Introduction/Observations Humans go through an important stage in their life where they make decisions and potentially life changing decisions. Going through the stages of an adolescent provides the opportunity for one to be socially involved, become something and be successful. But before all that, you must go to high school. My placement takes place at Waterloo Collegiate Institute in a grade 9 to 10 ESL program. I commit my time to volunteering in two separate classes. The first class I volunteer in is a grade 9 math class which consists of four students. My responsibility in that class is to assist students with homework, classwork, and any other questions that may have about what they are studying. All four of these students are part of the ESL program at Waterloo Collegiate Institute. The interaction between the students is irrelevant in this class as there are not enough students to capture their relations, except being in the same class. The second class that I am a part of is an English ESL class where there are many students from different parts of the world. Students in this class have arrived in Canada anywhere from the past week to a few years. My responsibility in the class is to assist students with writing, reading and comprehension to enhance their proficiency of the English language. Students in the class have difference levels of proficiency in regards to their comprehension of the English language. Behaviours are much more noticeable in this class as there are many more students that can be observed. One of the observations that were made was that there was a tendency for students to interact with other students who were of the same origin. This may have likely been because of a higher comfort level when inter... ... middle of paper ... ...ians. Also, the study should be conducted by using families of the same ethnic background. Since being in school involves making friends and interacting with peers, it would be interesting to see if parents have an influence on their child’s choosing of friends either from the same ethnic background or someone from a different background. Also, does the choosing depend on how long the parents have been in the country for? This study would use questionnaires that both the parents and children would answer. This way, there is a comparison to see if the family is on the same track and involved with each other or not. The hypothesis would be that extensive adolescent-parent relationships do have an impact on the friends chosen by the children. This would be because of the great influence parents incur on their child and the teachings and ideas that they share with them.
Many female ELL students are coming from countries that may not place importance on the education of females past a certain level which may be an educational demotivator for many of our students. Much of the job as an ELL teacher is to develop a relationship with the students, one of trust where they are comfortable enough to make mistakes and to ask questions for clarification on the background and vocabulary that they do not understand. The use of language is transactional, where we are constantly negotiating meaning to make ourselves understood. A student’s identity is closely linked with who they are in society or what they view their societal role should be. Learners are conditioned by the encounters that they have experienced, and how
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
Gonzales, Y.S., & Moreno, D.S., & Schneider, B.H. (2004). Friendship expectations of early adolescents in Cuba and Canada. Journal of Cross-Cultural Psychology, 35, 436-445.
Roessingh, Hetty. "The Teacher Is the Key: Building Trust in ESL High School Programs." Canadian Modern Language Review 62.4 (2006): 563-590. Academic Search Complete. EBSCO. Web. 31 Jan. 2011.
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
All children will go through changes as they grow from childhood to adulthood. This change is and significant part of one’s development, known as adolescence. The relationship a child has with his/her family is a big impact on why most young teenagers...
There are many school-wide behavior expectations that will included in my future planning to establish a learning environment and decrease disruptions in the classroom. For this reason, I will teach social behavior to students during my lecture and provide opportunities so they can interact among each other. According to Flannery and Fenning (2014), teachers need to recognize and respond to the need to teach appropriate social behavior at the same time they are teaching the specific lesson (Flannery & Fenning, 2014). I chose these expectations mainly because it helps students meet their needs with a positive behavior and provide opportunities for students to develop social skills. Teachers need to provide opportunities for all students to practice and enhance their social skills (Banks & Obiakor, 2015). Another reason why I chose these expectations is because it enhances student’s positive behavior of culturally and linguistically diverse students. For instance, different resources will be assigned to students where they will be able to practice their skills and change their attitude to become better citizens. For this reason, schools must begin focusing on providing students the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which students will live and work as adults (Diaz-Rico, 2014). Providing meaningful
The issue that many adolescents face is the amount of time to spend with each person and when to spend that time with them. Many times, seeing friends outside of school can also be an issue for adolescents due to strict and overprotective parents, so for many, lunch time at school was the only opportunity that they could get. However, free time is limited in an institutional setting, forcing students to go through the pressure of having to choose between managing old friendships or spending time with new ones. As seen in the students at Raven Haven, this choice was one that required much thought as it could disrupt existing friendships. For example, Marina rarely socialized with her friends outside of school, knowingly angering Isabelle, while the other three would make an effort to do so (Amit-Talai, 244). As found throughout, Amit-Talai’s study, the organizational structure has the most impact on a friendship during the adolescent
“In middle childhood, 30% of a child’s social interactions involve peers, compared to 10% in early childhood” (Blume, 2010). Children place a large importance on friendship more when they grow older. In early childhood, friendships are associated with a particular activity. During middle childhood, children focus more on bonds and trust when it comes to making friends. Children start to use selective association meaning that children start to pair off with people that have the same interests as them. Sociable kids are attracted to other sociable kids and children who are shy tend to get left behind.
This longitudinal perspective opens up the possibility that the peer social environment is one that is dynamic. Friendships can be added and terminated resulting in the number of friends reported changes from childhood into and through adolescence. Children moving from intimate elementary classroom settings into a broader age range of adolescents in junior high and high school increases the potential for developing friendships with older adolescents. At the same time, the quality of the relationships with these friends may also be changing. Adolescent relationships are becoming more intimate than those of childhood with the sharing of intimate feelings and being aware of the needs of others becoming a prominent feature of friendship during adolescence.
Relationships play a primary role in the development of adolescents in both cognitive and social competence. The relationships formed enable psychosocial growth as well as provide the opportunity to learn and understand the dynamics of relationships. Over the course of the relationships formed, adolescents experience extensive and rapid maturation and equally dramatic changes in sociocultural expectations. Adolescence allows relationships to be examined through a variation of social networks, spending an increased amount of time to extra- familial interactions, increasing their interactions with casual friendships and expanding those peer interactions to include romantic relationships. These distinct characteristics of adolescent relationships and their experiences are vital to normative development.
Last but not least, parents of functional families encourage children in academic affairs and to nurture peer friendships, a very important element while transitioning into adolescence (Merchant, 2001). On the other hand, children from dysfunctional families, tend to miss treating children and not really nurture them as often. This could include single parent homes, drug addicted parents. The following factors have a profound impact on social development for middle childhood children: excessive conflicts within the home, overly authoritarian parents and coldness in the family (Merchant, 2001). As for physical development, the cognitive development of middle childhood is slow and steady.... ...
Parent-child relationship is a key in the adolescent developmental process. As a psychologist, I would educate parents about Erikson's psychosocial theory in order to nurture and facilitate healthy development. Teens show a dramatic change in their behavior around their parents when they are transitioning from children to adolescents. This is the time when they're starting to separate from their parents and become more independent. Teens this age are increasingly aware of how their friends see them a...
Brendgen, M. (2012). Genetics and peer relations: A review. Journal of Research on Adolescence, 22(3), 419-437. doi:10.1111/j.1532-7795.2012.00798.x
Language plays an important part in our lives, for children this is a critical time for them to learn how they can use language to communicate effectively from the moment they learn through school and into adulthood. While a child goes through school they are exposed to Standard English, but there are diversities that appear in the classroom, for example culture plays a part in language development. Gee and Hayes (2011) stated that there are many things that language can be including; a set of rules, a cognitive experience, a social tool or an object, but overall language is something that changes based on culture and social context. Acknowledging and accepting diversity in the classroom in relation to language and language learning is important to ensure children can communicate effectively with others.