Whose Learning Problems Are These Anyway?

With this assessment of expanding preadolescent brain Whose power in mind, a question surfaces: Whose learning prob- lems are these anyway? Are kids responsible, or can we adults do more to flex, rather than squash, developmental Learning “muscles”? We know so much about the stages of infancy and the first three years of life—when the first smile, first step, even Problems first “no” will happen. These behavioral milestones are anticipated with patient delight. Yet when chil- dren hit the double digits, there is no such Are These reservoir of knowledge or anticipated delight. Caregivers and educators of preteens hear mostly warnings and negative statistics. The Anyway? stereotypes of young adolescents being mouthy, defiant, and hormonal are well advertised. When middle schoolers start goofing off inMiddle level students school, teachers get out the red marker, assistant principals shuffle the detentionare challenging forms, and parents begin the grounding. This sets into motion aand argumentative— battle that continues throughout the early teen years. There is a way to build upon earlyand in the middle of an adolescent characteristics—even the testy ones. exciting period in their The Argument Muscle “Middlers,” as we call 10- to 14-year-old kids, loveemotional and intellectual to argue just as 2-year-old toddlers love to go up and down a staircase. The brain of a preteen isdevelopment. straddling the divide between concrete and abstract thinking. Their thought processes are getting more subjective, more complex, so every issue takes on extenuating circumstances. BY MARGARET SAGARESE Preteens bring their argument mode to AND CHARLENE C. GIANNETTI school. Teachers face students who nitpick over “unfair” test questions or the final grade of an essay. t is common knowledge and a national shame that Administrators hear, “Why are you are always picking on underachievement is the biggest problem for most stu- me?” from behavior-challenged sixth graders (or their par- dents who are in middle school. Preteens are notorious ents). There are some days when educators feel that nearly for their hormonal ragings and rebellious wranglings, every conversation turns into a debate or, worse, mutiny. not their intellectual leaps and bounds. Defending yourself and your actions constantly can beI Yet the years between 10 and 14 herald enormous cogni- burdensome. But savvy educators can exploit the argument tive potential: “It is the time when young people experience muscle. Teachers can put the argument muscle to work, puberty, when growth and development is more rapid than incorporating “taking a stand” into lesson plans. Teaching during any other developmental stage except that of infancy. students to express a point of view can be considered a Early adolescence is a time of discovery, when young people critical-thinking skill. In classroom discussions, essay tasks, have significantly greater capacity for complex thinking” and even problem-solving in mathematics, students (Jackson & Davis, 2000). can be required to line up their arguments. MAY 2003 49To prevent campaigns to change their mind about eating too many sweets; or make any comment with a requirements or test scores, teachers can set trace of racism, sexism, homophobia, or bias better boundaries for arguments. If students have an watch out! “it’s not fair” gripe, teachers can adopt a policy Although this is irksome behavior, a bit of whereby students must put their question or preparation can help. First, it’s important to not argument in writing. That will deter many. Pol- take the critique personally. Second, students who icy underscores authority. see the ethics of a situation should be rewarded. People who interact with middlers must For example, a student calls a teacher on not learn to identify their anger and learn to man- returning the corrected homework the day he age it. When faced with a particularly irk- said he would. Rather than rankle at being some antagonist, educators can visualize caught doing what he preaches against—in their anger as a balloon and watch it fly this case keeping his word—the teacher away. While the educator is daydreaming applauds the critic’s grasp of values and away his or her pique, chances are that the admits that she has a point and owns up to student will probably appreciate the chance his failure. The teacher then echoes how to be heard. important honesty, punctuality, People who interact with preteens integrity, and responsibility are and can remember that they are giving the pledges to do better. argumentative malcontent facing them valuable practice. As Educators at the middle level must prepare to always be preteens move on though adolescence, they will be tempted a role model. Because this age group will sniff out any slip- with cigarettes, alcohol, drugs, and lust. Their ability to ups, it’s important that educators always behave as if they take a firm stance and argue will be a welcome addition to are being graded. They must never come to a school event their intellectual portfolios at parties or in the backseat of with beer on their breath or make a remark that they an SUV. wouldn’t want replayed over the PA system. And they must- n’t admit that they were too tired to vote in the last election. Gotcha! Reason emerges at age 7. We all know that. But not every- Fine-Tuning one realizes that the need for privacy emerges at around age Educators can bond with students in the collective struggle 12 or that conscience—the cognitive-sifting mechanism to to do better and be better individuals and can reaffirm that weigh right and wrong and evaluate ethics—does not none of us is perfect. Posturing themselves as flawed human emerge until around age 13. Further, the years between 10 beings who are trying to evolve can be a wonderful example and 14 see the emergence of ideals and activism. especially for sensitive young adolescents who often feel self- During early adolescence, boys and girls are grappling conscious and always worry about succeeding. with standards of behavior. They are curious about a world Progressive educators call on the teaching community to that looks larger to them than it did to their self-centered recognize the changes that young adolescents are going younger selves. They are driven to experiment. They crave through. “The central purpose of the middle school curricu- adventure. What does sex feel like? How does getting high lum should be helping early adolescents explore self and feel? Alongside these temptations, they are in the process of social meanings at this time in their life” (Beane, 1993). The testing the ethics of adults to see if these should be adopted student-teacher dynamic is full of opportunities to do this. for their own problem-solving challenges. Learning can be used to fine-tune young adolescent devel- As the world now becomes shades of gray instead of that opment, not punish preteens for it. PL old familiar black and white, young adolescents become absorbed in the ramifications of conscience, of right and References wrong. They are prone to judge harshly—themselves and ❏ Beane, J. A. (1993). A middle school curriculum: From adults. They spot hypocrisy a mile away. And they love call- rhetoric to reality. Westerville, OH: National Middle School ing people on their hyposcrisies. Association. Their youthful energy, idealism, and escalating cognitive ❏ Jackson, A. W., & Davis, G. A. (with Abeel, M., & Ham- analysis can translate into some embarrassing moments for burg, D. A.) (2000). Turning points 2000: Educating adoles- educators in the classroom. Young adolescents love to find cents in the 21st century. New York: Teachers College Press. fault and to shout it from the rooftops. Heaven forbid that a teacher is late for class—or worse, out sick the day he or Margaret Sagarese and Charlene C. Giannetti are coauthors she promised to dissect the frog, show the movie, or give the of What Are You Doing in There? Balancing Your Need to recital. Students will broadcast it if an adult breaks his or Know With Your 10-to-15-Year-Old’s Need to Grow, her word, is tardy, or doesn’t live up to his or her promises. forthcoming from Broadway Books. They can be reached And adults who smoke cigarettes; get caught in the cafeteria through their website, www.parenting911.com. 50 PRINCIPAL LEADERSHIP