Sarah+Craw+-+Who+is+my+Student

toc =__Who is the typical high school Student?__﻿ =  

﻿Changes of a High School Student:
> Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. If a + b = x then a = x - b. If ma/ca = IQ = 1.00 then Ma = CA. || Table developed from the following three sites: CDC: @http://www.cdc.gov/ncbddd/child/middleadolescence15-17.htm Mark Pennington @http://ezinearticles.com/?Characteristics-of-High-School-Learners&id=1641532 Child Development Institute: @http://www.childdevelopmentinfo.com/development/piaget.shtml
 * Emotional / Social Changes || Mental / Cognative Changes ||
 * ﻿High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:
 * Increased interest in the opposite sex
 * Decreased conflict with parents
 * Increased independence from parents
 * Deeper capacity for caring and sharing and the development of more intimate relationships
 * Decreased time spent with parents and more time spent with peers
 * Interested in co-educational activities
 * Desire adult leadership roles and autonomy in planning
 * Want adults to assume a chiefly support role in their education
 * Developing a community consciousness
 * <span style="font-family: 'Comic Sans MS',cursive;">Need opportunities for self-expression || <span style="font-family: 'Comic Sans MS',cursive;">Most high school students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics:
 * <span style="font-family: 'Comic Sans MS',cursive;">More defined work habits
 * <span style="font-family: 'Comic Sans MS',cursive;">More concern about future educational and vocational plans
 * <span style="font-family: 'Comic Sans MS',cursive;">Greater ability to sense right and wrong
 * <span style="font-family: 'Comic Sans MS',cursive;">Sadness or depression, which can lead to poor grades at school, alcohol or drug use, unsafe sex, thoughts of suicide, and other problems
 * <span style="font-family: 'Comic Sans MS',cursive;">Need to understand the purpose and relevance of instructional activities
 * <span style="font-family: 'Comic Sans MS',cursive;">Are both internally and externally motivated
 * <span style="font-family: 'Comic Sans MS',cursive;">Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
 * <span style="font-family: 'Comic Sans MS',cursive;">May have "shut down" in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
 * <span style="font-family: 'Comic Sans MS',cursive;">Want to establish immediate and long-term personal goals
 * <span style="font-family: 'Comic Sans MS',cursive;">Want to assume individual responsibility for learning and progress toward goals
 * <span style="font-family: 'Comic Sans MS',cursive;">Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality.

English Language Learner's (ELLs):
A Nation with Multiple Languages: The Many Faces of English Language Learners (ELLs): @http://www.education.com/reference/article/multiple-language-ell-english-learner/


 * Who are they? (As you can see below there is not one profile for an ELL student)
 * Heterogeneous population
 * Complex group of students
 * Have diverse:
 * gifts
 * educational needs
 * backgrounds
 * languages
 * goals
 * Come from homes where:
 * no English is spoke
 * only English is spoken
 * multiple languages are spoken
 * Deep sense of their:
 * non U.S. culture
 * multiple cultures
 * identify only with U.S. culture
 * Stigmatized for:
 * The way they speak English
 * Speaking a language other than English
 * Speaking English
 * Live in:
 * Cultural enclaves
 * Surrounded by non-ELL families
 * The U.S. for over a generation
 * Some may be high achievers in school while others struggle
 * Some may excel in one content area and need lots of support in another
 * Some feel capable in school while others are alienated from schooling


 * Statistics:
 * ELLs are the fastest growing segment of the student population
 * ELLs do not fit easily into simple categories
 * ELL students are increasingly present in all U.S. states
 * ELLs sometimes struggle academically

At Risk:
Characteristics of Students at Risk and why Students Drop out: @http://www.education.com/reference/article/characteristics-students-risk/


 * Characteristics of an at Risk Student:
 * A history of academic failure
 * Older age in comparison with classmates
 * Emotional and behavioral problems
 * Frequent interaction with low-achieving peers
 * Lack of psychological attachment to school
 * Increasing disinvolvement with school


 * Why Students Drop Out:
 * Little peer encouragement and support from school success
 * Extenuating life circumstances
 * Medical problems
 * Take an outside job to help support the family
 * Get pregnant
 * Dissatisfied with school
 * Don't do well in their classes
 * Trouble getting along with classmates
 * Find school environment too dangerous or restrictive
 * Preceive the curriculum to be boring and irrelevant to their needs
 * Teacher interaction/behaviors

=Strategies to Deal with High School Students:=

English Language Learner's (ELLs):
Instructional Strategies that support the success of English Language Learners @http://www.education.com/reference/article/instructional-strategies-success-ell/


 * Short Term Actions/Options:
 * Make sure that the English Language Learner have access to English-speaking peers
 * Teachers should not force production of English before students are ready
 * Utilize variouse sources of literature to inspire learning and literacy
 * Respect the student's primary language adn culture
 * Ensure that educators adn parents are familiar with English language learner levels


 * Long Term Actions/Options:
 * Be aware of the options you have to best serve your population of English language learners
 * Ensure that teachers utilize a variety of student-centered methodologies with English language learners
 * Encourage the use of content-based sheltered English methodologies in the classroom
 * Utilize a balanced approach to literacy instruction
 * Integrate a priori teaching into your supports for English language learners
 * Ensure that all staff members are receiving professional development directed at supporting the success of English language learners

At Risk:
Relational Discipline Strategies for In-Your Face Kids: @http://www.teachersworkshop.com/twshop/relationaldisc.html

Poverty:
Ruby Payne strategies

Brain-Based strategies for students of poverty

ADD/ADHD disorders:
Parenting and Behavioral Issues

Teaching Strategies

ALL:
Developmental Characteristics of Youth: Implications for Experiential Learning: Tips and Strategies for each step of the experiential learning cycle @http://www.experientiallearning.ucdavis.edu/tlbx-ages.shtml

Instructional Strategies: @http://www.sabine.k12.la.us/vrschool/instructstrat.htm

Classroom Management Strategies: @http://www.lessonplansinc.com/classroom_management_strategies.php

=﻿Other Information:= The everything there is to know about adolescent quiz @http://www.education.com/reference/article/Ref_Everything_There/

Should Students and Teacher be online "Friends" @http://www.education.com/magazine/article/Students_Teachers_Social_Networking/

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