Press. Retrieved from https://catdir.loc.gov/catdir/samples/cam033/2002025928.pdf
Paulson, S. E., Rothlisberg, B. A., & Marchant, G.
J. (2016, February 16). Teachers’ Perceptions of the Importance of an
Adolescent Development Knowledge Base for Instructional Practice. Research
in Middle Level Education Quarterly; Taylor & Francis.
https://doi.org/10.1080/10848959.1998.11670142
Vygotsky, L. (1978). The interaction between learning
and development. In Vygotsky, L, Mind in Society. Harvard University
Press. http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf Or You
can refer Reading 4 - The interaction between learning and development.
WHO. (2019, November 26). Adolescent health. Retrieved from https://www.who.int/health-topics/adolescent-health#tab=tab_1
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