Educational system, middle school students, pedagogy, adolescence, developmental characteristics, social-emotional development, cognitive intellectual development, psychological development characteristic, middle school teacher
Adolescences undergo a remarkable and rapid developmental change. Understanding and responding to the unique development characteristic is critical at the middle school level. The teacher education system should prepare all teachers for middle school students to face the challenges that emerge at the middle school level (Ryan, 2011). Development characteristics are influenced by different factors such as family, religion, ethnicity, and culture. The theme of this is the pedagogy with middle school students based on a middle school student interview.
[...] Consequently, it indicates that he does not desire to participate in harmful behaviors such as fighting or playing violent video games, which shows that he is achieving moral development (Gini, Pozzoli, & Hymel, 2014). Psychological development characteristic for middle school students is that they appear moody, easily offended, have low self-esteem. From the interview, the Alexia recognizes that some students are scared when called to read out loud, which does not happen for him. He is confident while reading and discussion. [...]
[...] However, the interview did not present any evidence of physical development characteristics with Alexa, the middle school student. Cognitive intellectual development describes how well the students honest eagerness for learning new concepts, make steps towards achievement of self-confidence and foster critical skills to appreciate other people and the world. Middle school students experience brain development which marks their ability to think critically, solve problems as well as plan their activities. The social skills, thinking and other developmental characteristics of the middle school students differ significantly from those of older or younger children. [...]
[...] Enhancing student learning in middle school. Routledge. Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior. Aggressive behavior, 56-68. Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 61-93. [...]
[...] I have also learned that middle school students prefer active compared to passive learning. I should, therefore, ensure that I involve the student in group discussion as well as lots of involvement in different class activities. For instance, I can use art, music, and projects and role playing to get student more involved. Middle school student's brain is well developed, and they can now solve problems, plan and think critically. To help in developing their problem-solving and critical thinking skills, I should come up with assignments where students can incorporate their thoughts and feelings in writing. [...]
[...] Rather that judging them, teachers should guide them so that they can achieve adequate development. References Ryan, A. M. (2011). The peer group as a context for the development of young adolescent motivation and achievement. Child development,, 1135-1150. Hunt, G. (2014). The modern middle school. Charles C Thomas Publisher. Casas, M. (2010). [...]
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