Description

The classroom that I am pre-intern teaching is a 7^th grade class, so both years 12 and 13 guidelines from Yardsticks were used to summarize child development. The book draws a very definitive line between twelves and thirteens. However, I found that students in this age group seem to jump back and forth over that line at will. In order to make this more understandable and reflective of the classroom, I will present this as a reflection of the students in the classroom and only point out relevance to the book’s age differences if needed.

The seventh grade classroom demonstrates some of the characteristics presented in the book at the appropriate age level. They tend to exhibit excessive energy that can either be incredibly effective or an incredible distraction. If kept on task, this energy can be focused in a direction that is beneficial to the entire classroom. This added energy is obviously a part of their progression into puberty. This age group at times seems to be a ball of hormones and emotion. This can become an issue and some of the students seem to be experience “bad days” when nothing can really get them to focus or participate. The student’s need for space, both emotionally and physically, becomes important at this time and especially during the bad days.

The book suggested that group work and cohesion of peers may be more important for the twelves than the thirteens. Especially, since the thirteens were more apt to argument and prefer solitary work. Although that may be true, I don’t see much of that in the classroom. This could be due to the fact that the class is again straddling the line between the ages. However, it may also be because the students are given so little opportunity to work in group settings that when they get the chance to freely speak to one another, they appreciate it and try to maintain a decent work environment. The groups that work poorly together tend to exist in the classes that have students that are forced to take on a more adult role at home due to socioeconomic or other burdens. This may push these students further into the thirteens chapter of the book.

Student peer relationships are very important at this age level. In the classroom, this is very evident especially due to the group work environment. Dynamics within the group are constantly fluctuating depending on the day and groups that are not equally divided between the sexes tend not to be as successful. Students that are already shy tend to withdraw at times and require encouragement to rejoin the group for activity. The promise of switching groups following projects tends to keep the students working together even if the current dynamic is less than appealing.

The students at this age enjoy thinking abstractly and can be given more independent projects. This seems to excite them and encourage learning since they can guide their own ideas to completion instead of following a set of instructions. The book states that this is truer for twelves and that thirteens need predictable work, but I think that this is again a reflection of the course curriculum and is beneficial to both age groups.

The classroom is charged with energy as these students are beginning their path to adulthood and are beginning to enjoy humor in a more cognitive fashion (much fewer giggles at passing gas). The teacher can challenge their thought processes further and allow leadership roles to bloom. Students in group assignments need to be monitored for behavior but otherwise should be given the space needed to exert their own personalities and express ideas with peers. Teachers are needed more than ever for guidance but should know when to also step back and allow twelves and thirteens the freedom to act their age.

Summary of Child Development in Field Experience

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