Senior 1 English Language Arts: A Foundation for Implementation
Implementation Overview: Senior 1
The Senior 1 Learner and the Learning Environment -
Part 1
Senior 1 students are approaching the end of the period
of rapid physical, emotional, intellectual, and social change
that constitutes early adolescence. As they enter the Senior
Years, many students are a mixture of the child and the
adult, moving between extremes of naiveté and sophistication.
They are often self-absorbed, yet they have a high need
for approval. They may resist responsibility, yet most thrive
on a sense of independence. They expect and want consistent
parameters, yet they may question authority. Due to their
tendency to be outspoken, critical, and highly sensitive,
coupled with their growing powers of observation and expression,
many adolescents are outstanding writers and speakers. Senior
1 students are some of the most challenging students in
the school system, and some of the most exciting.
Senior 1 students also are at a critical period with respect
to their identity. Whether students take pleasure in reading
and in using the language arts for self-expression is largely
a matter of whether they see themselves as readers, writers,
and producers of texts. Whether they approach learning tasks
with confidence depends on whether they define themselves
as capable learners. For many students, self-definition
in these critical areas is established by the time they
move into Senior 2, and is fundamental to the literacy habits
and attitudes to learning that they will take into adult
life.
Many Senior 1 students change dramatically in the course
of the school year. Teachers need to be sensitive to the
dynamic classroom atmosphere and recognize when shifts in
interests, capabilities, and needs are occurring, so that
they can adjust learning activities for their students.
Although each student is unique in personality and rate
of developmental growth, adolescents also have common characteristics.
The following chart identifies some common characteristics
of adolescent learners and the implications of these characteristics
for teachers.
|
Adolescent
Learners: Implications for Teachers |
Characteristics
of Adolescent Learners
|
Implications for
Teachers |
- Adolescent learners have great
curiosity and a wide range of interests. Their understanding
of the world is constantly evolving. They begin
to see patterns in what they once saw as isolated
events.
|
- Teach to the big picture. Use student
curiosity to fuel classroom inquiry. Help students
forge links between what they already know and what
they are learning.
|
- Their understanding of themselves
is tentative and constantly changing. They are highly
self-conscious and can be very sensitive to personal
criticism.
|
- Concentrate on getting to know
each student early in the year. Learn to understand
each student’s unique combination of abilities
and learning styles. Provide students with positive
information about themselves. Develop language activities
that foster self-understanding and a sense of self-efficacy.
|
- They have a great deal of physical
energy. Some find it hard to sit still or work on
one activity for long periods.
|
- Instead of trying to contain this
energy, put it to the service of active learning.
Provide variety; change the pace frequently; use
kinesthetic activities. Have systems in place to
manage student movement from one activity or grouping
to the next.
|
- They are curious about adults and
observe adult behaviour and conversations. They
look for models. They have high standards for adult
competence and consistency.
|
- Nurture a relationship with each
student. Try to find areas of common interest with
each one. Respond with openness and warmth. Be consistent.
|
- They need to understand the purpose
of activities, policies, and processes. Their growing
autonomy may express itself in questioning authority.
|
- Explain the purpose of every activity.
Enlist student collaboration in developing classroom
policies. Use students’ tendency to question
authority to help them develop critical thinking.
|
|
|
- Make the classroom an enjoyable
place to be. Give students opportunities to study,
write, and perform humour - to create satire, parody,
puns, comedy sketches, and so on.
|
- They want to be liked and to belong
to peer groups. Peer acceptance is often more important
than adult approval. Adolescents frequently express
peer identification through slang, musical choices,
clothing, and behaviour.
|
- Foster a classroom identify and
culture. Ensure that every student is included and
valued. Structure learning so that students can
interact with peers. Teach strategies for effective
interaction.
|
- They are sensitive to personal
or systemic injustice. They are often idealistic
and impatient with the realities that make social
change slow or difficult.
|
- Explore the ethical meaning of
situations in life and in texts. Provide opportunities
for students to make and follow through on commitments,
and to learn about the means through which social
change can be effected.
|
- They want their autonomy and emerging
independence to be respected.
|
- Provide choice. Teach students
to be independent learners. Gradually release responsibility
to students.
|
Top
Back to Implementation
Overview: Senior 1
