Educ 5420 discussion unit 1.doc8

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5440

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Psychology

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Nov 24, 2024

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Working as a teacher for the last 17 consecutive years allowed me to interact with various groups of students at different stages of development and grade levels. I started at the lower primary division and gradually permeated to the secondary school, passing through the junior high division or middle school. Accordingly, to mention that I have taught children, adolescents, and young adults will be an overstatement. I teach physics and mathematics from grades 10-12; the students are 14 to 23. Age-appropriate enrollment at the high school is 15 to 17 or 18, but overage is typical for many reasons. I am looking forward to learning more in this course so that my pedagogical teaching skills and experience can match the varied needs of students. Students at different stages of their development behave differently. Understanding adolescents' psychology of learning will help me see the dangers, challenges, or implications ahead and find a way to mitigate them to help students succeed. Most of the time, our actions and beliefs are strongly influenced by perceptions, but seeing my actions or behaviors rooted or stem from research or empirical findings will be my most significant takeaway from the course by the end of the term. Student behaviors are influenced by their stages of development and peers, and they may act in specific ways that irritate you. They don’t have the nerves of self-restraint or the emotional intelligence to compose themselves, as is often the case with most developing countries and teachers, especially in Africa and Liberia, where I live and work. Teachers are already suffering from burnout resulting from overpopulated classes, teaching workload, and handling students' disruptive behavior. The remuneration that is supposed to have been a sense of relief or inducement for the teacher is not nearly good enough and, accordingly, fuels the teacher's temperament. My most significant goals will be understanding students’ behaviors and acting appropriately, thus supporting students to maximize learning. So much has been read about, and much to talk about. I could learn more about the development dimensions (physical, cognitive, emotional, social, and moral/ethical). However, I would like to briefly zoom in on Cognitive Development. Cognitive Development Changes to the adolescent brain are as significant as physical changes to the body. With increased connectivity, the adolescent brain gains both efficiency and effectiveness. This increases young people’s ability to comprehend, think, reason, and make sense of the world

around them. These increasingly complex cognitive abilities are characterized by a transition from concrete to abstract thinking (Atkinson & Sturges, 2003), allowing adolescents to see the world's complexities by thinking critically and abstractly. Piaget (1947), in his article, theorized that during this developmental stage, young people can logically analyze situations with a cause-and-effect relationship, conceptualize hypothetical scenarios, and use symbols or metaphors imaginatively. They can conceptualize time where they expand and differentiate past, present, and future. On the basis of these changes, they develop the ability to plan, evaluate alternatives, and set personal goals (Muss, 1996). Cognitive development enhances their ability to be argumentative, but it is a natural tendency that allows them to exercise reasoning capabilities while experimenting with new skills. They may also appear self-centered as they begin connecting to academic content in relation to themselves and their own lives (Atkinson & Sturges, 2003). They also develop a sense of self-regulation and responsibility; due to these changes in brain development, they first experiment with different choices which may lead them to opportunity or vulnerability or work for or against them. Considering these changes or transformations in adolescents, it is vital that school creates the right environment that will enhance their development. Adolescence is a time of transition characterized by rapid physical, neurological, cognitive, and socioemotional development. As students move toward adulthood, their bodies and minds change. Those changes affect how they learn and should influence how educators interact with youth. Adolescence presents a significant period for both learning opportunity and risk. Having this in mind, having supportive school cultures that promote ambitious learning goals, positive relationships, critical thinking, and value students' experiences will have a long-lasting impact on the lives of these students and prepare them for post-secondary education. References: ALLIANCE FOR EXCELLENT EDUCATION (2019). Science of Learning: What Educators Need to Know About Adolescent Development. Atkinson, M., & Sturges, J. (2003). At the Turning Point: The Young Adolescent Learner: National Turning Points Center, Center for Collaborative Education. Muss, R. E. (1996). Theories of Adolescence (6th ed). McGraw-Hill Companies. Piaget, J. (1947). The moral development of the adolescent in two types of society, primitive and “modern.” Lecture. Paris: United Nations Educational, Scientific and Cultural Organization.

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