Physical DevelopmentPhysical Development

• Students need information on Physical Students need information on Physical Development.Development.

• Physical changes affect behavior.Physical changes affect behavior.• Rapid growth = increased nutritional needs.Rapid growth = increased nutritional needs.• Do not stereotype according to physical Do not stereotype according to physical

characteristics.characteristics.• Exploratory areas require coordination to Exploratory areas require coordination to

master, and many students have poor fine master, and many students have poor fine motor skills.motor skills.

•Many girls may experience the first signs of menstrual period during school day.

•Many are restless and uncomfortable much of the time.

•Sitting for long periods of time is likely to have negative effects.

•Compulsions to “check themselves out”

•Overactive glands

Therefore…..Therefore…..

• Design a comprehensive health, PE Design a comprehensive health, PE and fitness program that is relevant and fitness program that is relevant to the specific needs and capabilities to the specific needs and capabilities of the young adult.of the young adult.

• Plan opportunities for all to Plan opportunities for all to experience physical success- experience physical success- Intramural sports.Intramural sports.

• Provide adequate nutrition.Provide adequate nutrition.• Vary the pace of lessons.Vary the pace of lessons.

Intellectual DevelopmentIntellectual DevelopmentConcrete to Abstract Concrete to Abstract

thinkersthinkers• Shorter attention spans than Shorter attention spans than

elementary and high school age elementary and high school age studentsstudents

• Like to use their vivid imaginations Like to use their vivid imaginations and link it to problem solvingand link it to problem solving

• Your classes will hold the entire Your classes will hold the entire spectrum of development.spectrum of development.

• The shift in thinking from concrete to The shift in thinking from concrete to abstract is continually ongoing, so be abstract is continually ongoing, so be flexible with lesson plans.flexible with lesson plans.

•Physical and intellectual development happens concurrently. Get students up and moving to engage body and mind.

•They can experience metacognition.

•They begin to understand what is meaningful and useful and find applications in their own lives.

Therefore………Therefore………

• Begin lessons with the concrete.Begin lessons with the concrete.• Create short and intense lessons.Create short and intense lessons.• Allow students to interact with the Allow students to interact with the

materials and each other.materials and each other.• Ask exploratory questions that Ask exploratory questions that

require higher level thinking.require higher level thinking.• Be prepared for off track responses.Be prepared for off track responses.• Leave some questions unanswered.Leave some questions unanswered.

•Create an environment where taking risks is safe.•Create authentic lessons, demonstrations and experiences.•Use visual aids.•Provide opportunities for students to explore materials for themselves either individually or in a group.•Utilize a wide variety of teaching techniques.•Ensure opportunities to rehearse and practice key concepts.

Emotional DevelopmentEmotional Development

• Self-regulation of their emotions is Self-regulation of their emotions is difficult.difficult.

• This emotional variability places young This emotional variability places young adolescents at high risk of making adolescents at high risk of making decisions that may have negative impact.decisions that may have negative impact.

• Plan on incidences and events that will Plan on incidences and events that will trigger emotions which will disrupt the trigger emotions which will disrupt the learning process.learning process.

Therefore…..Therefore…..

• Know thyself and how you will react.Know thyself and how you will react.• Understand and accept the typical Understand and accept the typical

behaviors of this age group.behaviors of this age group.• Be an honest and available role model.Be an honest and available role model.• Be a good and attentive listener.Be a good and attentive listener.• Avoid sarcasm.Avoid sarcasm.• Help students to feel skilled and Help students to feel skilled and

competent.competent.• Provide praise and reinforcement in Provide praise and reinforcement in

appropriate ways.appropriate ways.

•Create an environment in which students can experience acceptance by peers.

•Help students feel acceptance by adults. Give them praise and encouragement.

Social DevelopmentSocial Development

• There is a huge need to be part of a social There is a huge need to be part of a social group.group.

• There are some who feel like targets.There are some who feel like targets.• This is a time for shyness due to self This is a time for shyness due to self

consciousness.consciousness.• Your background is different and you may Your background is different and you may

have trouble relating. (For example, if you have trouble relating. (For example, if you are extroverted and you have an are extroverted and you have an extremely shy student, try not to become extremely shy student, try not to become impatient.)impatient.)

Therefore…..Therefore…..

• You should design and participate in You should design and participate in school-based social activities. Go to the school-based social activities. Go to the dances! Sponsor an after school club or dances! Sponsor an after school club or field trip.field trip.

• Encourage student to participate in Encourage student to participate in intramural sports, or the programs in intramural sports, or the programs in music, arts, drama, journalism or other music, arts, drama, journalism or other interest areas.interest areas.

• Help students feel acceptance by peers.Help students feel acceptance by peers.• Help students see how they fit into the Help students see how they fit into the

roles society expects of them.roles society expects of them.

•Allow students to work in groups to peer teach.

•Group students with others of socially different backgrounds.

•Provide opportunities for community involvement.

•Respect their constant need for social self-definition. They are searching for an identity that fits.

Character DevelopmentCharacter Development

Intrapersonal Intrapersonal AttributesAttributes

1.1. Self-discoverySelf-discovery

2.2. Self- managementSelf- management

3.3. Delayed Delayed gratificationgratification

4.4. CourageCourage

5.5. HonestyHonesty

Interpersonal Interpersonal AttributesAttributes

1.1. EmpathyEmpathy

2.2. AltruismAltruism

3.3. Problem SolvingProblem Solving

4.4. ToleranceTolerance

5.5. Self DeftnessSelf Deftness

•Some students are from homes that emphasize a very strict moral code, while others grow up with few restrictions.

•Students are continually faced with contradictions concerning character.

•Students are especially vulnerable to falling into the “wrong crowd”.

Therefore……Therefore……

• Model moral disciplineModel moral discipline• Teach positive values that match the Teach positive values that match the

community and make them part of the community and make them part of the curriculumcurriculum

• Use discussions as ethical arguments for Use discussions as ethical arguments for students to analyze.students to analyze.

• Promote care beyond the classroom.Promote care beyond the classroom.• Teach conflict-resolution.Teach conflict-resolution.• Respect studentRespect student’’s personal environments.s personal environments.