Lawrence

Hodgkins Tonya M. Little

Middle School
Developmental Project

December 3, 2012

Contents

Vocabulary p. 2

Developmental Research
Literacy and Language Development p. 4 Cognitive Development p. 6 Moral Development p. 7 Physical Development p. 8 Social Development p. 10 Emotional/Psychological p. 11 Motivation p. 13 Web Sites p. 15 References p. 16

Caught in the middle?

Middle schools (or sometimes called intermediate schools or junior high schools) were formed in the early twentieth century and serve to function as the educational bridge between primary and secondary schools. Middle schools have any combination of grades sixth through ninth, with the exact grades varying based on education district. Sometimes the term middle school distinctly refers to including grades sixth through eight (probably most commonly seventh and eighth grades) whereas junior high distinctly refers to also including ninth grade. In order to be successful for its students, faculty, and community, middle schools must address the separate developmental needs of its transitioning students. If every United States middle school successfully enacted middle school philosophy then middle schools would become very successful at bridging the gap between primary and secondary schools while also nurturing the unique developmental needs of its transitioning students. Schools must employ advisory teams, team teaching, flexible scheduling, and student-centered education. School communities must reform to implement middle school philosophy, which addresses the cognitive/intellectual, social, emotional, and physical developmental needs of middle school students.

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Vocabulary
Adolescent egocentrism: The assumption that everyone else shares ones thoughts, feelings, and concerns; adolescents become very focused on their own ideas. Anorexia nervosa: self-starvation Authoritarian parents: Parents who are high in control and low in warmth and responsiveness. They set firm limits and expect children will follow orders because they say so, often without explanation or negotiation. Authoritative parents: Parents who are high in warmth, but also exert firm control. They monitor their children closely, set clear standards, and have high expectations for b ehavior. Autonomy: Independence Bipolar disorder: A manic-depressive illness characterized by extreme emotional highs and lows. Body image: An individuals dynamic perception of his or her body how it looks, feels and moves. Bulimia nervosa: Binge eating followed by p urging, fasting or excessive exercise. Cognitive development: Changes in problem solving, memory, language, reasoning, and other aspects of thinking. Contextualized/Decontextualized Learning: Contextualized learning is learning that takes place in a familiar setting while doing familiar activities, for example a child learning what cups and saucers are b y helping a parent wash dishes. Decontextualized learning takes place in the unfamiliar, like school, and may be connected with places or things that a student may not be familiar with. For example, some students may be at a loss if asked What type of sports equipment is used to play lacrosse? Cyberbullying: The practice of using computers and other electronic media to intentionally inflict harm on another person. Digital divide: The disparities in access to technology between poor and more affluent students and families. Egocentric: The assumption that others experience the world the way you do. Emotional/social development: Changes over time in an individuals feelings, personality, self-concept, and relations with other p eople. Empathy: The ability to understand what another person is feeling, and, as a consequence, experience the same or similar emotions. English Language Learners (ELLs): Students whose primary or heritage language is not English. Extended families: Family members such as grandparents, aunts, uncles, and cousins living in the same household, or at least in daily contact with each other, cooperating to take care of children. Gender intensification: Adolescents decline in flexibility, which reflects their enhanced self- consciousness and increased awareness of social norms and expectations concerning masculinity and femininity.

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Identity Achievement: The result of healthy exploration and d ecision-making regarding identities involved in occupations, political and religious affiliations, and relationships. Identity Diffusion: A state in which adolescents are not exploring identity alternatives or making commitments. Identity foreclosure: Occurs when adolescents make commitments without exploring options. Identity Principle (Piaget): Principle that a person or object remains the same over time. Also, the complex answer to the question Who am I? Instrumental aggression: Aggression that is inadvertent more likely the result of having a specific goal and poor self-control than having malicious intent Metacognition: Knowing about how your own cognitive processes work and using that knowledge to reach your goals. Metalinguistic Awareness Skills: Meta - awareness skill is at work when a student is able to switch their attention from the meaning of what they, or others, say to the sayings themselves. Mnemonics: Systematic procedures for improving memory. Moral dilemmas: Hypothetical situations that ask people to make d ifficult decisions and then justify them. Neglected children: Peer culture: The social values and norms for behavior that different groups of adolescents share. Peer groups: Social groups formed on the basis of shared interests and values; they are typically composed of children of the same age, sex, race/ethnicity, as well as other commonalities. Peer pressure: The influence peers have on each others attitudes and behaviors.

Permissive parents: Parents who are warm, but have little control. They fail to set standards or enforce rules for their children and avoid conflict or confrontation. Physical development: Changes in body structure and function over time. Popular children: Children who are well liked b y their peers. They may achieve social status by engaging in either prosocial or antisocial behavior. Puberty: All the processes involved that make a person capable of reproduction Physical development: Changes in body structure and function over time. Puberty: All the processes involved that make a person capable of reproduction Reciprocal teaching: A method of supporting reading comprehension that involves four strategies: questioning, summarizing, clarifying, and p redicting. Rejected children: Children who are actively disliked by their peers; they may be aggressive, immature, socially unskilled or withdrawn. School Attachment: The degree, to which students fell accepted, valued, respected, supported, and included in their schools. Self-concept: Our integrated view of the attributes, abilities and attitudes that define us. Self-esteem: The self-evaluative part of the self- concept; the judgments children make about their overall self.

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Literacy and Language Development

Middle School students

Children and young adults in the middle school years are expected to use advanced language skills. Students with typically developing advanced language skills are able to use complex sentences, in both their oral statements and written language. Students at this level are also able to produce written stories that follow story grammar rules, and regularly make correct inferences from written text. Students have the ability to understand and use figurative language. This includes understanding metaphors such as, "I move fast like a cheetah on the Serengeti," and similes, "crazy like a fox." Students also have the ability to better understand idioms such as, "he's a bull in a china shop." An understanding and ability to use expository text is perhaps the biggest cognitive and academic leap that secondary students are expected to make. Expository text has a greater emphasis on decontextualized language forms and requires students to analyze and self-reflect on their views. In short, it requires good metalinguistic awareness skills. Social language skills are of huge importance to adolescents. For instance, the ability to detect and respond to sarcasm from peers is a critical skill that teenagers with typical language development find difficult to learn. The problem, of course, of not possessing good social language skills, is that students who can't adequately respond to teasing or bullying become the target for more of the same. Children with language difficulty generally have problems with most aspects of social language, including having adequate conversation skills, and knowing social rules.

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Tips for parents: How to Motivate My Tween to Read

1. Middle School, Reading and Tweens: Read What's Popular Motivating your tween to read is so important, and when your child hits middle school, reading skills play an important role in school success. Recent research indicates that readers do better on standardized testing, such as the SATs, than do non-readers. And don't forget about the enjoyment that reading can bring an individual. The good news is your preteen doesn't have to read the classics in order to benefit from reading. Tweens may take an interest in a book if they're familiar with the story. If your daughter recently saw a great movie, see if you can find the book from which the movie was based. How many tweens rediscovered the love of reading after watching the Harry Potter movies or The Chronicles of Narnia series? 2. Consider Magazines In middle school, reading can be seen as uncool. If books don't interest your son or daughter, subscribe to a magazine that might cater to their interests. If your daughter loves crafts, consider a subscription to a crafting magazine. If your son is into sports, see if he'll read Sports Illustrated or another sports focused publication. There are several magazines that cater to the tween girl market, including Girls Life and Discovery Girls. Both offer a lot of information on dealing with school problems, social problems, and making the most of the tween years. 3. Start a Club Tween book clubs are popping up at libraries across the country, and even some school districts are sponsoring middle school reading clubs. A book club gives tweens the chance to read a book together and share their observations and comments about the story. If a club isn't offered in your area, consider starting one with your child and her friends. 4. Enlist Their Help Ask your child if she's willing to read to younger siblings or neighbors in order to help them improve their reading skills. The chance to share a story may be enough to encourage her to keep reading for fun. Some school districts offer tutoring programs in which older students tutor younger ones. It will give your tween the chance to improve her own reading skills while helping a younger student develop theirs. 5. Comic Books Use comic books to improve reading proficiency, especially with boys. In elementary and middle school reading scores are usually ten percent lower than girls and in high school twelve percent lower. Comic books can be used to supplement traditional reading materials. The Stan Lee Foundation, the comic legends foundation to stop illiteracy as at the forefront of this movement. Stan Lee said, "Comics really are a good aid to getting kids to read more literature, increasing their vocabulary, and making them want to read. Comics are the one type of reading you don't have to be forced into," he said. "If you're a kid, you want to read them and you enjoy them. You begin to equate enjoyment with reading. Once you become a reader, you don't stay with comics, you then go onto other things too."

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Cognitive Development
Middle School students
Are inquisitive about adults, often challenging their authority, and always observing them. May show disinterest in conventional academic subjects but are intellectually curious about the world and themselves. Are developing a capacity to understand higher levels of humor.
Implications for Middle School/ Junior High Teachers Cognitive Development The teacher should Provide extensive opportunities for abstract thinking, including consideration of moral dilemmas. Recognize that not all middle schools/ junior high students have fully developed abstract reasoning skills. Recognize students may be inclined to challenge authority with their newfound skepticism of the world. Be aware and capitalize on students fascination with the gray areas of life ) for example, moral issues in history and medicine).

Are in a transition period from concrete thinking to abstract thinking. Are intensely curious and have a wide range of intellectual pursuits. Prefer active over passive learning experiences. Prefer interaction with peers during learning experiences. Respond positively to opportunities to participate in real life situations. Are often preoccupied with self. Have a strong need for approval and may be easily discouraged. Develop an increasingly better understanding of personal abilities.

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Moral Development
Middle School students
Implications for Middle School/ Junior High Teachers Moral Development The teacher should
Recognize and capitalize on the relationship between young adolescents' intellectual development and their moral reasoning Plan instructional experiences that foster higher order thinking skills and higher levels of moral reasoning. For example, teachers can include assignments that guide students to articulate their thoughts and feelings in writing. Young adolescents need opportunities to examine options of behavior as well as the consequences of these options. This can help students to develop values, resolve problems, and set
their own standards of behavior.

Are generally idealistic, desiring to make the world a better place and to become socially useful Are in transition from moral reasoning which focuses on "what's in it for me" to that which considers the feelings and rights of others Often show compassion for those who are downtrodden or suffering and have special concern for animals and the environmental problems that our world faces Are moving from acceptance of adult moral judgments to development of their own personal values; nevertheless, they tend to embrace values consonant with those of their parents Rely on parents and significant adults for advice when facing major decisions Increasingly assess moral matters in shades of grey as opposed to viewing them in black and white terms characteristic of younger children At times are quick to see flaws in others but slow to acknowledge their own faults Owing to their lack of experience are often impatient with the pace of change, underestimating the difficulties in making desired social changes Are capable of and value direct experience in participatory democracy Greatly need and are influenced by adult role models who will listen to them and affirm their moral consciousness and actions as being trustworthy role models Are increasingly aware of and concerned about inconsistencies between values exhibited by adults and the conditions they see in society

Teachers can also incorporate scenarios that prompt young adolescents to explore concepts of fairness, justice, and equity. Schools need to include programs and curricula that address societal issues such as racism, sexism, and discrimination.

Middle School Developmental Project

December 3, 2012

Physical Development
Middle School students
Experience rapid, irregular physical growth Undergo bodily changes that may cause awkward, uncoordinated movements Have varying maturity rates, with girls tending to mature one and one-half to two years earlier than boys. May be at a disadvantage because of varied rates of maturity that may require the understanding of caring adults. Experience restlessness and fatigue due to hormonal changes. Need daily physical activity because of increased energy. Develop sexual awareness that increases as secondary sex characteristics begin to appear. Are concerned with bodily changes that accompany sexual maturation and changes. Have preference for junk food, but need good intention. Are physically vulnerable because they may adopt poor health habits or engage in risky experimentation with drugs and sex.

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Physical Development
Implications for Middle School/ Junior High Teachers The teacher should Minimize activities that call attention to different levels of maturity Promote appropriate eating habits and model and encourage fitness Be sensitive to female menstruation (male teachers may want to partner with a female teacher, who might keep emergency feminine hygiene products in supply ) Be aware of the potential for pregnancy

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Social Development Middle School students

Are often intimidated and frightened by their first middle level school experience because of the large numbers of students and teachers and the size of the building. Desire recognition for their efforts and achievements. Like fads, especially those shunned by adults Often overreact to ridicule, embarrassment, and rejection.

Have a strong need to belong to a group, with peer approval becoming more important. In their search for self, model behavior after older, esteemed students or non- parent adults. May exhibit immature behavior because their social skills frequently lag behind their mental and physical maturity. Experiment with new slang and behaviors as they search for a social position within their group, often discarding these "new identities" at a later date. Must adjust to the social acceptance of early maturing girls and the athletic successes of early maturing boys, especially if they themselves are maturing at a slower rate. Are dependent on parental beliefs and values but seek to make their own decisions.

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Emotional/Psychological Middle School students Development

Experience mood swings often with peaks of intensity and unpredictability Need to release energy, often resulting in sudden, apparently meaningless outbursts of activity Seek to become increasingly independent, searching for adult identity and acceptance Are increasingly concerned about peer acceptance Tend to be self-conscious, lacking in self-esteem, and highly sensitive to personal criticism Exhibit intense concern about physical growth and maturity as profound physical changes occur Increasingly behave in ways associated with their sex as sex role identification strengthens Are concerned with many major societal issues as personal value systems develop Believe that personal problems, feelings, and experiences are unique to themselves Are psychologically vulnerable, because at no other stage in development are they more likely to encounter so many differences between themselves and others.

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Socio-emotional Development
Implications for Teachers Socio-emotional Development The teacher should Listen to and help students clarify their thinking as they go through the potential turmoil of identity formation. Create classroom systems to provide the security of structure while providing the freedom for personal expression. Create classroom activities that do not necessarily require students to stick out. Be particularly careful not to humiliate students or draw unwanted attention to them.

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Motivation

Psychologist Carol Dweck defines motivation as "the love of learning, the love of challenge." And, according to her, motivation is often more important than initial ability in determining our success. Yet somewhere in the middle grades the motivation of some young adolescents for learning takes a n osedive. A young teen may begin to grumble about assignments and teachers, ask to drop out of a favorite activity, complain that he's bored or show signs of being lost in the educational shuffle.

Here are some the things that can contribute to low motivation:
Biological changes. The onset of pubertygetting her period or being 4 feet 2 inches tall when your buddy is 5 feet 10 inchesdistracts some teens. Distractions make it hard to think about the swim team or the social studies project that's due. Emotional concerns. It may take extra effort to concentrate on a science project when a young teen is preoccupied with physical insecurities or concerned about being excluded from a special group. The school environment. A young teen may lose motivation after moving from elementary school to a middle school or junior high. The loss of motivation can b e fueled by insufficient support in the new school or by an increased workload and expectations to which the student hasn't yet adjusted. Social and peer pressures. A child may b e influenced b y friends who believe that academic success isn't "cool,". or that girls aren't good at math. A shift in how a child views his ability. Younger children tend to believe that the harder you try, the smarter you'll get. But Dr. Dweck notes that as children move into their early teens, they may begin to believe that ability is fixed and to compare their ability with that of othersthe harder you have to try, the less able you must be. This view can dampen motivation. Why try hard if it won't help you to do well? Lack of opportunities. Some youngsters lack opportunities to take the classes or participate in the activities that they n eed to spark their enthusiasm. This is most likely with students from disadvantaged families or who are at risk, contributing to perceptions that they are unmotivated.

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Motivation (advice for parents)

Here are ways to encourage adolescents motivation:
Be a good role model. Young teens benefit from seeing their parents putting forth their best effort, completing work and meeting obligations. Parents need to demonstrate that they value learning and hard work. Let your child know that sustained effort over time is the key to achievement. Teach him to set high goals and to work hard to achieve them. Help him to see the value of tackling challenges and of finding ways to meet or exceed those challenges. Steer your child toward appropriate classes and suitable activities. Young teens need opportunities to excel and be useful. Success can be a powerful motivator and boredom may be a sign that your child hasn't enough opportunities to develop her talents. She may need an advanced English class, an art class or the chance to volunteer at a homeless shelter. Offer support. Insincere p raise or praise for poor efforts is no h elp, but young teens need to be reassured that they can do something. "Sometimes kids will say they are bored, but it's because they haven't done [an activity] before," advises teacher Barbara Braithwaite. Your child may need hints about how to get started with a new project from you, another adult, an instructor or a book. Find strengths and build on them. Every child can shine in some area. Identify what your child does best, no matter what it is. Communicate with your child's teachers, counselors or school principal when necessary. A drop in grades is n ot uncommon when students go from one grade level to another. But if your child's grade drop is extreme or if it persists for more than one marking period, get in touch with someone at the school. It's OK to be a strong but respectful advocate for your child. Because middle-grades teachers may have very full schedules, you may need to show persistence. Call, write or e-mail teachers if you think that many assignments are inappropriate or if your child is unable to complete them successfully. Take the lead if your child is placed in classes that you think are p oor in content or that fail to provide your child with sufficient stimulation. Hold realistic expectations. It's important to hold children to high standards. But when young teens are asked to do the impossible, they may stop trying. Don't pressure your 5-foot 4- inch son to try out for center on his basketball team just because he played center for his elementary school team. Instead, reassure him that, in time, he'll grow taller and help him to look for other activities in the meantime. Holding realistic expectations also requires that you consider your child's personality and temperament. Your 6-foot son may not enjoy playing basketball. Make sure that your child knows, deep in his heart, that you love him for what he is and not for what he does.

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Web Sites for Adolescents

http://pbskids.org/itsmylife/index.html Read informative articles, play games and activities, watch video clips of other kids talking about their feelings and experiences, also features interviews with celebrities sharing stuff they had to go through when they were kids.

The Discovery Channels How Stuff Works http://www.howstuffworks.com/

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References
Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents' developmental characteristics. Retrieved [Nov. 30, 2010], from http://www.nmsa.org/Research/ResearchSummaries/ DevelopmentalCharacteristics/tabid/1414/Default.aspx

Comic books as education. (n.d.). Retrieved from http://www.stanleefoundation.org/New & Press/Comic Books as Education - Comics News at IGN.pdf Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. (3rd ed.). Turners Falls, MA: Northeast Foundation for Children, Inc. Woolfolk A. , & Perry N. (2012). Child and adolescent development. Upper Saddle River, New Jersey: Pearson Education, Inc.

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