Life is a series of changes that may have differing impacts based on the individual. All these changes that take place makes up the development process. Development may be defined as the process of age-related changes that happen over the course of a lifespan. Development may be influenced by factors such as genes and socialization which takes many forms such as education, economic backgrounds and life experiences. Adolescence on the other hand refers to the period between childhood and adulthood. During this stage of development many individuals have different encounters as the body changes.
This paper will focus on the four dimensions of development: social, physical, emotional and cognitive. Firstly, these dimensions will be discussed by highlighting issues from my own personal experiences as well as issues observed as an adolescent. Secondly, the implications of each issue and its impacts on teaching and learning in the classroom setting will also be highlighted and methods of intervention used by teachers to address these issues. Thirdly, a development asset cluster will be discussed and also theories to explain the issues identified. Lastly, the five actions will be identified, in order to enhance teaching and learning in the classroom by using the asset and theories identified to support the steps to be taken as a potential teacher.
Physical dimension refers to growth spurt in body changes such as height, sexual characteristics, health and nutrition. As a proud product of the St Elizabeth Technical High School, there are some physical dimension issues that I experienced while being a student at the institution. Some of the boys modify their pants foot and wore them below their waist. The girl student altered their school uniforms. In addition, there were days when I had stomach and head ache due to improper diet. Some students also exhibited unpleasant body odour, bleaching of their skin and the wearing of make-up. Because of varying growth factors, some teens will develop faster than their peers and as a result, they may feel out of place, become withdrawn or very self-conscious about their bodies. Personally this was very depressing for me as I hit the short growth spurt and therefore I was one of the shortest person not only in my class but in the entire school. This physical difference between me and my peers led to them taunting me on a daily basis.
Social dimension refers to the development of interaction and communication with the human world values, marriage and parenthood. While attending high school there was a few students that I had conflicts with. Because they would discuss students behind their back with their colleagues. I also encountered conflicts students as well and that resulted in us not being friends for the entire school year. There were times when I would take mp3 and other gadgets to school and this sometimes would cause me not to understand what the lesson was saying because I was busy listening to my favorite singer Celine Dion. I also remember seeing persons using alcohol, marijuana and cigarette. Some of my classmates were involved in gangs and the gangs members would create a lot of conflicts in the school and ended up being expelled as the principal deemed their actions unaccepted. Some also cheated on exams and mid-terms test and if your caught cheated the invigilator would have you removed from the exam room and sent to the principal’s office.
Cognitive dimensions refers to the developing of the adolescent mental capacities or awareness; such acquiring the ability to think logical, rational and hypothetically towards complex issues. Jean Piaget focused on cognitive development from infancy through the adolescent years. Wood and Smith (2001) stated that “the period from adolescence through adulthood is the formal operational stage. Adolescents and adults use symbols related to abstract concepts. Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts. Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. While attending high school I was easily distracted either by other students or noise in the background. There were times when I received high grades in subjects such as Social Studies and Principles of Business because they were my favorites. But there were also times when I got some low grades in subjects such as Mathematics and Principles of Accounts. There were some students who showed no or little interest in their school work.
Emotional dimensions refers to the development of trust, bonding and attachment and these begin at the first few years of life. I was never engaged in any explicit sexual activities. But other students were engaged in it. I was only engaged in kissing my girlfriend but the thought of having sex with her on the school compound was never in my thoughts because of my integrity. Students was engaged in these activities sometimes was caught having sex at the school or the boys bathroom. There were also cases of teenage pregnancy and that resulted in the girls dropping out of school because they would couldn’t the pressure of having to deal with being looked and being laughed at.
The Implication of the issues identified
Physical issues mentioned above distracted the teaching learning process on several juncture as students were either sick or attending to things of own interest rather than paying attention to the lessons. This affected the teaching learning process because the teachers had to go back over the lessons that was already done so that students who missed the lessons can get it. Doing this affects the other students who already received these lessons because the time that was used to go over would finish and the teacher would then have to find another time to do the lesson that was scheduled for the class on a particular day. Social issues mentioned resulted in great disruption and uproar in classes and to a wider extent the entire school as teachers had to address the problems and try to settle the noisy student. However this was time consuming causing a lot of class time and final test to be cancelled.
Cognitive issues impacted negatively on the learning process in relation to poor performance as students were not able to meet requirement of the content. On the other hand, the teaching process was not as the expected outcome of students grasping the context was not successful and so the context and strategies had to be reviewed.
Emotional issues is where learning is disturbed by ones emotions and what the individual is feeling inside them as the hormone stimulates the nervous system.
The methods of prevention or intervention
The physical method used was to send students to the principal’s office and if that didn’t work the teacher would put in detention or have them clean up the school yard. And if that didn’t work the teacher would make a request for the student (s) to be suspended for a period of time if and when they misbehaved. As it relates to the students that fell sick while at school they were taken to the school nurse. After the visit to the school nurse a telephone call would then be made to the students’ parents or guardian letting them know of the situation. And if necessary the student would then be sent home.
The social method that was used against the students when there was a conflict is to send them to the Dean of discipline. Students that was caught with gadgets such as mp3,mp4,psp and other electronic devices was taken away by the teachers and would not be given back until the end of the school year. Cheating on exams was very common among students especially boys and if caught cheating you would have been thrown out of the exams and sent to the principal’s office.
The cognitive method that the teachers used to prevent students from getting low grades was to keep extra classes with them after school dismisses or whichever day that was more convenient to the teachers and students. This helped the students to build their analytical skills. And for the students that was easily distracted the teachers would put them to the front of the class to get their undivided attention. Doing this helped students to become more focused and was able to improve their performance in arear that they were weak in.
The social method that the teacher used against the students. For the students that was caught in the act of sexual activities the teachers would take the parties caught in the act to the guidance counselor to explain the situation. A telephone would then be made to the parents of the parties caught in the act of sexual activities by the guidance counselor and also the school’s principal to have a meeting to come to an agreement of the next step. Both students would initially get suspension. There was only one case of teenage pregnancy and when the belly started to show the student would stop attending school to avoid the reproach.
Principles and comments
The physical method was very effective to the point that students after being suspended for some days would return to school with different mindset because they realized how important school is. Other misbehaving students would then take heed to their ways and stop misbehaving because they didn’t want to be suspended. Parents was now more vigilant in making frequent calls and visits to the school to check upon their children whether they were sick, behaving good or bad.
The social method was not effective because students still had conflicts amongst themselves and teachers. Students after receiving back their devices would still take them to school and use them while in class. Students still cheated on test and also on final examinations even they knew of the implications if they are caught cheating. Some students were still in gangs, using marijuana and also the use of expletives even in the presence of teachers.
The cognitive method was very effective because students started getting better grades and are now more focused and showing more interest because they now see how important getting good grades and being focused in school is.
The emotional method was very effective because students that was sexual active became more cautious especially girls because they fear reproach of become pregnant and dropping out of school. Even though the teachers, principal and guidance counselor explain to them that sex was for married people stresses that if you must have sex please to use a condom or other contraceptives.
The developmental asset cluster that can be related to this issue is boundaries and expectations from the external asset of development. This cluster was chosen because the student have a clear understanding of what is right from what is wrong and what is expected of them to do (school boundaries). The two theorists that speak about this issue and can be related to this issue are G. Stanley Hall who speaks about adolescence going through a period of storm and stress as a result of emotional distress and Kohlberg’s theory of Pre-conventional. This has to do with right and wrong determined by rewards and punishment. According to Kohlberg (1958), “If a person is being punished they have done something wrong”.
As a teacher in training it is my duty to help students through their phases or with their problems as it relates to their emotional well-being. Based on the theories of G. Stanley Hall and Kohlberg and also the developmental cluster chosen, the first step I would take would be to establish a relationship with my students. This is so by getting to know my students and understanding their background and culture. I would then allow them to become aware that I will always be there as someone to talk to about their problems; whether it is about school, with their peers or at home. The second step I would take is to allow them to have a sense of belonging. In this case they will be free to express themselves however in an appropriate manner. Other students will also be given a chance to get to know their fellow classmates and would be able to work with them differently. I would also let the students know that each child is different and that each child should be treated with equal respect.
Lastly, even though there would be relationship between the students and myself as the teacher, it should be clearly outline or noted that I am still the teacher and that respect is greatly due just the same. This is so because students tend to get the feeling that once there is a positive relationship between themselves and a teacher they are free to correspond with them any way they choose. If the behavior should reoccur, instead of going directly to punishment I would find other ways of reducing the undesired behavior such as extinction. This is typically withdrawing the positive reinforcers that maintains the inappropriate behavior.