Making Classrooms "Safe" for Adolescent Learning

Today’s Youth Diverse

Language Family Structure Social Status Culture Ability Interest Personal Needs

Adolescence… Fast-Paced

Change Identity Confusion Social Orientation Experimentation Self-Efficacy

“Under Construction”

Contemporary Teens… Independent Minded Technology “Savvy” Experienced and

Information Rich Intellectually

Capable Need Emotional

Guidance

Engendering Resilience Competence Belonging Usefulness Potency

Sagor, R. (1996). Building resilience in students. Educational Leadership. 54(1). 38-43

Good Instructional Strategies Service Learning Authentic

Assessment Cooperative

Learning Goal Setting Student-Led

Conferences

Perspective-taking Debate Role-playing Decision-making Civic Action

Projects Discussion Problem-Based

Learning

One Size Does Not Fit All! Ms. Kelley’s students often choose the

formats of book reports (dramatic skits, booktalks, poetry, musical composition).

Mr. McMahon’s art class chose an artist of interest to research and emulate artistic style for a culminating project.

Personalize Learning Opportunities Allow them to learn and show their

learning in multiple ways. Give choices and opportunity for

input. Encourage them to develop and

share original ideas. Give opportunities to pursue areas

of interest.

Create Connections and… Mr. Greene’s health

class collaborated to develop a peer survey to find out reasons for smoking. They designed a marketable plan anti-smoking ad campaign.

Ms. Kesler’s “ground rules” for debate and discussion are Listen to Others’

Perspectives Present Your Views

with Clarity Support Your Ideas

with Reasoning

Build Relationship Provide opportunity for

interpersonal networking. Plan learning experiences that

require cooperation, collaboration and consensus building.

Immerse adolescents in real or realistic problems beyond the classroom.

The Good High School

“The feelings of anonymity seem diminished by the personal encounters in classrooms.”

Lightfoot, S., 1983, p. 347

Belonging, or the right to belong, is a moral right of adolescence.

Sizer, T., Sizer, N. (1999). The students are watching: p. 98

Promote Inner Management… Mr. Elliot’s students selected 3 traits

from a list (diligent, tolerant, trust-worthy, resourceful, etc.) they hoped others would use to describe them….

Ms. Han helped students to recognize the difference between “outersense” (interaction with others) and “innersense” (own individuality)..

For Better Outer Management Create opportunities to express

personal perspectives and expect that they consider the views of others.

Provide time to discuss logical consequences of decisions and actions.

Encourage moral development and foster empathy.

Build in time for personal reflection.

For Adolescents to Feel Safe… Ms. Blue’s class

crafted a class constitution, that included a covenant to speak and act in nonembarrassing ways, treat others with fairness, and maintain orderly personal habits.

Mr. James engages students in 20-minute seminars on topics generated by students. These have included peer pressure, conflict at home, death and school violence.

Create Emotional Security Celebrate differences. Foster an environment of caring,

respect and acceptance. Listen to and help them to believe in

the power of their ideas. Try first to understand and then to

be… Laugh together.

Engage, Intrigue and… The loss of communication with the

Mars Polar Lander has prompted NASA to assemble a team of scientists to investigate…Your mission..

Dr. DNA was unexpectedly killed by a van as he crossed the street to deliver his findings at an international meeting. Only these few papers were retrieved…

Teach Well Plan learning experiences that arouse

curiosity and promote inquiry. Make learning relevant and meaningful. Engage emotions and cultivate interest. Provide for and expect involvement

and interaction. Extend resources.

Share Ownership for Learning

Expect More Allow Some Choice Support As Needed Hold Accountable Check Progress Schedule Time for

Reflection Extend Context.

A Creative Tension Openness and Boundary Hospitable and “Charged” Little Stories of Students and the

Bigger Stories of the Disciplines Individuality and Voice of Group Outward Exchange and Inner Reflection

Palmer, P. 1998 The courage to teach. San Fransiciso: Jossey-Bass,74-77.

Today’s Adolescents Need…

The dance of youth is timeless and beautiful in

its awkwardness.

Sizer, T. 1996. Horace’s Hope.147.

A Safe Space to Learn.

For Full Text Article…

www.elon.edu/beamon/professional