Assignment 2 for Adolescent Development and Learning

My issue and what I have come up with before the meeting scheduled 13th April 2017:

Excerpt: “She liked Math and Science, but now often complains of forgetting class content and not
being able to keep up. Some students have said that she can be withdrawn and doesn’t share personal
information. Other staff members have mentioned that she sometimes doesn’t show up for class.”

It is possible that either all these issues are separate or intertwined. Here I have come up with some
possible reasons for these issues Kayla is facing:

1. ‘Forgetting class content and not being able to keep up’ – this could possibly not have a
psychological or biological or even a social origin. Year 7 is a big jump from year 6, it’s a new
stage of learning. Math and science stuff is now more complex. Below is what the curriculum
says for the difference in primary school and year 7 high school stages. It could just be normal
for her to not understand things. In high school is where students begin to find specialization
and pick subjects they like doing or have strengths in (perhaps here find biological reasons for
why this happens at this age).
a. Year 6 stage: The Mathematics curriculum extends key understandings of number, patterns and
relationships, measurement and geometry, and statistics. The introduction of fractions and
decimals is important; it represents a key challenge for students at this stage. While relevant
mathematics and active and concrete experiences remain important, there is an increasing use of
models, pictures and symbols to represent and communicate mathematical ideas. The Science
curriculum focuses on recognising questions of interest that can be investigated scientifically and
investigating them in an increasingly systematic way. Skills and techniques to conduct a fair test
using variables, accurate measurement and the idea of cause and effect, and evidence and
explanation are highlighted.
b. The Mathematics curriculum extends key understandings of number, patterns and relationships,
measurement and geometry, and statistics. The introduction of fractions and decimals is
important; it represents a key challenge for students at this stage. While relevant mathematics
and active and concrete experiences remain important, there is an increasing use of models,
pictures and symbols to represent and communicate mathematical ideas. The Science curriculum
focuses on recognising questions of interest that can be investigated scientifically and
investigating them in an increasingly systematic way. Skills and techniques to conduct a fair test
using variables, accurate measurement and the idea of cause and effect, and evidence and
explanation are highlighted.
2. ‘withdrawn and doesn’t share personal information’ - This has been said by other students.
Perhaps this is because she doesn’t have many close friends, due to being socially awkward or
thinks no one will understand her or her life at a personal level even if she shares it. But then
again, her age and recent transition into high school suggests that this is normal for some
teenagers. She is also experiencing physical and psychological changes that she does not feel
comfortable sharing about.
3. ‘sometimes she doesn’t show up for class’ – this has been said by other teachers/staff members
of the school Kayla attends. This could possibly be because she does not understand/engage in
class material. Or maybe due to her social and early physical development, she is involved with
 older students, drugs, alcohol or other activities influenced by the older students she associates
with. She might also have difficulties at home, perhaps she helps financially/or does other things
at home.
Find Steinberg 1996, pg. 67 from adolescent book
Chosen strategies of interventions:
Intervention
After school and peer support - peer support
would be facilitated by students but the
programs will be designed by teachers (e.g.
things like anti-bullying, drugs and alcohol use,
safe sex, avoiding gangs and recognizing assault).
After school program run possibly by teachers to
help students with class work. The program will
run in the school library with volunteer teachers
who stay back an hour after school to aid
students who wish to attend and is a
recommended program for students who are
struggling academically.
Classroom teacher intervention – observe Kayla
through the duration of Year 7 Term 1. Observe
Effect/aim of intervention
The peer support group is an effective idea to aid
new Year 7 students as it promotes peer
interaction, which new students will find more
comfortable amidst their integration into an
unfamiliar high school environment that involves
contact with multiple teachers in a school day
and a new group of Year 7 peers. This will prompt
Kayla to better adapt to her new group of peers
and familiarize herself with the peers in her daily
classes. This addresses the issue of Kayla being
‘withdrawn in classes’ and ‘not sharing personal
information’, as well as ‘forgetting class content’.
After school program creates a stress-free
environment for struggling students to receive 1-
to-1 assistance with class work to target the
individual areas of learning that have not been
addressed during class time due to timetable
constraints and the number of students in the
classroom. This program provides students with a
chance to catch up with or further develop the
concepts presented in the classroom.
provides additional help to students that need it
without the pressure of in-class time constraints,
other students and more individual attention
given to students. This addresses the issue of
Kayla ‘forgetting class content and not being able
to keep up’, possibly even ‘not showing up for
class’.
Classroom teacher intervention is a direct and
precise method of intervention. It allows teachers
 the patterns in her behavior in class, approach to
school work and academic results. Construct a
classroom intervention plan that is as follows:
speak to Kayla about how she is coping with
school work and suggest that she ask for help
when she needs it; reinsure Kayla that school is a
safe environment to express herself and enjoy;
familiarize yourself with Kayla’s interests,
background and lifestyle and utilize this
information to prompt classroom participation;
construct group exercises and discussion based
lesson plans to promote classroom involvement
and interaction; encourage the voicing of
opinions, ideas and thoughts by creating a
positive, non-judgmental environment.
to make a judgment based on observation of
Kayla’s behavior during class contact hours. It
also allows for teachers to practice inclusion
based on the information gathered about Kayla’s
life, background and interests. This intervention
also allows for the development of a safe and
positive relationship between teacher-student
and altering Kayla’s perception of the classroom
environment, to be viewed as a place to feel safe,
included and encouraged. This addresses the
issue of Kayla being ‘withdrawn’, not ‘sharing
personal information/interacting with peers’ and
promotes classroom involvement.

Sources:
Justify with contemp. research the suggested approach to assist Kayla.

http://search.proquest.com.ezproxy.uws.edu.au/docview/213361622?accountid=36155&rfr_id
=info%3Axri%2Fsid%3Aprimo

 Mentees that participated in cross-age peer mentoring programs have demonstrated

positive improvements in “attitudes toward and connectedness to school and peers”,
“self-efficacy”, academic improvement, attained positive social skills and behavior
management skills. (Karcher, 2009, 292).
 School based mentoring programs not only have an effect on academic and school
environment relationships, they also assist in parent-child connectedness and improve
relationships within the home environment (Karcher, 2009, 293).

http://search.proquest.com.ezproxy.uws.edu.au/docview/1716208447?accountid=36155&rfr_i
d=info%3Axri%2Fsid%3Aprimo

Although this article is on parent involvement to minimize bullying in schools, it is relevant for
this assignment in regard to intervention 2. I suggested that at some point during intervention 2
we speak to Kayla’s parents and involve them in Kayla’s school life as that might lead to positive
engagement and interaction at school.
  This article aims to prove that engagement with families, agencies and the wider
community greatly improve student attitude and behaviors in school settings (Axford,
2015).
 Parenting methods, parents attitudes and home settings directly impact student
behaviors in schools and socialization between students. Thus parent responses their
child’s issues at school and their level of involvement in the school life of their child
greatly affects the outcome of the issues and its resolve. (Axford, 2015, 243).
 Friendly schools programme and KiVa (Axford, 2015, 245).

http://www-tandfonline-
com.ezproxy.uws.edu.au/doi/full/10.1080/03055698.2014.930337?scroll=top&needAccess=tru
e

 An array of evidence is available to prove that children’s playground experiences during

school break blocks impacts their attention during lessons, achievement and adjustment
to school (particularly new high school environment), (Mulryan-Kyne, 2014, 378).
 Most responses have concluded that school break blocks are seen by students as
opportunities to relax and socialize. Thus their experiences during this time greatly
impact their social habits and development of their social skills as school break blocks
provide opportunities for “physical activities and social interactions that are not
available to them outside the school context” (Mulryan-Kyne, 2014, 379).
 “Break time experiences have also been related specifically to children’s academic
achievement” (Mulryan-Kyne, 2014, 380).
 “Unstructured breaks in the school day enhance learning because they may reduce
‘cognitive interference’ associated with the instruction preceding it”, breaks enhance
learning by providing a cognitive interference that cannot be achieved simply by
changing from one activity to another (Mulryan-Kyne, 2014, 381).
 Strong evidence and research for age-appropriate activities during break hours and
allocating certain ‘hang out’ areas for students based on year groups to promote peer
relationships based on year groups/age ((Mulryan-Kyne, 2014, 388).
 Article also contains bullying prevention tactics and ways to create a positive
environment for students outside of direct classroom hours.

Reflection (2mins)

Provide a personal reflection on how adolescent development theory, research and practice
can influence your personal teaching approach. Your reflection must include mention of: What
you have learnt as part of this unit including how this knowledge informs the specific strategies
you will use to support students’ well-being and safety, and work sensitively and confidentially
with parents/caregivers and other professionals. You must also describe how this knowledge
about adolescent development will influence your future teaching practice (in terms of teaching
strategies and your interaction with students) in reference to at least one of your chosen
teaching areas (KLA).

Criterion:

 Clearly and coherently reflect on specific learnings in this unit and their implications for
their philosophy and practice as a teacher.
 Demonstrate competence in applying unit content to chosen teaching area.
 Communication of individual reflection.

Teacher Interview script for Sonali Sharma:

As Kayla’s teacher, I noticed that Kayla was troubled at school and decided to observe her
behavioral patterns. As proposed by Jeffrey Arnett in his textbook ‘Adolescence and Emerging
Adulthood’, Kayla displayed the negative elements of an early maturating female. This was
evident in her academic performance and classroom disengagement, as well as her social
interactions with older male peers and inconsistent school attendance. John Santrock suggest
that adolescents are labeled ‘at-risk’ when they display one or more of the following issues, 1)
drug use, 2) juvenile delinquency, 3) sexual problems, and 4) school-related problems. He
suggests that to combat these issues amongst adolescents in the classroom, successful
interventions must include components of 1) intensive individual attention, 2) community
involvement and 3) early identification.

A social and emotional learning approach was utilized for Kayla, as Abry, Rim-kaufmann and
Curby suggest that student-teacher classroom interaction quality has components directly
linked to a student’s positive classroom experience and academic outcome, the first and most
important being ‘emotional support’.

First, Kayla was given first a working memory test to identify whether she has cognitive learning
disabilities. Tracy Alloway encourages that a working memory test can test for issues such as
ADHD, Autism, and Dyslexia. This could determine whether her low academic performance and
disengagement in class is attributed to a learning disability. With the outcome of this test
showing positive results and no learning disabilities detected in Kayla, a positive goal setting
approach was adapted. Research by Toni Dobinson and Jennifer Hammond both suggest that
students with English as a second language such as Kayla, benefit greatly from having
challenges to overcome and specific goals to work towards, as well as from a high level of
individual support and extra classroom attention.
This intervention is clearly so well supported by research and we’re excited to see how it will
positively affect Kalya to achieve the goals she has set and succeed.

Alloway, P, T., Gathercole, E, S., Kirkwood, H. and Elliott, J. (2009). The Cognitive and

Behavioral Characteristics of Children with Low Working Memory. Child Development

80(2), 606-621. Stable URL: http://www.jstor.org.ezproxy.uws.edu.au/stable/29738637

Hammond, J. (2014), An Australian Perspective on Standards-Based Education,

Teacher Knowledge, and Students of English as an Additional Language. TESOL Q,

48(3), 507–532. doi:10.1002/tesq.173

Dobinson, T. (2016). Catering for EAL/D Students’ Language Needs in Mainstream

Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian

Setting. Australian Journal of Teacher Education, 41(2), 32-52. Stable URL:

http://dx.doi.org/10.14221/ajte.2016v41n2.3

Abry, T., Rimm-Kaufman, S., Curby, T., (2017). Are All Program Elements Created

Equal? Relations Between Specific Social and Emotional Learning Cmponents and

Teacher-Student Classroom Interaction Quality. Prevention Science, 18(2), 193-203.

DOI: 10.1007/s11121-016-0743-3