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Effective Teaching for Adolescent Learners in the Classroom

COMP9600E

Tracie Miller

Northcentral University

August 5, 2015

Aske, D.avid R., Laura S. Connolly, L. S., and Rhonda R. Corman, R. R. (2013). "Accessibility oOr aAccountability? The rRhetoric aAnd rReality fOf No Child Left Behind."Journal of Economics and Economic Education Research, vol. 14(, no. 3), 2013., pp. 107-118. Comment by Linda Cummins: No bold. Please follow APA formatting for references. You can visit APA Central in the ASC or use the APA manual. Make corrections throughout

This scholarly article shows us the conflict of equality vs. efficiency in the No Child Left Behind Act. The NCLB act promotes the idea that rivalry among schools will boost the effectiveness in educational systems. However at the same time it keeps the common school era belief that public education gives children a “level playing field”. “ provide information to parents regarding the performance of the school their child is attending, as well as the performance information regarding other schools their child could be attending… therefore created the basis and framework for competition between schools”. This quote shows that the NCLB act has made competition between schools. Competition between schools causes the best schools to get more funding that others. Those other schools then aren’t equal in resources hence where the equality is challenged. This is important because this act was made for education from politics yet cannot fully help students with the overall learning experience they receive. Comment by Linda Cummins: Use block formation for abstracts and annotations. Make corrections throughout Comment by Linda Cummins: This was published in a research journal, however, you have not presented this article as a research study. Comment by Linda Cummins:  Please remove direct quotes from your scholarly documents. They are rarely used in scholarly writing, and when they are used it is to make a profound point. At this level of writing, students are expected to read the literature, synthesize it, and write in your own words, citing appropriately. Make corrections throughout

Comment by Linda Cummins: APA format errors

Gilbert, Rob. "Can history succeed at school? Problems of knowledge in the Australian history curriculum." Australian Journal of Education, vol. 55, no. 3, 2011., pp. 245-258.

This scholarly article talks about the Australian curriculum not being able to meet effective important criteria with a well-incorporated explanation for the foundation for difficulty solving related to focus objectives. According to one Australian teacher, the curriculum is too focused on the subjects’ of points of view and manner of past justification, which was not the past in his opinion. “Successful curriculum development in any school subject requires a clear and established set of elements: agreed and widely appreciated goals…”. This quotes states that a successful curriculum needs a clear set of goals. It’s important because any subject should have clear criteria for what students must meet so they may use what they know in more than one ways. Education is giving students information about subjects they should know so they may be able to use it in the future. Comment by Linda Cummins: Annotations should begin with the purpose of the article, report the research methodologies, the research findings, and how they address the research problem. I cannot tell the what the purpose of this article was, or what type of article. You should e reading research articles to begin to find studies to support your research topic. Make corrections throughout

Macknight, V. (2007 ). The politics of pedagogy: Civics education and epistemology at Victorian primary schools, 1930s and 1950s. History of Education Review, 36(2), 46-60. Comment by Linda Cummins: You must use current literature (published within the past 5 years) to support the existence of a current problem worthy of investigation. This is too old. Replace. Comment by Linda Cummins: How does this inform your research topic?

This scholarly article talks about the way civics is taught at the Primary Schools in Victorian during the 1930s through the 1950s. It looks at two different curriculums used in the two periods and why they are different. In the 1930s the curriculum was different because at the time in Australia they were receiving help from British Empire because of the Great War. This caused the curriculum to have a global outlook. As a result in the 1950s, Australia began to have misgivings about the British Empire and seen that by building themselves up it would have to come from the Australian people, this changing the curriculum to have more of a nationalism theme. The quote “… the very world children are educated to see depends on the politics and economics at the time…” is important because this is mostly true. Students during the Great Depression would have been taught entirely different than students now-a-days because the situation in entirely different. This quote shows that how education is taught depends on how things are politically.

Zhang, L., & Barnett, M. (2015). How high school students envision their STEM career pathways. Cultural Studies of Science Education, 10(3), 637-656. Comment by Linda Cummins: Revise and include all the required elements of an annotation as outlined in my above comment.

This study took place with students in an urban high school to see the envision their careers using a social-cultural approach and seeing how student reflection influences career choices. It was shown is the study that students with a interest in science confident about their choices in careers as well as the steps leading up to them. Learners that did not have a interest in STEM-related occupations did not have a clear idea of what they wanted to become, hence they were left somewhat undecided. This was probably due to STEM information being more available in schools; the study also showed that the more they knew about the job the more willing the were to listen. The quote “… influenced by their perceived cultural and economic boundaries in society, African-American youths have limited occupational choices and many of them choose athletic-related professions.” shows that some youths are still affected by some factors like stereotypes that have developed overtime in history. Thus, showing that history can affect self-reflection which affects career choices. Comment by Linda Cummins: Sentence structure problem.

Lange, T. (1994). Training for europe - should britain follow the german model? Journal of European Industrial Training, 18(2), 4. Comment by Linda Cummins: Too old, replace.

This article talks about the German economy and compares it to Britain. Many critics say that the Germany model is a great example and it should be followed by Britain. Their economy was doing better because of the vocational training German youngsters attended. “Germany has the best-qualified unemployed in Europe” is a good quote because it shows that although they were unemployed, they were qualified. “During the 1980s, 40 percent of the labor force in the Netherlands, 60 percent in Britain and 50 percent in France had no official requirements compared with the 26 percent West of Germany. This person is credible because they have reliable statistics, and was not biased and showed downsides as well. This is political because vocational schools can help the economy.

Part 2: In describing the topic for your dissertation research. Comment by Linda Cummins: The point of part two is to use the literature you have used and annotated to support your topic selection. I do not see any of your annotated articles cited in this section. I do not see a clear topic focus for your research in the information presented. Also, there is no logical flow to this section and many assumptions not supported with data or citations. Please use the ASC to improve you writing in terms of sentence structure, organization, and supports prior to submitting future assignments.

The fact that teachers spend a significant time with children than their parents cannot be overstated as this is critical for the development the lives of adolescents. Correspondingly, teaching young learners in any classroom presents a unique and at the same time an exciting opportunity to many teachers. Teachers of adolescents are identical to the teaching of elementary students and are obligated to ensure that a significant population of middle and high school students attain some set goals, help them to achieve best grade and enrich their life skills concerning education and personal development. Thus, the rational about effective teaching is far reaching concerning the success of adolescent learners in any and every classroom. My dissertation will focus on the critical components of effective teaching that should need to be embraced by teachers in young classes to bring out the best results from adolescent learners. Comment by Linda Cummins: Teaching is different for different ages since we teach in ways that are developmentally appropriate to the child.

Teachers are tasked with unique roles in classrooms ranging from the reflection of their teaching modules; planning for lessons, evaluate the students after class work, just to name a few. Since a significant population of the middle school grades students falls in the adolescent age bracket, they are most likely to experience fundamental changes particularly physically and mentally (Cloud, Lakin, & Leininger, 2011). Correspondingly, several teaching methods are advocated for by educationalist as that effective teacher relies on for sound and consistent teaching of classes with adolescent learners.

The primary requirement for adequate education in a growing class is encouraging peer interaction by promoting participation exercises. Rilling, Dantas-Whitney, and Savova (2010) put an emphasis that engaging students regardless of the age bracket is a critical component of effective teaching and calls for the implementation of peer review and tutoring systems in different classrooms. Additionally, engaging students through extra-curricular activities like clubs and teams and taking the time to know a little about individual students and identifying their various talents brings significantly rewards their learning experience in a classroom. In other cases, activities that require young students to depend on each other to succeed are beneficial to such students as they are taught how to embrace the principles of cultural diversity and tolerance. Consequently, this creates a comfortable learning environment for active learning.

Another critical element of effective adolescent teaching strategies is creating a pleasant classroom environment. School environment and culture are crucial components of effective adolescent teaching that has a significant influence on the learners’ comfortability at schools. Schools can build a pleasant environment for studies by engaging their students in designing the classroom environment in a way that pleases them. Furthermore, teachers should be encouraged to demand from all students’ a respectful treatment of each other. Parris, Fisher, and Headley (2009), also note that as measures to promote a comfortable and pleasant learning environment, teachers should focus on accommodating all students including those who require supplemental needs.

Effective adolescent teaching strategies are also attainable through showing interest and building a lasting relationship with students. Adolescent learners are very naive which leaves them with less motivation and confused about their lives. The effects of teacher’s individual contacts with schoolchildren in the classroom are wide-ranging as they affect students’ learning experiences, behaviors, moods, and attitudes. An effective middle-level teacher interacts with their students freely to share their experiences such as weekends or holiday experience, provide their students with more opportunities to talk about themselves and know one another in the classroom and share stories.

Effective teaching also calls for a supportive and inspiring teaching staff. According to Lent (2006), the most successful teachers of adolescent learners provide assistance always to their learners as well as reach out to individual students in need. Surprisingly, a teacher who positively influence their students get positive responses and results from such students and in a more positive way. Correspondingly, these allow such teachers to establish the problems of the students they suspect to be having problems at home as quickly open up and help them emotionally, physically or financially where a need arises (Cloud, Lakin, & Leininger, 2011). Furthermore, expression of passion and enthusiasm toward learners inspire them to have more interest in studies. Thus, teachers should be regular supporters of teenage students and be their advocates in any suitable way they may need.

The majority of adolescent learners are full of zest which makes them meet most activities with bundles of enthusiasm, unlike adult learners who remain focused on meeting individual learning goals, while at the same time presenting a wealth of skills, experience, and maturity. Nevertheless, most adolescent learners are not naturally and always frustrate and discourage teachers as most of them view the scenario to signify a lack of interest of the students. Correspondingly, young students are never different from adult learners and thus are by no means unreachable regarding motivation. As with any other age bracket, effective youth teaching only entails finding ways to pique the interest of the learners in that age bracket.

Reference Comment by Linda Cummins: Revise reference list to meet APA standards.

Aske, David R., Laura S. Connolly, and Rhonda R. Corman. "Accessibility Or Accountability? The Rhetoric And Reality Of No Child Left Behind."Journal of Economics and Economic Education Research, vol. 14, no. 3, 2013., pp. 107-118.

Cloud, Nancy & Lakin, Judah & Leininger, Erin. (2011). Learner-Centered Teaching: The Core of Effective Practices for Adolescent English Language Learners. TESOL Journal. 2.

Gilbert, Rob. "Can history succeed at school? Problems of knowledge in the Australian history curriculum." Australian Journal of Education, vol. 55, no. 3, 2011., pp. 245-258.

Lange, T. (1994). Training for Europe - should Britain follow the German model? Journal of European Industrial Training, 18(2), 4.

Macknight, V. (2007). The politics of pedagogy: Civics education and epistemology at Victorian primary schools, 1930s and 1950s. History of Education Review, 36(2), 46-60.

Rilling, S., Dantas-Whitney, M., & Savova, L. (2009). Authenticity in the language classroom and beyond : adult learners. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Zhang, L., & Barnett, M. (2015). How high school students envision their STEM career pathways. Cultural Studies of Science Education, 10(3), 637-656.