 Young
Adolescence Perceptions of School
After asking students questions on their
perceptions of school, Dr. Mee found a few common thoughts
among the answers:
~Grades are a major concern for
young adolescents.
Students know that good grades lead to future careers
and goals they might have. Therefore, they worry about what
they will receive for grades. However, some students become
too concerned and stressed about the grades they get and
this can have more of a negative effect than a
positive.
What can you do as a teacher:
Portfolio assessments and student led conferences.
Do not compare test grades from student to student.
~Young adolescents do not like
homework, especially if it is not relevant.
Students do not always agree with the amount of
homework they are given. They do not always understand why
they have more than one thing due on the same day, and see
this as more stress than they need. Middle school students
believe that there should be more communication among the
teachers so this does not occur.
They also believe that homework is a major stressor in
their life. Especially because they are often involved in
other activities, such as sports or band, and they do not
have time to do work they feel is irrelevant.
What can you do as a
teacher:
Relate homework to class goals
Pass homework back immediately
~Middle school students want to
share school issues, grades, and other school concerns with
parents.
Students of this age want to talk with their parents.
They want to tell them how they are doing in school, and
things that happen to them throughout the course of their
daily lives. Unfortunately, for some reason or another, they
stated they do not share this information with their parents
as much as they would like to.
What can you do as a
teacher:
Provide students and parents with a syllabus of when
things are due.
Offer student/teacher/parent conferences in which
students can discuss issues with their parents as well.
~Young adolescents have a
strong sense of fairness.
Students pay close attention to favoritism throughout
their classroom. Some students even mentioned that they felt
their teacher favored a particular gender, or student. They
notice when teachers called on some students but not others,
or ignoring the behavior of some others. They want and
expect a fair classroom.
What can you do as a
teacher:
Watch who you call on in class, and who you focus
on.
Learn how your boys and girls see things. (What do they
think is fair.)
~Young adolscents do not
understand what principals really do.
Students recognized their principals, but in most
cases did not really understand their purpose at the school.
There was a connection found in answers that stated that
students were more likely to appreciate their principal if
he or she was "visible and caring". They were more likely to
say the principal was mean if he or she served more as an
authoritarian. However, it was interesting to see that some
students thought that a principal should be more careful in
selecting substitutes and teachers.
What can you do as a
teacher:
Ask your principal to make surprise visits to your
classroom.
~Fifth through eighth
graders perceive differences in the qualities of a good
student.
As students grew older, they began to notice that
being a good student was more than just getting good grades
and behaving. Upper middle schoolers noted a good student as
someone who is nice, pays attention, and does their
homework.
What can you do as a
teacher:
Discuss what a good student is with your class.
Brainstorm ideas and let students in on what you believe
the characteristics are.
~Middle grades kids listen to
inner voices.
Unfortunately, everything said to a student becomes
their own reality, even the negative comments. They believe
whatever they are told about themselves, and continually
remind themselves of these "assigned qualities". Every
comment affects their self-esteem.
What can you do as a
teacher:
Be careful what you say to students at all times.
Maintain a respectful environment. (Student/teacher and
student/student)
   
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