While I was reading through the list of developmental changes that students are experiencing at this age, I was amazed to see just how much is going on. I always like the middle grades when teaching because the students were "different" than the other grades. I always said this is a time when they're figuring out who they are and what they believe. This is such a crucial time, and it's important that these students have good teachers to help guide them.
There was one point which discussed students making choices that could have lifelong impacts on their academic success. It's crazy to think that decisions we make at 12 or 13 could have such immense repercussions. But at the same time, it makes sense; if this is the point in life where students are figuring out who they are and how they imagine themselves to be, this is where they begin their journey. This is where they find the fork in the road and have to decide which road to take. I think it's important for all of us as teachers to know and understand these dramatic changes so that we can act as a beacon to help guide our students as best we can. It's a scary thought though.
Hi Mr. Daugherty, I enjoyed reading your post. I too was amazed with the physical, social, and emotional developmental changes at this age. I looped with my students from 4th to 5th grade and I noticed this and wondered, "who were these children and where did they come from." I felt lost and confused, I kept saying to myself, "I did not teach them to act like this, they did not act like this last year." On the other hand it has been a joy seeing them developing intellectually. They are able to work in small groups and lead each other through investigations even carry on deep conversations during a Socratic seminar.
ReplyDeleteI agree that is important to know and understand these changes in our students so we can help them be successful.
I think Sam points out one of the most crucial aspects of our jobs, as educators; that being a guide to lead students to a better, more fulfilling life. While it may seem a bit presumptuous to think in this way, I can still list, on one hand, the number of teachers that had a serious impact on my life's course. All but one were educators, and the first and foremost, was, although not by diploma. Each of these had a profound love of their chosen field of study, and that passion shone through, and guided me, eventually leading me to my goal of becoming a history teacher. While along the way, life had a habit of stepping in and changing my course, I still retained the fire that they gave me, and am almost to the point of stepping out on the other side. I give the credit to them. As teachers, we have to remain ever cognizant of the fact that what we do, and say, may have severe repercussions down the line. Our students don't just listen to what we say, they follow us, and take leads from our witness. Whether we're in the classroom, following a lesson plan, or at a game, cheering for our team, we are their guiding light. It is a heavy responsibility, and on not to be taken lightly. I think, however, that it is one of the main reasons that each of us is entering the profession. It's not about the pay, it's about the payoff! Each year, as I watch another group of my students stroll the stage, and receive their diplomas, it will occur to me that they are taking a part of me with them. I can only hope that the image that I impart, is a positive one.
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